“Everyone wins” as Sport Bay of Plenty helps revamp school Athletics Day

Sport Bay of Plenty has played a key role in transforming school-wide events, including cross country and athletics, to better engage students across the region. This includes a significant shift in the school Athletics Day at Rotorua Intermediate School, which now provides a more inclusive and engaging approach, prioritising student participation and enjoyment.

The importance of maximising the athletics and PE offering at school is clear, with PE consistently being the most likely form of organised physical activity that tamariki engage in. In 2023, 68% of active tamariki participated in school-based PE and athletics activities, far exceeding participation in other forms of activity, such as training with a coach (57%) or competition (27%)—albeit largely due to the compulsory nature of PE at this age. However, despite this high participation, students have expressed a growing need for more engaging and varied physical activity options, highlighting the need for change.

This shift was driven by school leadership. Principal Garry de Thierry and Deputy Principal Heather Nahu recognised the need for a more engaging experience that encouraged participation and success for all students. With their support, Sport Bay of Plenty’s Central Bay of Plenty Healthy Active Learning Advisor Kimiora Insley, collaborated with lead teacher Sarah Gibbs-Tahuri to develop a plan for change. Their efforts ensured that all staff were on board, fostering a school-wide commitment to the new approach.

Healthy Active Learning is a government initiative that supports schools and kura to improve the well-being of students through quality physical activity and healthy eating. It provides resources, guidance, and professional development for teachers, ensuring that students have meaningful and enjoyable opportunities to be active throughout the school day. By integrating Healthy Active Learning principles into Athletics Day, Sport Bay of Plenty helped create an event that was inclusive, engaging, and aligned with broader student well-being goals.

The traditional Athletics Day format was not for everyone, with the possibility of longer waiting times, fewer opportunities for participation, and moments of lower engagement. Beyond just changing the event itself, the build-up to Athletics Day was also reimagined. Rather than repetitive practice sessions that mirrored the event, students engaged in a variety of fun, skill-building activities designed to be enjoyable, challenging, and inclusive. Kimiora provided teachers with a resource that introduced games to develop key athletic skills in an engaging way.

“At the schools we’ve worked with, we noticed that traditional athletics practices often reflected the event itself,” says Kimiora. “Long lines, minimal involvement, and disengagement were common. The new approach encouraged active participation from all students.”

One of the key changes to Athletics Day was the introduction of a whānau house system, where every student took part in events to earn points for their house. Previously, only the top five students from each house competed, leaving the majority of students on the sidelines. Now, with every student actively involved, participation skyrocketed.

“Activities like hopscotch for one-legged jumps really got the kids engaged,” says teacher Chloe Gallagher. “They started playing these games during their breaks, making movement and activity a natural part of their day.”

A key aspect of the new approach was the introduction of smaller, student-led groups, which allowed for more individual support and skill development. “These groups gave us the opportunity to provide tailored support, helping students build confidence and refine their techniques,” explains Kimiora.

The students quickly embraced the new format. Rachana Aun, one of the students, shares, “It feels exciting because everyone’s counting on you, and then you feel happy, and they cheer you on.”

Jordan Harris adds, “I really enjoy Athletics Day now. I get to do activities that I love and hang out with my mates.”

While inclusivity was a priority, competitive elements remained. The top six students in each event still had the chance to compete in a championship round, ensuring that those who thrived in competition had opportunities to excel. This balance allowed both competitive and non-competitive students to engage in a meaningful way.

“All the kids have developed their skills and are applying them successfully in events,” says Gibbs-Tahuri. “It’s been a rewarding experience for everyone involved.”

The success of the revamped Athletics Day at Rotorua Intermediate is part of a wider movement towards creating school events that are enjoyable, inclusive, and reflective of students’ needs. As Chloe sums it up, “The non-competitive kids are more engaged, they just want to have fun, and the competitive kids get the chance to shine and practice their skills.

“Everyone wins.”