Why PE Needs a Performance Mindset—Even for Non-Athletes

shifting the focus from talent to growth

When people hear “performance” in PE, they often assume it’s about competition.

When people hear “performance” in PE, they often assume it’s about competition.

It’s not about outcomes.
It’s about 𝙖𝙩𝙩𝙞𝙩𝙪𝙙𝙚.

A performance mindset means students show up with intention.

They care about getting better.
They reflect. They adapt.
They learn to improve—not because someone’s keeping score, but because it matters to them.

𝗧𝗵𝗶𝘀 𝗶𝘀𝗻’𝘁 𝗷𝘂𝘀𝘁 𝗳𝗼𝗿 𝗳𝘂𝘁𝘂𝗿𝗲 𝗮𝘁𝗵𝗹𝗲𝘁𝗲𝘀.

In fact, it’s especially important for students who don’t see themselves as sporty.

Because they’re the ones who most often give up when things feel hard.

They’re the ones who say “I’m just not good at PE” and switch off.

A performance mindset reframes that.

It teaches them that talent isn’t fixed. That effort counts. That progress is personal.

And those are lessons that stretch far beyond the sports hall.

𝗪𝗵𝗮𝘁 𝗱𝗼𝗲𝘀 𝘁𝗵𝗶𝘀 𝗹𝗼𝗼𝗸 𝗹𝗶𝗸𝗲 𝗶𝗻 𝗣𝗘?

It’s the student who couldn’t throw a ball last term, now mastering the basics of javelin technique.

It’s the student who finishes a tennis rally, misses the last shot—and says, “Can we go again?”

That’s 𝙥𝙚𝙧𝙛𝙤𝙧𝙢𝙖𝙣𝙘𝙚.
Not the result, but the response.

𝗪𝗵𝘆 𝘁𝗵𝗶𝘀 𝗶𝘀 𝘁𝗵𝗲 𝗳𝗼𝘂𝗻𝗱𝗮𝘁𝗶𝗼𝗻 𝗼𝗳 Performance Pathways

We built Performance Pathways on this belief:
High performance isn’t about ability. It’s about mindset.

Our curriculum structures progression in a way that helps every student improve—regardless of their starting point.

It supports teachers to teach for growth, not just delivery. And it encourages students to take ownership of their learning journey.

𝙏𝙝𝙖𝙩’𝙨 𝙩𝙝𝙚 𝙠𝙞𝙣𝙙 𝙤𝙛 𝙥𝙚𝙧𝙛𝙤𝙧𝙢𝙖𝙣𝙘𝙚 𝙬𝙚 𝙗𝙚𝙡𝙞𝙚𝙫𝙚 𝙞𝙣.