Progression is a word we hear a lot in PE.
But what do we really mean by it?
For some, it still conjures up images of elite performanceโfaster times, better scores, more technical skill.
But in most school settings, thatโs not the goal.
Weโre not trying to produce professional athletes.
Weโre trying to help every student get betterโat their own pace, from their own starting point.
Thatโs what progression should be about: individual improvement, not just performance outcomes
So, what does progression look like in action?
Here are three key signs that your students are improving:
๐๐ฟ๐ฒ๐ฎ๐๐ฒ๐ฟ ๐ฐ๐ผ๐บ๐ฝ๐น๐ฒ๐ ๐ถ๐๐ โ Can they perform the same skill in more challenging scenarios?
๐๐ฟ๐ฒ๐ฎ๐๐ฒ๐ฟ ๐ฐ๐ผ๐ป๐๐ถ๐๐๐ฒ๐ป๐ฐ๐ โ Are they making fewer errors, even under pressure?
๐๐ฟ๐ฒ๐ฎ๐๐ฒ๐ฟ ๐ถ๐ป๐ฑ๐ฒ๐ฝ๐ฒ๐ป๐ฑ๐ฒ๐ป๐ฐ๐ฒ โ Are they self-correcting and applying what theyโve learned?
This is what we build toward in a well-structured PE curriculum.
Itโs not about talentโitโs about development.
Why it matters:
When students see progress, they believe in their ability to improve.
And when that belief is in place, everything changes. Engagement increases. Confidence grows. And students begin to take ownership of their learning.
Contributors

Martin Brockman
Director of Performance Pathways
Martin Brockman is Director of Brockman Athletics, providing teacher training and track and field teaching resources for schools around the world. Representing Great Britain in the decathlon for almost a decade, Martin achieved a bronze medal at the Commonwealth Games in Dehli, 2010. On retiring from his international career, he moved to the world-leading Aspire Academy in Qatar as the Head of Athlete Development where he designed and implemented the academy athletics program from talent identification through to international athletics.
Athletics
Specialisms
Share this post
Get fresh insights and articles straight to your inbox
By subscribing you agree to our privacy policy.
Comments
You must be signed in to comment