1 00:00:06,667 --> 00:00:10,387 Speaker 1: You're listening to the Weekend Sport podcast with Jason Vine 2 00:00:10,707 --> 00:00:12,547 Speaker 1: from newstalksb. 3 00:00:12,867 --> 00:00:16,067 Speaker 2: Well An announcement this week that the first charter sports school, 4 00:00:16,107 --> 00:00:19,507 Speaker 2: New Zealand Performance Academy Altador as it will be known, 5 00:00:19,627 --> 00:00:22,227 Speaker 2: will open in term one next year at the New 6 00:00:22,307 --> 00:00:27,067 Speaker 2: Zealand Campus of Innovation and Sports in Upper Heart Ends CIEs. 7 00:00:27,147 --> 00:00:30,067 Speaker 2: This is year eleven's to year thirteen, so fifth form 8 00:00:30,147 --> 00:00:33,507 Speaker 2: through to seventh form in the old speak. So kids 9 00:00:33,547 --> 00:00:36,067 Speaker 2: will do perhaps that the first couple of years away 10 00:00:36,307 --> 00:00:38,587 Speaker 2: from this campus and then move on to this campus. 11 00:00:38,587 --> 00:00:42,227 Speaker 2: It's going to focus on football and rugby union initially, 12 00:00:42,787 --> 00:00:46,227 Speaker 2: other sports expected to follow. It's independent of the Wellington 13 00:00:46,267 --> 00:00:49,347 Speaker 2: Phoenix who call it home. Their general manager David Dome, 14 00:00:49,467 --> 00:00:52,227 Speaker 2: is on the board of the school. Is it possible 15 00:00:52,267 --> 00:00:55,867 Speaker 2: to thrive both academically and in sport? Do you have 16 00:00:55,947 --> 00:00:58,667 Speaker 2: to choose one? And how will this prepare the next 17 00:00:58,747 --> 00:01:04,387 Speaker 2: generation of sports people? Gilbinoka former All Blacks mental skills coach. 18 00:01:04,427 --> 00:01:08,027 Speaker 2: Among other teams, he's worked with England Cricket, the Black Caps, Chelsea. 19 00:01:08,107 --> 00:01:11,467 Speaker 2: He knows all about what it takes for high performance 20 00:01:11,587 --> 00:01:14,747 Speaker 2: athletes to succeed and he was also a former high 21 00:01:14,747 --> 00:01:18,507 Speaker 2: school teacher, So who better to talk to on this topic. 22 00:01:18,667 --> 00:01:21,707 Speaker 2: It's great to welcome Gilbert and Oka to Weekend Sport. Gilbert, 23 00:01:21,707 --> 00:01:23,467 Speaker 2: thanks so much for joining us pleasure. 24 00:01:23,547 --> 00:01:26,747 Speaker 3: Elliott, nice to be on the show with you. Thanks 25 00:01:26,827 --> 00:01:27,267 Speaker 3: very much. 26 00:01:27,587 --> 00:01:32,587 Speaker 2: What do you make of this charter school's sports proposal 27 00:01:32,627 --> 00:01:35,107 Speaker 2: that is going to come into being from two one, 28 00:01:35,227 --> 00:01:37,947 Speaker 2: twenty twenty six at the nsed CIS and Wellington. Are 29 00:01:37,987 --> 00:01:39,387 Speaker 2: you in favor of the idea? 30 00:01:40,547 --> 00:01:46,187 Speaker 3: Oh? Look, I I think any initiative that you genuinely 31 00:01:46,387 --> 00:01:49,547 Speaker 3: gives young people a better chance to grow, to learn 32 00:01:50,387 --> 00:01:56,427 Speaker 3: and perform deserves attention. And I'm more of the ilk 33 00:01:56,467 --> 00:02:00,507 Speaker 3: of embracing the opportunity that it gives to our people 34 00:02:00,547 --> 00:02:06,187 Speaker 3: who make that choice to go down that avenue, to 35 00:02:07,347 --> 00:02:10,147 Speaker 3: you know, to enable them to you know, to have 36 00:02:10,187 --> 00:02:13,427 Speaker 3: a chance at achieving and putting the energy into their 37 00:02:13,427 --> 00:02:14,507 Speaker 3: sport of their choice. 38 00:02:14,787 --> 00:02:17,347 Speaker 2: You've been a teacher, You've also worked in high performance 39 00:02:17,387 --> 00:02:20,947 Speaker 2: sport environments, So what are the fundamentals that they need 40 00:02:20,987 --> 00:02:23,227 Speaker 2: to get right for these kids? 41 00:02:24,147 --> 00:02:26,627 Speaker 3: Well? Yeah, I did. I thought about that my role 42 00:02:26,667 --> 00:02:29,947 Speaker 3: at Hilmot High School and you know, I aim to 43 00:02:30,027 --> 00:02:33,827 Speaker 3: develop high performing elite athletes in the sport of volleyball, 44 00:02:34,627 --> 00:02:39,067 Speaker 3: and at times the traditional model doesn't fit, you know, 45 00:02:39,107 --> 00:02:42,947 Speaker 3: it doesn't have the flexibility that allows individuals who at 46 00:02:42,987 --> 00:02:46,227 Speaker 3: a certain point in their life are getting their development 47 00:02:46,347 --> 00:02:49,947 Speaker 3: through sport to really encompass that, and a lot of 48 00:02:49,947 --> 00:02:54,707 Speaker 3: the traditional modes are forced upon them. I've learned in 49 00:02:54,747 --> 00:02:58,707 Speaker 3: my work that it's not a one size fits all policy. 50 00:02:58,747 --> 00:03:01,987 Speaker 3: It's a one size fits one. And if we can 51 00:03:02,027 --> 00:03:06,547 Speaker 3: build a system around the individual learner or performer and 52 00:03:06,587 --> 00:03:09,507 Speaker 3: allow them to focus on their strength and their ambitions, 53 00:03:10,427 --> 00:03:13,467 Speaker 3: I think we create an environment where they can grow 54 00:03:13,507 --> 00:03:18,187 Speaker 3: and achieve more than them being trapped inside a traditional model. 55 00:03:18,227 --> 00:03:21,147 Speaker 2: But is there a risk attached to this because these 56 00:03:21,187 --> 00:03:24,907 Speaker 2: are young kids still? You know, some kids starting year eleven, 57 00:03:24,907 --> 00:03:26,747 Speaker 2: which is when the school starts, are only going to 58 00:03:26,787 --> 00:03:30,987 Speaker 2: be fourteen, and at that point in time they may 59 00:03:31,027 --> 00:03:34,467 Speaker 2: not have an idea. Everyone wants to be the next Messy, 60 00:03:34,587 --> 00:03:38,627 Speaker 2: the next Dan Carter, whatever it might be. But is 61 00:03:38,627 --> 00:03:41,387 Speaker 2: it a risk focusing on that soul track at that 62 00:03:41,507 --> 00:03:42,707 Speaker 2: age for these kids? 63 00:03:43,827 --> 00:03:46,747 Speaker 3: Yeah, I think that's a realistic concern. Eliot. I think 64 00:03:46,867 --> 00:03:51,027 Speaker 3: and I've met in my experience as people who. 65 00:03:50,867 --> 00:03:51,267 Speaker 1: Do know. 66 00:03:52,947 --> 00:03:56,987 Speaker 3: And some are guided you know, falselly by their parents 67 00:03:56,987 --> 00:03:59,307 Speaker 3: in a way who are trying to live a dream 68 00:03:59,347 --> 00:04:02,387 Speaker 3: that they have through their children. So, you know, sometimes 69 00:04:02,387 --> 00:04:08,587 Speaker 3: are forced into a mode of operating. I think you know, 70 00:04:08,747 --> 00:04:11,427 Speaker 3: and we sort of talk about the fact that we 71 00:04:11,507 --> 00:04:15,107 Speaker 3: want people to develop a wide base of diverse skills 72 00:04:15,147 --> 00:04:19,107 Speaker 3: when they're younger. I think the key for this for 73 00:04:19,307 --> 00:04:23,027 Speaker 3: me is, as with most things, it all starts at 74 00:04:23,027 --> 00:04:25,907 Speaker 3: the top. You know, the critical and critical ingredient is 75 00:04:26,587 --> 00:04:31,707 Speaker 3: getting that board, that controlling authority right. And I understand 76 00:04:31,747 --> 00:04:34,747 Speaker 3: that's different because the charter school is not answerable to 77 00:04:34,787 --> 00:04:39,347 Speaker 3: the Ministry's answerable to a different group of people. So 78 00:04:39,907 --> 00:04:43,787 Speaker 3: getting the makeup of the people inside that group strong 79 00:04:44,067 --> 00:04:48,347 Speaker 3: and ensuring that they have systems of quality control across 80 00:04:48,347 --> 00:04:52,467 Speaker 3: the border important. So if you get that, I've never 81 00:04:52,547 --> 00:04:58,587 Speaker 3: met a competent coach who's interested in the development of 82 00:04:58,627 --> 00:05:02,307 Speaker 3: an eight eque person that doesn't promote holistic development. So 83 00:05:03,587 --> 00:05:06,787 Speaker 3: I'd imagine that, you know, they'd go board and there'd 84 00:05:06,867 --> 00:05:10,107 Speaker 3: be certain pit stops at a stage where a look 85 00:05:10,107 --> 00:05:13,467 Speaker 3: at are you doing? Is what you're doing right? For you? 86 00:05:13,507 --> 00:05:16,307 Speaker 3: Have we got the right scope? And they ask questions 87 00:05:16,307 --> 00:05:17,867 Speaker 3: and allow opportunities to pivot. 88 00:05:18,187 --> 00:05:21,187 Speaker 2: A lot of your work has been around leadership relationships, 89 00:05:21,227 --> 00:05:24,027 Speaker 2: the mental side of things in sport. How much can 90 00:05:24,027 --> 00:05:28,107 Speaker 2: you learn about that in those formative high school years. 91 00:05:28,187 --> 00:05:31,667 Speaker 3: Huge, You know, once you get a mindset, a growth mindset, 92 00:05:31,707 --> 00:05:36,347 Speaker 3: an opportunity mindset that you see things, you see, possibilities 93 00:05:36,387 --> 00:05:39,827 Speaker 3: are not barriers, and people are expected to have the 94 00:05:39,907 --> 00:05:45,707 Speaker 3: mental performance skill sets just because they participate in sport. 95 00:05:46,667 --> 00:05:50,507 Speaker 3: Once you understand that they are at aol kit that 96 00:05:50,587 --> 00:05:53,827 Speaker 3: you can learn and you can refine and you can develop, 97 00:05:54,667 --> 00:05:56,987 Speaker 3: just like you do the other skills. You know, we 98 00:05:57,067 --> 00:05:59,547 Speaker 3: do know that your skill sets don't work if your 99 00:05:59,587 --> 00:06:04,267 Speaker 3: mindset's not right. So why don't we spend time teaching children, 100 00:06:04,667 --> 00:06:08,907 Speaker 3: teaching individuals how to manage the emotions that a company, 101 00:06:09,307 --> 00:06:13,027 Speaker 3: elite sporting environment. So I think it's a wonderful opportunity 102 00:06:13,147 --> 00:06:19,027 Speaker 3: to actually structure a program of development in this area 103 00:06:19,147 --> 00:06:22,547 Speaker 3: that's mostly left up to chance out there in the 104 00:06:22,587 --> 00:06:23,467 Speaker 3: traditional model. 105 00:06:23,667 --> 00:06:25,867 Speaker 2: How would they need how would they balance or would 106 00:06:25,867 --> 00:06:28,907 Speaker 2: you foresee them balancing? I suppose the focus on sport 107 00:06:28,987 --> 00:06:30,827 Speaker 2: and that being the purpose of the school, but also 108 00:06:31,387 --> 00:06:34,067 Speaker 2: I guess trying to ground them in society and you know, 109 00:06:34,147 --> 00:06:36,107 Speaker 2: learning that the basics that you do need to learn 110 00:06:36,147 --> 00:06:38,627 Speaker 2: at high school otherwise. 111 00:06:39,627 --> 00:06:41,987 Speaker 3: Yeah, well, I think it's sort of you know, they're 112 00:06:41,987 --> 00:06:47,147 Speaker 3: not rivals. You know, education and those developments and elite 113 00:06:47,187 --> 00:06:50,907 Speaker 3: sport development don't compete. You know, in the right environment, 114 00:06:51,707 --> 00:06:54,947 Speaker 3: they can thrive side by side where you sharpen both 115 00:06:54,947 --> 00:06:58,787 Speaker 3: the mind and the body. And I'd imagine if you 116 00:06:58,867 --> 00:07:03,027 Speaker 3: have good providers and a good system, and that allows 117 00:07:03,067 --> 00:07:06,547 Speaker 3: you to bring in good mentors and coaches and people 118 00:07:07,147 --> 00:07:10,787 Speaker 3: that have wise eyes as they develop people, that allows 119 00:07:10,947 --> 00:07:14,507 Speaker 3: education and elite performance to live side by side and 120 00:07:14,547 --> 00:07:18,227 Speaker 3: not in conflict. And you know, some of the best 121 00:07:18,307 --> 00:07:22,867 Speaker 3: lessons that people can get in their own personal development 122 00:07:23,427 --> 00:07:28,747 Speaker 3: is from sport, you know, dealing with the disappointment, managing 123 00:07:29,347 --> 00:07:33,427 Speaker 3: losses of form, dealing with other things that come into 124 00:07:33,467 --> 00:07:39,067 Speaker 3: the struggle bucket. And sometimes just normal life doesn't give 125 00:07:39,107 --> 00:07:42,307 Speaker 3: you those tests, doesn't stretch you in a way that 126 00:07:42,467 --> 00:07:45,147 Speaker 3: forces you to find a way to manage your way 127 00:07:45,187 --> 00:07:45,627 Speaker 3: through them. 128 00:07:46,107 --> 00:07:48,707 Speaker 2: What are the kind of things that you can't learn 129 00:07:48,747 --> 00:07:50,827 Speaker 2: at school that you've got to learn by doing, by 130 00:07:50,867 --> 00:07:53,827 Speaker 2: being in a high performance sport environment, by being out 131 00:07:53,867 --> 00:07:56,067 Speaker 2: in society that maybe a school won't teach you. 132 00:07:57,747 --> 00:08:01,027 Speaker 3: Well, I think you know the I understand that this 133 00:08:01,147 --> 00:08:03,547 Speaker 3: charter school is dealing with just two sports, I think 134 00:08:03,707 --> 00:08:07,827 Speaker 3: rugby and football. So automatically you're into a team environment, 135 00:08:07,987 --> 00:08:11,507 Speaker 3: so you're no longer the center of attention. You've got 136 00:08:11,507 --> 00:08:15,547 Speaker 3: to you've got to give to other people. You've got 137 00:08:15,547 --> 00:08:18,627 Speaker 3: to apply disciplines to the way in once you go 138 00:08:18,707 --> 00:08:21,907 Speaker 3: about doing things. So you've got to get up at 139 00:08:21,907 --> 00:08:24,507 Speaker 3: certain times, and you've got to commit to training in 140 00:08:24,547 --> 00:08:27,427 Speaker 3: the dark. You've got to do things that are not 141 00:08:27,507 --> 00:08:33,387 Speaker 3: seen by other people to enable people to achieve the 142 00:08:33,467 --> 00:08:37,507 Speaker 3: things that they want to actually achieve. So there's a 143 00:08:37,547 --> 00:08:43,187 Speaker 3: whole host of disciplines. I think that sport you can 144 00:08:43,187 --> 00:08:48,067 Speaker 3: only get through sport or some other professional activities, and 145 00:08:48,747 --> 00:08:51,747 Speaker 3: you know, you know, you need an environment that fosters 146 00:08:51,747 --> 00:08:55,307 Speaker 3: that and identifies the skill sets to help you navigate it. 147 00:08:55,547 --> 00:08:58,067 Speaker 2: Gilbert and Oka with us a couple of final questions. Gilbert, 148 00:08:58,107 --> 00:09:00,867 Speaker 2: so grateful for your time. What would the ideal students 149 00:09:01,507 --> 00:09:04,627 Speaker 2: look like when they graduate high school? This high school? 150 00:09:04,627 --> 00:09:06,347 Speaker 2: What would they look like to you? 151 00:09:07,507 --> 00:09:10,707 Speaker 3: I look, the thing I kind of like about where 152 00:09:10,747 --> 00:09:15,307 Speaker 3: this thing's headed is that you know, they'll select people 153 00:09:15,347 --> 00:09:19,507 Speaker 3: that have ambition, and I think that's important. I'd like 154 00:09:19,587 --> 00:09:22,947 Speaker 3: to think that a system like this will spit out 155 00:09:22,947 --> 00:09:28,027 Speaker 3: an individual that's developed competencies and capabilities in their chosen 156 00:09:28,147 --> 00:09:32,347 Speaker 3: field of endeavor, that they've learned to understand themselves a 157 00:09:32,427 --> 00:09:35,747 Speaker 3: bit better. So how they are, how they deal with success, 158 00:09:35,747 --> 00:09:38,827 Speaker 3: how they deal with failure, how they deal with disappointment. 159 00:09:39,387 --> 00:09:41,987 Speaker 3: I'd like to think that they've developed aspects of their 160 00:09:42,027 --> 00:09:47,507 Speaker 3: own character. You know, any pathway to success that doesn't 161 00:09:47,547 --> 00:09:50,667 Speaker 3: involve in development of character is always hollow to me. 162 00:09:51,387 --> 00:09:56,427 Speaker 3: And so this particular course in schooling needs to ensure 163 00:09:56,787 --> 00:09:59,587 Speaker 3: that that occurs. And then when they come out, they 164 00:09:59,627 --> 00:10:03,467 Speaker 3: have some opportunities to advance themselves, not only in sport, 165 00:10:03,547 --> 00:10:09,787 Speaker 3: but in other endeavors, because ultimately, sport tests you against 166 00:10:09,827 --> 00:10:11,827 Speaker 3: yourself and you find out a lot of things about 167 00:10:11,867 --> 00:10:14,427 Speaker 3: who you are, what you want, and where you want 168 00:10:14,427 --> 00:10:18,507 Speaker 3: to head. And I'd like to think people will come 169 00:10:18,547 --> 00:10:21,627 Speaker 3: out and having grown in lots of different areas and 170 00:10:22,187 --> 00:10:25,227 Speaker 3: being able to pursue opportunities that they may not have 171 00:10:25,307 --> 00:10:26,187 Speaker 3: seen beforehand. 172 00:10:26,387 --> 00:10:29,347 Speaker 2: So Gilbert and I guess, in summary, if you're a 173 00:10:29,467 --> 00:10:31,747 Speaker 2: parent that's got a young kid that's on the verge 174 00:10:31,787 --> 00:10:34,067 Speaker 2: of high school, you think going to that school, I 175 00:10:34,067 --> 00:10:36,547 Speaker 2: mean it would be a step in the right direction 176 00:10:36,787 --> 00:10:41,027 Speaker 2: for a young kid that's looking to follow a sporting career. 177 00:10:42,347 --> 00:10:45,947 Speaker 3: Look, I think many roads, one destination. You know, this 178 00:10:45,987 --> 00:10:50,347 Speaker 3: isn't the part. It's just another part, and it's another 179 00:10:50,427 --> 00:10:55,107 Speaker 3: revenue for people to choose as they look to develop 180 00:10:55,267 --> 00:11:00,027 Speaker 3: their careers. And it's a legitimate route on the athletes 181 00:11:00,107 --> 00:11:03,907 Speaker 3: map to high performance. And so I think it's you know, 182 00:11:04,027 --> 00:11:06,547 Speaker 3: if it is a path and it is available to 183 00:11:06,587 --> 00:11:10,547 Speaker 3: someone and it fits and this is it's a one 184 00:11:10,627 --> 00:11:14,947 Speaker 3: size fits one model again, then why not. You know, 185 00:11:15,467 --> 00:11:18,627 Speaker 3: people have just got to be careful that and when 186 00:11:18,627 --> 00:11:21,587 Speaker 3: they hear the word charter that they don't allow an 187 00:11:21,627 --> 00:11:25,587 Speaker 3: unconscious bias of politics to invade what it actually is. 188 00:11:26,227 --> 00:11:28,347 Speaker 3: You know, when I hear that, I look at this, 189 00:11:28,547 --> 00:11:32,347 Speaker 3: I think possibility. What's the possibility that I see to 190 00:11:32,507 --> 00:11:36,507 Speaker 3: enhance my skill sets to enable me to develop myself 191 00:11:36,787 --> 00:11:39,547 Speaker 3: in a way that gives me other opportunities as an 192 00:11:39,587 --> 00:11:41,747 Speaker 3: athlete as I venture out into the world. 193 00:11:42,267 --> 00:11:44,067 Speaker 2: Indeed, well, Gil, but it's going to be fascinating to 194 00:11:44,107 --> 00:11:46,507 Speaker 2: see how the school develops over the coming years and 195 00:11:46,507 --> 00:11:48,547 Speaker 2: what kind of students come out of it. Thank you 196 00:11:48,587 --> 00:11:50,547 Speaker 2: so much for your time on Newstalk ZB this afternoon. 197 00:11:50,627 --> 00:11:51,147 Speaker 2: Appreciate it. 198 00:11:51,907 --> 00:11:53,587 Speaker 3: You're welcome, Elliott, thanks very much. 199 00:11:53,827 --> 00:11:56,987 Speaker 2: Thank you. Gilbert. Gilbertanoka there who has worked with any 200 00:11:57,027 --> 00:12:00,507 Speaker 2: number of high performance sporting environments, the All Blacks, black Caps, 201 00:12:01,067 --> 00:12:04,187 Speaker 2: England Crickets, Chelsea Football Club, but also been a high 202 00:12:04,187 --> 00:12:06,627 Speaker 2: school teacher, and I think offered a really new nique 203 00:12:06,627 --> 00:12:09,107 Speaker 2: perspective there as to whether this is going to be 204 00:12:09,867 --> 00:12:11,427 Speaker 2: a good idea or not. 205 00:12:12,067 --> 00:12:15,267 Speaker 1: For more from Weekend Sport with Jason Fine, listen live 206 00:12:15,387 --> 00:12:18,627 Speaker 1: to news Talks at B weekends from midday, or follow 207 00:12:18,707 --> 00:12:20,307 Speaker 1: the podcast on iHeartRadio