August 5, 2026 • 11 mins
Politicians are being urged to pay more attention to our exercise workforce, as a way of easing health system demand.
ExerciseNZ is proposing all parties consider compulsory registration for exercise professionals, removing the fringe benefit tax from employer-supported exercise, and using exercise professionals to help with ACC rehabilitation.
CEO Richard Beddie says they also want any future Government to make one-hour daily school exercise mandatory, and he joined the Afternoons team to explain further.
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Speaker 1 (00:09):
You're listening to a podcast from Newstalk zed B. Follow
this and our wide range of podcasts now on iHeartRadio.
Speaker 2 (00:16):
Exercise New Zealand has released the country's first comprehensive white
paper on physical activity in this country and they're calling
on all political parties to unite behind reforms that they
say will save us a lot of money in the
long run. One of the four recommendations is introducing one
hour of quality physical exercise every school day in every school.
To discuss further, we are joined by Exercise in ZED
(00:37):
CEO Richard Betty Gida Richard's cure. Very nice to have
you on. So talking about the one hour of mandatory
quality exercise in each school every day, is there a
real concern that most kids are a lot of kids
anyway and not getting that recommended sixty minutes of exercise
per day.
Speaker 3 (00:56):
Yeah, I think this is a surprise most people on
New Zealand that there are over forty percent of kids,
so those under eighteen and not meeting the WHI guidelines
which is sixty minutes today And sort of ironically there
is that those guidelines are guidelines in New Zealand too,
so it's not something sort of for lack of desire,
But what's missing is the actual action, and that's really
(01:18):
what we're calling here is so awareness is not enough
because telling people what to do in their lives, whether
it's you know, don't smoke, etub sure of brush your teeth,
exercise in the same category, but actually we know what
to do. But what's particularly clear with children is that
just unfortunately some kids are being left behind, and we
know where it is. It's generally in lower descild schools
with left income and certain demographics are massively overrepresented here.
(01:40):
So the answer is relatively simple, but the willingness to
do it is probably the challenge, because we don't want
to put this on the schools because schools have enough
challenges at the moment. If we said the teachers, it's
your problem, we think this is the ministry education issue
for them to resource schools appropriately, and that might mean
extra people or using exercise professionals because we've already got
a willing workforce that could actually come in to help
(02:01):
deliver as well.
Speaker 4 (02:03):
What actually constitutes sixty minutes of physical exercise Because my
kids used to have to work walk half an out
of school, so could they go how are done half now.
Speaker 3 (02:12):
Absolutely, the great thing about it at sixty minutes is
anything so play walk, so cycling to school, walking to school,
running around at playtime. The problem is these days, though
at certain schools you'll just need to see it, is
that actually that's not what they're doing at breaks, they're
sitting down and looking at phones. And again I'm not
making any comment on that other than observing that is
what happens in many cases. And so for kids that
(02:34):
are inactive, it's a combination of one, they probably don't
walk or cycle to school. Secondly, when they are at school,
they are reality and active, and they're probably not involved
in things like sport because we know by thirteen I
was talking to someone recently, eighty percent of kids i'm
not an organized sport. So sport is part of a solution,
but it shouldn't be the sole focus. And I think
(02:55):
that's been a mistake historically that when we look at
sport as the solution, as soon as someone stops playing sport.
Speaker 5 (03:01):
And then a whole lot of reasons why people do
what about the kids that aren't sporty kids?
Speaker 3 (03:04):
We need to be for everybody and the problem that
sports sports serves market, but it doesn't serve everybody.
Speaker 4 (03:10):
So at lunch time, when you've got all these kids
that sitting down and you want them to you know,
be physical, and what can you do do you chase
them around, chase them off their phone?
Speaker 5 (03:18):
So what do you do that? Well, one thing enough.
Speaker 3 (03:20):
I mean it certainly can be lunchtime. So having activities
that kids can do, but again, you want to be
it should be something that people want to do. If
you think of young kids, they want to run around
and play and we have to kind of make them
sit down, whereas with older kids it's sometimes reverse. But
certainly forcing people into it is not the solution here.
But interesting enough, there's some fascinating research from the US
that even if you replace the academic time with physical activity,
(03:42):
so in other words, you take away of an academic
teaching one hour a day and replace it with physical
activity of an hour, academic performance actually goes up. And
so this is a fascinating This is not a either
all or because we don't think you need to do
that kind of extreme replacement because generally integration is the key.
So in terms of when it should happen, it should
happen throughout the day, not we're going to stop. Now
(04:04):
go outside and we're doing our activity and we're going
to make you work hard. Actually, it's fun interventions throughout
the day, particularly with younger kids, but as they get older,
we want to enable them to use those skills. I mean,
I'm thinking of a classic example would be younger teenage girls,
young women learning self defense.
Speaker 5 (04:22):
That would count.
Speaker 3 (04:22):
That's something that I don't think any school offers, but
that's an example of something that could be integrated in
that many parents would probably support. But that's an example
of how do we add in extra things, whether it's
actually going to a gym and trying from different classes
and or having an instructor come in to the school
to show them different classes, and whether it's a pump class,
or whether it's a step class, or whether it's just
(04:43):
something like yoga. Therese are so many opportunities, but they
need to be explored with the students. And again it
should be student involved in designing this stuff as well.
So again, all of this stuff has been done. I'm
not an education expert, but all of the stuff can
be done. It's you know, co design is the term
they use these days. What's not negotiable is it must
be compulsory and it must happen.
Speaker 5 (05:05):
Yes.
Speaker 4 (05:05):
So just to take you back a step there, so
who would deliver these programs classroom teachers? Would it be
physical education specialists? Or would you bring in outsize you know,
you talk about a yoga would you would you hire
a yoga what do you call a yoga person?
Speaker 5 (05:20):
A yoga yoga turkey?
Speaker 3 (05:22):
Yeah, yeah, yoga yeah, bringing a yoga yeah.
Speaker 5 (05:25):
So you could the accommodation of all of those things.
Speaker 3 (05:27):
So, some schools have really good physical activity departments, in
which case they have the capacity to do it in house.
But we generally suspect that most of the schools that
have the highest physical and activity rates don't have that.
So they are the ones that need to be more
supported by ministry education and more funding so that they
can potentially either bring an expert or just bringing people
for delivery, or potentially, depending on the nature of the product,
(05:49):
that that might be an out trip away from the school,
which gives the kids a bit more variety. So again,
it's not always going to be one solution is going
to fit all, but the idea of what can the
individual schools do to help deliver it. Some of it
will be in house. Some of it will be bringing
people in, but also it should be well what are
our kids need? What do our students need? And that
(06:10):
a very case by case.
Speaker 4 (06:12):
Is it partly the parents' fault because we've got this
text here saying that they went to it. Some people
went to school swimming sports and only nineteen of the
three hundred and fifty kids got involved. So is it
you know, parents saying to their kids, oh, you don't
have to do it. Because because if that happens, if
a parent, if a kid goes, I don't want to
(06:32):
do it, and then the parents sort of empowers them
to say to the school that they don't have to
do it, then it's very hard for teachers to throw
them in the pool. But you know, this is a
classic thing for someone to say. But you know, back
when I was at school, you know, I was great,
I wasn't a great swimmer, and so before the.
Speaker 3 (06:49):
When I was, yeah, I could say back when I
was I was forced to play rugby and I hated
it as a result. So I've got to be careful
about Actually, I don't think all the lessons are positive.
I think there was a you know, and because I
went to an old boards school, there's only one.
Speaker 5 (07:00):
Sport you could possibly play.
Speaker 3 (07:01):
And then I think, you know, so there are times
when actually back in the old days, it isn't necessarily
any better. The one thing I would say, I wouldn't
blame any one group. I mean, you can say an
individual may not have the best particular behavior, and whether
that's a parent or are a student in this case.
But actually what we want to do is kind of
look at how do we get better solutions, and actually
(07:21):
blaming people doesn't help. The reality is it's fair to
say that active parents mean their children are far more
likely to be active, and the reverse applies. It is
you've got inactive parents, it's a lot.
Speaker 5 (07:31):
Harsheral kids to be active.
Speaker 3 (07:33):
Because again, you know, it's sort of a bit of
a hypocrite, right, I'm telling you have to do it,
but I to do it myself. So I think it
has a role to play. But I'm not going to
blame the parents for that. I'm not going to observe
this that if you're an active it's harder to get
your kids to be active, but if you're an active parent,
it becomes easier. So actually part of a solution is
also supporting parents to be active, and that's where a
community based approach. Again, so this is not a slight
(07:53):
trying to solve poverty. You don't do it just with
one action. You do it with a cohesive approach. And
it's very difficult even if there's sort of ten minute
conversation to try.
Speaker 5 (08:01):
To get it all out.
Speaker 3 (08:02):
But there are people who know how to do this,
and they know how to do it well. We just
need to actually put the willingness. And that's why we
calling all government, all parties and government to say this
should not be a left first right argument. We should
all support this because we think it's so important not
just for the health and wellness for our kids, but
actually if we just want to have a tax argument,
it saves us money on the long term in terms
(08:23):
of health costs. So you know, however you want to
frame it as a social policy or as an investment policy,
it's good.
Speaker 5 (08:29):
Right across the board.
Speaker 3 (08:31):
So all parties sign up to this, and then we
funded appropriately because this were going to cost money, not
a huge amount, but we're talking, you know, millions of
dollars to save one hundred millions of dollars later.
Speaker 4 (08:40):
Now you know it might be too far forcing everyone
to play rugby, and you know, I had a lot
of friends that were should not have been playing a roby.
It was not great for them. But when I was
a character, I was into sport. Maybe that's too far.
But something that I know talking to other parents that
that makes them angry is when they find out that
their kid was going to do the cross country and
then they come home and they say they did well,
and then you find out that there was an option
(09:02):
to walk the cross country, and it just seems to
me that you're weakening the whole thing because part of
it you had to do the cross country, you were
nervous about it the night before, and you did your
very best, but the idea I'm just talking about one
of my particular sons. He came home and he was concredited.
He was celebrating how well he had done. His friends
came in the door and they said we'd greade on
the cross country and they had their places. And then
(09:24):
I found out that they opted into the walk cross
country dirty and I had to say, well, you didn't
do the cross country, mate, you did the walk, which
is a totally different thing.
Speaker 3 (09:33):
I think, well, I always go to say, there's always
going to be one off special cases, So let's just
put the kind of one or two percent of the side.
Speaker 5 (09:39):
People who physically.
Speaker 3 (09:40):
Can't do it, of course, of course, and so I'm
going to put them to the side. You're quite right,
the vast majority who can. And while I wouldn't make
it compulsory, I'd be saying, you're kind of you're going
to do it as the expected behavior rather than you
have the choice not to. Because as soon as you
give them the choice and something off. I was just
talking to my personal trainer today and he was saying
that in his school, as soon as they give them
the choice, it goes from sort of eighty percent being
(10:02):
into eighty percent being out.
Speaker 5 (10:03):
Yeah, exactly, because and you give me the choice.
Speaker 3 (10:06):
But like you know, it's like and so that human behavior, right,
we kind of know this by the way. It's like
you have the choice to brush your teeth.
Speaker 5 (10:12):
Or not when you're a kid.
Speaker 3 (10:13):
I'll take it, no thanks, and you go no, icky.
Now what no parent I think forces their kids to
do it, but we make sure they do it. And
I'm using a really trivial example, but it's the same
kind of behavior where we need to normalize this and
so giving people out again with the one percent put
to the side. If you are physically unable, maybe someone
who is more really obese, which it was massively embarrassed,
and we can give you other activities. But for the
(10:35):
vast majority we are talking about, actually you'll go to
do this and know you don't get the option of
just walking around the track once, because that's what it
gets down to. And then of course if I've done
that for two or three years, I just don't feel
like them in the run because I'm not very fit
and I don't fit in with everyone else. And before
you know, I'm now sixteen seventeen leaving school and actually
I haven't done activity for five years, and that's what
we're trying to stop here. So there is no one
(10:57):
single approach here, but they are the type of things. Again,
the teachers in the school needs to be supported and
given the tools of how do you engage with your
students to keep them going. Some schools do it really well,
probably need a bit of support, but again I'm not
blaming the school.
Speaker 5 (11:11):
I'm saying they need to be supported better in that space.
Speaker 2 (11:14):
Interesting idea, Richard, Thank you very much for having a
chat with us.
Speaker 1 (11:17):
For more from News Talk st B, listen live on
air or online, and keep our shows with you wherever
you go with our podcasts on iHeartRadio
You're listening to a podcast from Newstalk zed B. Follow
this and our wide range of podcasts now on iHeartRadio.
Speaker 2 (00:16):
Exercise New Zealand has released the country's first comprehensive white
paper on physical activity in this country and they're calling
on all political parties to unite behind reforms that they
say will save us a lot of money in the
long run. One of the four recommendations is introducing one
hour of quality physical exercise every school day in every school.
To discuss further, we are joined by Exercise in ZED
(00:37):
CEO Richard Betty Gida Richard's cure. Very nice to have
you on. So talking about the one hour of mandatory
quality exercise in each school every day, is there a
real concern that most kids are a lot of kids
anyway and not getting that recommended sixty minutes of exercise
per day.
Speaker 3 (00:56):
Yeah, I think this is a surprise most people on
New Zealand that there are over forty percent of kids,
so those under eighteen and not meeting the WHI guidelines
which is sixty minutes today And sort of ironically there
is that those guidelines are guidelines in New Zealand too,
so it's not something sort of for lack of desire,
But what's missing is the actual action, and that's really
(01:18):
what we're calling here is so awareness is not enough
because telling people what to do in their lives, whether
it's you know, don't smoke, etub sure of brush your teeth,
exercise in the same category, but actually we know what
to do. But what's particularly clear with children is that
just unfortunately some kids are being left behind, and we
know where it is. It's generally in lower descild schools
with left income and certain demographics are massively overrepresented here.
(01:40):
So the answer is relatively simple, but the willingness to
do it is probably the challenge, because we don't want
to put this on the schools because schools have enough
challenges at the moment. If we said the teachers, it's
your problem, we think this is the ministry education issue
for them to resource schools appropriately, and that might mean
extra people or using exercise professionals because we've already got
a willing workforce that could actually come in to help
(02:01):
deliver as well.
Speaker 4 (02:03):
What actually constitutes sixty minutes of physical exercise Because my
kids used to have to work walk half an out
of school, so could they go how are done half now.
Speaker 3 (02:12):
Absolutely, the great thing about it at sixty minutes is
anything so play walk, so cycling to school, walking to school,
running around at playtime. The problem is these days, though
at certain schools you'll just need to see it, is
that actually that's not what they're doing at breaks, they're
sitting down and looking at phones. And again I'm not
making any comment on that other than observing that is
what happens in many cases. And so for kids that
(02:34):
are inactive, it's a combination of one, they probably don't
walk or cycle to school. Secondly, when they are at school,
they are reality and active, and they're probably not involved
in things like sport because we know by thirteen I
was talking to someone recently, eighty percent of kids i'm
not an organized sport. So sport is part of a solution,
but it shouldn't be the sole focus. And I think
(02:55):
that's been a mistake historically that when we look at
sport as the solution, as soon as someone stops playing sport.
Speaker 5 (03:01):
And then a whole lot of reasons why people do
what about the kids that aren't sporty kids?
Speaker 3 (03:04):
We need to be for everybody and the problem that
sports sports serves market, but it doesn't serve everybody.
Speaker 4 (03:10):
So at lunch time, when you've got all these kids
that sitting down and you want them to you know,
be physical, and what can you do do you chase
them around, chase them off their phone?
Speaker 5 (03:18):
So what do you do that? Well, one thing enough.
Speaker 3 (03:20):
I mean it certainly can be lunchtime. So having activities
that kids can do, but again, you want to be
it should be something that people want to do. If
you think of young kids, they want to run around
and play and we have to kind of make them
sit down, whereas with older kids it's sometimes reverse. But
certainly forcing people into it is not the solution here.
But interesting enough, there's some fascinating research from the US
that even if you replace the academic time with physical activity,
(03:42):
so in other words, you take away of an academic
teaching one hour a day and replace it with physical
activity of an hour, academic performance actually goes up. And
so this is a fascinating This is not a either
all or because we don't think you need to do
that kind of extreme replacement because generally integration is the key.
So in terms of when it should happen, it should
happen throughout the day, not we're going to stop. Now
(04:04):
go outside and we're doing our activity and we're going
to make you work hard. Actually, it's fun interventions throughout
the day, particularly with younger kids, but as they get older,
we want to enable them to use those skills. I mean,
I'm thinking of a classic example would be younger teenage girls,
young women learning self defense.
Speaker 5 (04:22):
That would count.
Speaker 3 (04:22):
That's something that I don't think any school offers, but
that's an example of something that could be integrated in
that many parents would probably support. But that's an example
of how do we add in extra things, whether it's
actually going to a gym and trying from different classes
and or having an instructor come in to the school
to show them different classes, and whether it's a pump class,
or whether it's a step class, or whether it's just
(04:43):
something like yoga. Therese are so many opportunities, but they
need to be explored with the students. And again it
should be student involved in designing this stuff as well.
So again, all of this stuff has been done. I'm
not an education expert, but all of the stuff can
be done. It's you know, co design is the term
they use these days. What's not negotiable is it must
be compulsory and it must happen.
Speaker 5 (05:05):
Yes.
Speaker 4 (05:05):
So just to take you back a step there, so
who would deliver these programs classroom teachers? Would it be
physical education specialists? Or would you bring in outsize you know,
you talk about a yoga would you would you hire
a yoga what do you call a yoga person?
Speaker 5 (05:20):
A yoga yoga turkey?
Speaker 3 (05:22):
Yeah, yeah, yoga yeah, bringing a yoga yeah.
Speaker 5 (05:25):
So you could the accommodation of all of those things.
Speaker 3 (05:27):
So, some schools have really good physical activity departments, in
which case they have the capacity to do it in house.
But we generally suspect that most of the schools that
have the highest physical and activity rates don't have that.
So they are the ones that need to be more
supported by ministry education and more funding so that they
can potentially either bring an expert or just bringing people
for delivery, or potentially, depending on the nature of the product,
(05:49):
that that might be an out trip away from the school,
which gives the kids a bit more variety. So again,
it's not always going to be one solution is going
to fit all, but the idea of what can the
individual schools do to help deliver it. Some of it
will be in house. Some of it will be bringing
people in, but also it should be well what are
our kids need? What do our students need? And that
(06:10):
a very case by case.
Speaker 4 (06:12):
Is it partly the parents' fault because we've got this
text here saying that they went to it. Some people
went to school swimming sports and only nineteen of the
three hundred and fifty kids got involved. So is it
you know, parents saying to their kids, oh, you don't
have to do it. Because because if that happens, if
a parent, if a kid goes, I don't want to
(06:32):
do it, and then the parents sort of empowers them
to say to the school that they don't have to
do it, then it's very hard for teachers to throw
them in the pool. But you know, this is a
classic thing for someone to say. But you know, back
when I was at school, you know, I was great,
I wasn't a great swimmer, and so before the.
Speaker 3 (06:49):
When I was, yeah, I could say back when I
was I was forced to play rugby and I hated
it as a result. So I've got to be careful
about Actually, I don't think all the lessons are positive.
I think there was a you know, and because I
went to an old boards school, there's only one.
Speaker 5 (07:00):
Sport you could possibly play.
Speaker 3 (07:01):
And then I think, you know, so there are times
when actually back in the old days, it isn't necessarily
any better. The one thing I would say, I wouldn't
blame any one group. I mean, you can say an
individual may not have the best particular behavior, and whether
that's a parent or are a student in this case.
But actually what we want to do is kind of
look at how do we get better solutions, and actually
(07:21):
blaming people doesn't help. The reality is it's fair to
say that active parents mean their children are far more
likely to be active, and the reverse applies. It is
you've got inactive parents, it's a lot.
Speaker 5 (07:31):
Harsheral kids to be active.
Speaker 3 (07:33):
Because again, you know, it's sort of a bit of
a hypocrite, right, I'm telling you have to do it,
but I to do it myself. So I think it
has a role to play. But I'm not going to
blame the parents for that. I'm not going to observe
this that if you're an active it's harder to get
your kids to be active, but if you're an active parent,
it becomes easier. So actually part of a solution is
also supporting parents to be active, and that's where a
community based approach. Again, so this is not a slight
(07:53):
trying to solve poverty. You don't do it just with
one action. You do it with a cohesive approach. And
it's very difficult even if there's sort of ten minute
conversation to try.
Speaker 5 (08:01):
To get it all out.
Speaker 3 (08:02):
But there are people who know how to do this,
and they know how to do it well. We just
need to actually put the willingness. And that's why we
calling all government, all parties and government to say this
should not be a left first right argument. We should
all support this because we think it's so important not
just for the health and wellness for our kids, but
actually if we just want to have a tax argument,
it saves us money on the long term in terms
(08:23):
of health costs. So you know, however you want to
frame it as a social policy or as an investment policy,
it's good.
Speaker 5 (08:29):
Right across the board.
Speaker 3 (08:31):
So all parties sign up to this, and then we
funded appropriately because this were going to cost money, not
a huge amount, but we're talking, you know, millions of
dollars to save one hundred millions of dollars later.
Speaker 4 (08:40):
Now you know it might be too far forcing everyone
to play rugby, and you know, I had a lot
of friends that were should not have been playing a roby.
It was not great for them. But when I was
a character, I was into sport. Maybe that's too far.
But something that I know talking to other parents that
that makes them angry is when they find out that
their kid was going to do the cross country and
then they come home and they say they did well,
and then you find out that there was an option
(09:02):
to walk the cross country, and it just seems to
me that you're weakening the whole thing because part of
it you had to do the cross country, you were
nervous about it the night before, and you did your
very best, but the idea I'm just talking about one
of my particular sons. He came home and he was concredited.
He was celebrating how well he had done. His friends
came in the door and they said we'd greade on
the cross country and they had their places. And then
(09:24):
I found out that they opted into the walk cross
country dirty and I had to say, well, you didn't
do the cross country, mate, you did the walk, which
is a totally different thing.
Speaker 3 (09:33):
I think, well, I always go to say, there's always
going to be one off special cases, So let's just
put the kind of one or two percent of the side.
Speaker 5 (09:39):
People who physically.
Speaker 3 (09:40):
Can't do it, of course, of course, and so I'm
going to put them to the side. You're quite right,
the vast majority who can. And while I wouldn't make
it compulsory, I'd be saying, you're kind of you're going
to do it as the expected behavior rather than you
have the choice not to. Because as soon as you
give them the choice and something off. I was just
talking to my personal trainer today and he was saying
that in his school, as soon as they give them
the choice, it goes from sort of eighty percent being
(10:02):
into eighty percent being out.
Speaker 5 (10:03):
Yeah, exactly, because and you give me the choice.
Speaker 3 (10:06):
But like you know, it's like and so that human behavior, right,
we kind of know this by the way. It's like
you have the choice to brush your teeth.
Speaker 5 (10:12):
Or not when you're a kid.
Speaker 3 (10:13):
I'll take it, no thanks, and you go no, icky.
Now what no parent I think forces their kids to
do it, but we make sure they do it. And
I'm using a really trivial example, but it's the same
kind of behavior where we need to normalize this and
so giving people out again with the one percent put
to the side. If you are physically unable, maybe someone
who is more really obese, which it was massively embarrassed,
and we can give you other activities. But for the
(10:35):
vast majority we are talking about, actually you'll go to
do this and know you don't get the option of
just walking around the track once, because that's what it
gets down to. And then of course if I've done
that for two or three years, I just don't feel
like them in the run because I'm not very fit
and I don't fit in with everyone else. And before
you know, I'm now sixteen seventeen leaving school and actually
I haven't done activity for five years, and that's what
we're trying to stop here. So there is no one
(10:57):
single approach here, but they are the type of things. Again,
the teachers in the school needs to be supported and
given the tools of how do you engage with your
students to keep them going. Some schools do it really well,
probably need a bit of support, but again I'm not
blaming the school.
Speaker 5 (11:11):
I'm saying they need to be supported better in that space.
Speaker 2 (11:14):
Interesting idea, Richard, Thank you very much for having a
chat with us.
Speaker 1 (11:17):
For more from News Talk st B, listen live on
air or online, and keep our shows with you wherever
you go with our podcasts on iHeartRadio
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