๐๐๐ถ๐น๐ฑ๐ถ๐ป๐ด ๐๐ต๐ฒ ๐ฃ๐ฎ๐๐ต๐๐ฎ๐: ๐ช๐ต๐ฎ๐ ๐ช๐ฒ ๐๐ฒ๐ฎ๐ฟ๐ป๐ฒ๐ฑ ๐ถ๐ป ๐ฌ๐ฒ๐ฎ๐ฟ ๐ข๐ป๐ฒ
When we launched Performance Pathways, we knew what we wanted to build: a platform that empowered PE teachers to deliver high-quality, high-performance sport education.
But like any new project, year one was less about polishing a finished product and more about listening, testing, adapting, and evolving.
๐ช๐ฒ ๐๐๐ฎ๐ฟ๐๐ฒ๐ฑ ๐๐ถ๐๐ต ๐ฎ ๐ฏ๐ฒ๐น๐ถ๐ฒ๐ณ: that PE should be a place where students grow, not just play. Where sport is the vehicle, but the goal is long-term developmentโphysically, personally, and even socially. That belief remains our compass.
But how do we get there? Thatโs been shaped every step of the way by the people using the platform.
๐๐ฒ๐ฟ๐ฒโ๐ ๐๐ต๐ฎ๐ ๐๐๐ผ๐ผ๐ฑ ๐ผ๐๐ ๐ณ๐ฟ๐ผ๐บ ๐๐ฒ๐ฎ๐ฟ ๐ผ๐ป๐ฒ:
๐ญ. ๐ง๐ฒ๐ฎ๐ฐ๐ต๐ฒ๐ฟ๐ ๐ฎ๐ฟ๐ฒ ๐ต๐๐ป๐ด๐ฟ๐ ๐ณ๐ผ๐ฟ ๐๐๐ฟ๐๐ฐ๐๐๐ฟ๐ฒโ๐ฏ๐๐ ๐ป๐ผ๐ ๐ฎ๐ ๐๐ต๐ฒ ๐ฒ๐ ๐ฝ๐ฒ๐ป๐๐ฒ ๐ผ๐ณ ๐ณ๐น๐ฒ๐ ๐ถ๐ฏ๐ถ๐น๐ถ๐๐.
The most common feedback we received was, "This is exactly what we neededโbut can we tweak it to fit our setting?"
Thatโs a win. Performance Pathways was always meant to offer clarity, not control.
The curriculum gives teachers a roadmapโbut leaves room to drive.
๐ฎ. ๐ฃ๐ฒ๐ฟ๐ณ๐ผ๐ฟ๐บ๐ฎ๐ป๐ฐ๐ฒ ๐ถ๐๐ปโ๐ ๐ฎ ๐ฑ๐ถ๐ฟ๐๐ ๐๐ผ๐ฟ๐ฑ.
We expected some pushback. The word ๐ฝ๐ฒ๐ฟ๐ณ๐ผ๐ฟ๐บ๐ฎ๐ป๐ฐ๐ฒ can feel exclusive or elitist. But when we explained our definitionโ๐ฝ๐ฒ๐ฟ๐ณ๐ผ๐ฟ๐บ๐ฎ๐ป๐ฐ๐ฒ ๐ฎ๐ ๐ฒ๐ณ๐ณ๐ผ๐ฟ๐, ๐บ๐ถ๐ป๐ฑ๐๐ฒ๐, ๐ฎ๐ป๐ฑ ๐ด๐ฟ๐ผ๐๐๐ต ๐ผ๐๐ฒ๐ฟ ๐๐ถ๐บ๐ฒโ๐๐ฒ๐ฎ๐ฐ๐ต๐ฒ๐ฟ๐ ๐ด๐ผ๐ ๐ถ๐.
Many even told us this is what their PE program had been missing: a focus on progress, not just participation.
๐ฏ. ๐๐๐ฟ๐ฟ๐ถ๐ฐ๐๐น๐๐บ ๐ถ๐ ๐ผ๐ป๐น๐ ๐ต๐ฎ๐น๐ณ ๐๐ต๐ฒ ๐๐๐ผ๐ฟ๐โ๐๐ฒ๐ฎ๐ฐ๐ต๐ฒ๐ฟ ๐ฑ๐ฒ๐๐ฒ๐น๐ผ๐ฝ๐บ๐ฒ๐ป๐ ๐บ๐ฎ๐๐๐ฒ๐ฟ๐.
Some of the most exciting moments this year didnโt come from the lesson plans. They came from the workshops, the conversations, and the teacher breakthroughs.
One teacher told us, โIโve taught for 15 years, but this is the first time Iโve felt I had a clear purpose for every lesson.โ That stuck with us.
๐ช๐ต๐ฎ๐โ๐ ๐ป๐ฒ๐ ๐?
Weโre building ๐บ๐ผ๐ฟ๐ฒ ๐๐ฝ๐ผ๐ฟ๐๐, ๐ฒ๐ ๐ฝ๐ฎ๐ป๐ฑ๐ถ๐ป๐ด ๐๐ต๐ฒ ๐ฝ๐ฒ๐ฟ๐๐ผ๐ป๐ฎ๐น ๐ฑ๐ฒ๐๐ฒ๐น๐ผ๐ฝ๐บ๐ฒ๐ป๐ ๐ฐ๐๐ฟ๐ฟ๐ถ๐ฐ๐๐น๐๐บ, and ๐ฑ๐ฒ๐๐ฒ๐น๐ผ๐ฝ๐ถ๐ป๐ด ๐๐๐ฝ๐ฝ๐ผ๐ฟ๐ ๐ณ๐ผ๐ฟ ๐ฏ๐ผ๐๐ต ๐ถ๐ป๐ฑ๐ถ๐๐ถ๐ฑ๐๐ฎ๐น ๐๐ฒ๐ฎ๐ฐ๐ต๐ฒ๐ฟ๐ ๐ฎ๐ป๐ฑ ๐๐ต๐ผ๐น๐ฒ ๐๐ฐ๐ต๐ผ๐ผ๐น๐.
But weโll keep the same approach: listen, build, refine. Just like the pathway our students takeโprogress happens when you commit to it.
๐๐ณ ๐๐ผ๐โ๐๐ฒ ๐ฏ๐ฒ๐ฒ๐ป ๐ฝ๐ฎ๐ฟ๐ ๐ผ๐ณ ๐ผ๐๐ฟ ๐ท๐ผ๐๐ฟ๐ป๐ฒ๐ ๐๐ต๐ถ๐ ๐๐ฒ๐ฎ๐ฟโ๐๐ต๐ฎ๐ป๐ธ ๐๐ผ๐.
Youโve helped shape Performance Pathways into something meaningful. If youโre new here, consider this your invitation to join a growing community of educators redefining what PE can be.
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
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