As we head into the second half of Term 2, the Health and Physical Education faculty is abuzz with energy, innovation and a strong sense of purpose. Our students continue participating actively in practical and theoretical learning that develops physical skills and deepens their understanding of health, wellbeing, and movement science.

In the classroom, we’re embedding contemporary pedagogical models, such as the Constraints-Led Approach (CLA), into our practical units. The CLA emphasises the interaction between individual, environmental, and task constraints (Newell, 1986), shaping movement and decision-making authentically. Rather than prescribing movements, we create conditions that guide learners toward skill development through exploration and problem-solving (Renshaw et al., 2010). For example, in our AFL 9's unit, varying field size or scoring zones helps students adapt strategies and improve their tactical awareness.

We continue to place wellbeing at the heart of our curriculum, aligning with the Australian Curriculum’s Health and Physical Education strand, which champions the development of critical health literacy and mental wellbeing. Students are learning evidence-based strategies for stress regulation, sleep hygiene, and emotional intelligence, empowering our boys with lifelong tools to flourish. These lessons draw from the science of positive psychology, incorporating strategies from Seligman’s PERMA model (Seligman, 2011), ensuring every class nurtures physical development and a greater sense of purpose and well-being.

We’re thrilled to begin our partnership with the SANFL as students engage in the exciting and fast-paced AFL 9’s program. This unit focuses on modified AFL, designed to be inclusive, non-contact and highly engaging for all ability levels. The program will culminate in an inter-school gala day, allowing students to showcase their skills, teamwork and sportsmanship. Our year 9 students will take part in a test run during week five, with most of our middle school PE classes taking part in Term 3.

Several senior students have stepped up to take on coaching responsibilities with our Junior School peers. This mentoring initiative helps build confidence and leadership and allows senior students to apply their knowledge in a real-world context. By designing warm-ups, delivering drills, and providing feedback, they develop vital communication and coaching skills – critical components of the Australian Curriculum’s Personal and Social Capability strand.

Our Cross-Country season is well underway. With weekly training sessions and events, participation levels are high. Beyond physical performance, our focus remains on promoting resilience, grit, and goal-setting – key aspects of wellbeing science. We're also integrating data collection this year, with students tracking their times, heart rates, and recovery rates to analyse performance improvements and understand physiological responses to exercise.

Thank you for your continued support of our Health and PE programs. We’re proud of the holistic education our students are receiving – on the field, in the classroom, and beyond.

Warm regards,

Mr Jonty Rutai
Head of Learning – Health & Physical Education

References:

• Newell, K.M. (1986). Constraints on the development of coordination. In M.G. Wade & H.T.A. Whiting (Eds.), Motor development in children: Aspects of coordination and control (pp. 341–360). Dordrecht: Martinus Nijhoff.
• Renshaw, I., Davids, K., Newcombe, D., & Roberts, W. (2010). The Constraints-Led Approach: Principles for Sports Coaching and Practice Design. Routledge.
• Seligman, M.E.P. (2011). Flourish: A Visionary New Understanding of Happiness and Well-being. Free Press.