October 24, 2025 • 12 mins
The first charter sports school, New Zealand Performance Academy Aotearoa, as it will be known, will open in term 1 next year at the New Zealand Campus of Innovation and Sports in Upper Hutt, NZCIS.
The school will go from year 11 to year 13, and will focus primarily on Rugby Union and Football in it's first year.
Gilbert Enoka is the former mental skills coach to the All Blacks. He has also worked with sports teams like Chelsea FC, the Black Caps and England's cricket team.
He says that, "I think any initiative that genuinely gives young people a better chance to grow, to learn and perform deserves attention."
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Episode Transcript
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Speaker 1 (00:06):
You're listening to the Weekend Sport podcast with Jason Vine
from newstalksb.
Speaker 2 (00:12):
Well An announcement this week that the first charter sports school,
New Zealand Performance Academy Altador as it will be known,
will open in term one next year at the New
Zealand Campus of Innovation and Sports in Upper Heart Ends CIEs.
This is year eleven's to year thirteen, so fifth form
through to seventh form in the old speak. So kids
(00:33):
will do perhaps that the first couple of years away
from this campus and then move on to this campus.
It's going to focus on football and rugby union initially,
other sports expected to follow. It's independent of the Wellington
Phoenix who call it home. Their general manager David Dome,
is on the board of the school. Is it possible
to thrive both academically and in sport? Do you have
(00:55):
to choose one? And how will this prepare the next
generation of sports people? Gilbinoka former All Blacks mental skills coach.
Among other teams, he's worked with England Cricket, the Black Caps, Chelsea.
He knows all about what it takes for high performance
athletes to succeed and he was also a former high
school teacher, So who better to talk to on this topic.
(01:18):
It's great to welcome Gilbert and Oka to Weekend Sport. Gilbert,
thanks so much for joining us pleasure.
Speaker 3 (01:23):
Elliott, nice to be on the show with you. Thanks
very much.
Speaker 2 (01:27):
What do you make of this charter school's sports proposal
that is going to come into being from two one,
twenty twenty six at the nsed CIS and Wellington. Are
you in favor of the idea?
Speaker 3 (01:40):
Oh? Look, I I think any initiative that you genuinely
gives young people a better chance to grow, to learn
and perform deserves attention. And I'm more of the ilk
of embracing the opportunity that it gives to our people
who make that choice to go down that avenue, to
(02:07):
you know, to enable them to you know, to have
a chance at achieving and putting the energy into their
sport of their choice.
Speaker 2 (02:14):
You've been a teacher, You've also worked in high performance
sport environments, So what are the fundamentals that they need
to get right for these kids?
Speaker 3 (02:24):
Well? Yeah, I did. I thought about that my role
at Hilmot High School and you know, I aim to
develop high performing elite athletes in the sport of volleyball,
and at times the traditional model doesn't fit, you know,
it doesn't have the flexibility that allows individuals who at
a certain point in their life are getting their development
(02:46):
through sport to really encompass that, and a lot of
the traditional modes are forced upon them. I've learned in
my work that it's not a one size fits all policy.
It's a one size fits one. And if we can
build a system around the individual learner or performer and
(03:06):
allow them to focus on their strength and their ambitions,
I think we create an environment where they can grow
and achieve more than them being trapped inside a traditional model.
Speaker 2 (03:18):
But is there a risk attached to this because these
are young kids still? You know, some kids starting year eleven,
which is when the school starts, are only going to
be fourteen, and at that point in time they may
not have an idea. Everyone wants to be the next Messy,
the next Dan Carter, whatever it might be. But is
(03:38):
it a risk focusing on that soul track at that
age for these kids?
Speaker 3 (03:43):
Yeah, I think that's a realistic concern. Eliot. I think
and I've met in my experience as people who.
Speaker 1 (03:50):
Do know.
Speaker 3 (03:52):
And some are guided you know, falselly by their parents
in a way who are trying to live a dream
that they have through their children. So, you know, sometimes
are forced into a mode of operating. I think you know,
and we sort of talk about the fact that we
want people to develop a wide base of diverse skills
(04:15):
when they're younger. I think the key for this for
me is, as with most things, it all starts at
the top. You know, the critical and critical ingredient is
getting that board, that controlling authority right. And I understand
that's different because the charter school is not answerable to
the Ministry's answerable to a different group of people. So
(04:39):
getting the makeup of the people inside that group strong
and ensuring that they have systems of quality control across
the border important. So if you get that, I've never
met a competent coach who's interested in the development of
an eight eque person that doesn't promote holistic development. So
(05:03):
I'd imagine that, you know, they'd go board and there'd
be certain pit stops at a stage where a look
at are you doing? Is what you're doing right? For you?
Have we got the right scope? And they ask questions
and allow opportunities to pivot.
Speaker 2 (05:18):
A lot of your work has been around leadership relationships,
the mental side of things in sport. How much can
you learn about that in those formative high school years.
Speaker 3 (05:28):
Huge, You know, once you get a mindset, a growth mindset,
an opportunity mindset that you see things, you see, possibilities
are not barriers, and people are expected to have the
mental performance skill sets just because they participate in sport.
Once you understand that they are at aol kit that
(05:50):
you can learn and you can refine and you can develop,
just like you do the other skills. You know, we
do know that your skill sets don't work if your
mindset's not right. So why don't we spend time teaching children,
teaching individuals how to manage the emotions that a company,
elite sporting environment. So I think it's a wonderful opportunity
(06:13):
to actually structure a program of development in this area
that's mostly left up to chance out there in the
traditional model.
Speaker 2 (06:23):
How would they need how would they balance or would
you foresee them balancing? I suppose the focus on sport
and that being the purpose of the school, but also
I guess trying to ground them in society and you know,
learning that the basics that you do need to learn
at high school otherwise.
Speaker 3 (06:39):
Yeah, well, I think it's sort of you know, they're
not rivals. You know, education and those developments and elite
sport development don't compete. You know, in the right environment,
they can thrive side by side where you sharpen both
the mind and the body. And I'd imagine if you
have good providers and a good system, and that allows
(07:03):
you to bring in good mentors and coaches and people
that have wise eyes as they develop people, that allows
education and elite performance to live side by side and
not in conflict. And you know, some of the best
lessons that people can get in their own personal development
(07:23):
is from sport, you know, dealing with the disappointment, managing
losses of form, dealing with other things that come into
the struggle bucket. And sometimes just normal life doesn't give
you those tests, doesn't stretch you in a way that
forces you to find a way to manage your way
(07:45):
through them.
Speaker 2 (07:46):
What are the kind of things that you can't learn
at school that you've got to learn by doing, by
being in a high performance sport environment, by being out
in society that maybe a school won't teach you.
Speaker 3 (07:57):
Well, I think you know the I understand that this
charter school is dealing with just two sports, I think
rugby and football. So automatically you're into a team environment,
so you're no longer the center of attention. You've got
to you've got to give to other people. You've got
to apply disciplines to the way in once you go
(08:18):
about doing things. So you've got to get up at
certain times, and you've got to commit to training in
the dark. You've got to do things that are not
seen by other people to enable people to achieve the
things that they want to actually achieve. So there's a
whole host of disciplines. I think that sport you can
(08:43):
only get through sport or some other professional activities, and
you know, you know, you need an environment that fosters
that and identifies the skill sets to help you navigate it.
Speaker 2 (08:55):
Gilbert and Oka with us a couple of final questions. Gilbert,
so grateful for your time. What would the ideal students
look like when they graduate high school? This high school?
What would they look like to you?
Speaker 3 (09:07):
I look, the thing I kind of like about where
this thing's headed is that you know, they'll select people
that have ambition, and I think that's important. I'd like
to think that a system like this will spit out
an individual that's developed competencies and capabilities in their chosen
(09:28):
field of endeavor, that they've learned to understand themselves a
bit better. So how they are, how they deal with success,
how they deal with failure, how they deal with disappointment.
I'd like to think that they've developed aspects of their
own character. You know, any pathway to success that doesn't
involve in development of character is always hollow to me.
(09:51):
And so this particular course in schooling needs to ensure
that that occurs. And then when they come out, they
have some opportunities to advance themselves, not only in sport,
but in other endeavors, because ultimately, sport tests you against
yourself and you find out a lot of things about
(10:11):
who you are, what you want, and where you want
to head. And I'd like to think people will come
out and having grown in lots of different areas and
being able to pursue opportunities that they may not have
seen beforehand.
Speaker 2 (10:26):
So Gilbert and I guess, in summary, if you're a
parent that's got a young kid that's on the verge
of high school, you think going to that school, I
mean it would be a step in the right direction
for a young kid that's looking to follow a sporting career.
Speaker 3 (10:42):
Look, I think many roads, one destination. You know, this
isn't the part. It's just another part, and it's another
revenue for people to choose as they look to develop
their careers. And it's a legitimate route on the athletes
map to high performance. And so I think it's you know,
(11:04):
if it is a path and it is available to
someone and it fits and this is it's a one
size fits one model again, then why not. You know,
people have just got to be careful that and when
they hear the word charter that they don't allow an
unconscious bias of politics to invade what it actually is.
(11:26):
You know, when I hear that, I look at this,
I think possibility. What's the possibility that I see to
enhance my skill sets to enable me to develop myself
in a way that gives me other opportunities as an
athlete as I venture out into the world.
Speaker 2 (11:42):
Indeed, well, Gil, but it's going to be fascinating to
see how the school develops over the coming years and
what kind of students come out of it. Thank you
so much for your time on Newstalk ZB this afternoon.
Appreciate it.
Speaker 3 (11:51):
You're welcome, Elliott, thanks very much.
Speaker 2 (11:53):
Thank you. Gilbert. Gilbertanoka there who has worked with any
number of high performance sporting environments, the All Blacks, black Caps,
England Crickets, Chelsea Football Club, but also been a high
school teacher, and I think offered a really new nique
perspective there as to whether this is going to be
a good idea or not.
Speaker 1 (12:12):
For more from Weekend Sport with Jason Fine, listen live
to news Talks at B weekends from midday, or follow
the podcast on iHeartRadio
You're listening to the Weekend Sport podcast with Jason Vine
from newstalksb.
Speaker 2 (00:12):
Well An announcement this week that the first charter sports school,
New Zealand Performance Academy Altador as it will be known,
will open in term one next year at the New
Zealand Campus of Innovation and Sports in Upper Heart Ends CIEs.
This is year eleven's to year thirteen, so fifth form
through to seventh form in the old speak. So kids
(00:33):
will do perhaps that the first couple of years away
from this campus and then move on to this campus.
It's going to focus on football and rugby union initially,
other sports expected to follow. It's independent of the Wellington
Phoenix who call it home. Their general manager David Dome,
is on the board of the school. Is it possible
to thrive both academically and in sport? Do you have
(00:55):
to choose one? And how will this prepare the next
generation of sports people? Gilbinoka former All Blacks mental skills coach.
Among other teams, he's worked with England Cricket, the Black Caps, Chelsea.
He knows all about what it takes for high performance
athletes to succeed and he was also a former high
school teacher, So who better to talk to on this topic.
(01:18):
It's great to welcome Gilbert and Oka to Weekend Sport. Gilbert,
thanks so much for joining us pleasure.
Speaker 3 (01:23):
Elliott, nice to be on the show with you. Thanks
very much.
Speaker 2 (01:27):
What do you make of this charter school's sports proposal
that is going to come into being from two one,
twenty twenty six at the nsed CIS and Wellington. Are
you in favor of the idea?
Speaker 3 (01:40):
Oh? Look, I I think any initiative that you genuinely
gives young people a better chance to grow, to learn
and perform deserves attention. And I'm more of the ilk
of embracing the opportunity that it gives to our people
who make that choice to go down that avenue, to
(02:07):
you know, to enable them to you know, to have
a chance at achieving and putting the energy into their
sport of their choice.
Speaker 2 (02:14):
You've been a teacher, You've also worked in high performance
sport environments, So what are the fundamentals that they need
to get right for these kids?
Speaker 3 (02:24):
Well? Yeah, I did. I thought about that my role
at Hilmot High School and you know, I aim to
develop high performing elite athletes in the sport of volleyball,
and at times the traditional model doesn't fit, you know,
it doesn't have the flexibility that allows individuals who at
a certain point in their life are getting their development
(02:46):
through sport to really encompass that, and a lot of
the traditional modes are forced upon them. I've learned in
my work that it's not a one size fits all policy.
It's a one size fits one. And if we can
build a system around the individual learner or performer and
(03:06):
allow them to focus on their strength and their ambitions,
I think we create an environment where they can grow
and achieve more than them being trapped inside a traditional model.
Speaker 2 (03:18):
But is there a risk attached to this because these
are young kids still? You know, some kids starting year eleven,
which is when the school starts, are only going to
be fourteen, and at that point in time they may
not have an idea. Everyone wants to be the next Messy,
the next Dan Carter, whatever it might be. But is
(03:38):
it a risk focusing on that soul track at that
age for these kids?
Speaker 3 (03:43):
Yeah, I think that's a realistic concern. Eliot. I think
and I've met in my experience as people who.
Speaker 1 (03:50):
Do know.
Speaker 3 (03:52):
And some are guided you know, falselly by their parents
in a way who are trying to live a dream
that they have through their children. So, you know, sometimes
are forced into a mode of operating. I think you know,
and we sort of talk about the fact that we
want people to develop a wide base of diverse skills
(04:15):
when they're younger. I think the key for this for
me is, as with most things, it all starts at
the top. You know, the critical and critical ingredient is
getting that board, that controlling authority right. And I understand
that's different because the charter school is not answerable to
the Ministry's answerable to a different group of people. So
(04:39):
getting the makeup of the people inside that group strong
and ensuring that they have systems of quality control across
the border important. So if you get that, I've never
met a competent coach who's interested in the development of
an eight eque person that doesn't promote holistic development. So
(05:03):
I'd imagine that, you know, they'd go board and there'd
be certain pit stops at a stage where a look
at are you doing? Is what you're doing right? For you?
Have we got the right scope? And they ask questions
and allow opportunities to pivot.
Speaker 2 (05:18):
A lot of your work has been around leadership relationships,
the mental side of things in sport. How much can
you learn about that in those formative high school years.
Speaker 3 (05:28):
Huge, You know, once you get a mindset, a growth mindset,
an opportunity mindset that you see things, you see, possibilities
are not barriers, and people are expected to have the
mental performance skill sets just because they participate in sport.
Once you understand that they are at aol kit that
(05:50):
you can learn and you can refine and you can develop,
just like you do the other skills. You know, we
do know that your skill sets don't work if your
mindset's not right. So why don't we spend time teaching children,
teaching individuals how to manage the emotions that a company,
elite sporting environment. So I think it's a wonderful opportunity
(06:13):
to actually structure a program of development in this area
that's mostly left up to chance out there in the
traditional model.
Speaker 2 (06:23):
How would they need how would they balance or would
you foresee them balancing? I suppose the focus on sport
and that being the purpose of the school, but also
I guess trying to ground them in society and you know,
learning that the basics that you do need to learn
at high school otherwise.
Speaker 3 (06:39):
Yeah, well, I think it's sort of you know, they're
not rivals. You know, education and those developments and elite
sport development don't compete. You know, in the right environment,
they can thrive side by side where you sharpen both
the mind and the body. And I'd imagine if you
have good providers and a good system, and that allows
(07:03):
you to bring in good mentors and coaches and people
that have wise eyes as they develop people, that allows
education and elite performance to live side by side and
not in conflict. And you know, some of the best
lessons that people can get in their own personal development
(07:23):
is from sport, you know, dealing with the disappointment, managing
losses of form, dealing with other things that come into
the struggle bucket. And sometimes just normal life doesn't give
you those tests, doesn't stretch you in a way that
forces you to find a way to manage your way
(07:45):
through them.
Speaker 2 (07:46):
What are the kind of things that you can't learn
at school that you've got to learn by doing, by
being in a high performance sport environment, by being out
in society that maybe a school won't teach you.
Speaker 3 (07:57):
Well, I think you know the I understand that this
charter school is dealing with just two sports, I think
rugby and football. So automatically you're into a team environment,
so you're no longer the center of attention. You've got
to you've got to give to other people. You've got
to apply disciplines to the way in once you go
(08:18):
about doing things. So you've got to get up at
certain times, and you've got to commit to training in
the dark. You've got to do things that are not
seen by other people to enable people to achieve the
things that they want to actually achieve. So there's a
whole host of disciplines. I think that sport you can
(08:43):
only get through sport or some other professional activities, and
you know, you know, you need an environment that fosters
that and identifies the skill sets to help you navigate it.
Speaker 2 (08:55):
Gilbert and Oka with us a couple of final questions. Gilbert,
so grateful for your time. What would the ideal students
look like when they graduate high school? This high school?
What would they look like to you?
Speaker 3 (09:07):
I look, the thing I kind of like about where
this thing's headed is that you know, they'll select people
that have ambition, and I think that's important. I'd like
to think that a system like this will spit out
an individual that's developed competencies and capabilities in their chosen
(09:28):
field of endeavor, that they've learned to understand themselves a
bit better. So how they are, how they deal with success,
how they deal with failure, how they deal with disappointment.
I'd like to think that they've developed aspects of their
own character. You know, any pathway to success that doesn't
involve in development of character is always hollow to me.
(09:51):
And so this particular course in schooling needs to ensure
that that occurs. And then when they come out, they
have some opportunities to advance themselves, not only in sport,
but in other endeavors, because ultimately, sport tests you against
yourself and you find out a lot of things about
(10:11):
who you are, what you want, and where you want
to head. And I'd like to think people will come
out and having grown in lots of different areas and
being able to pursue opportunities that they may not have
seen beforehand.
Speaker 2 (10:26):
So Gilbert and I guess, in summary, if you're a
parent that's got a young kid that's on the verge
of high school, you think going to that school, I
mean it would be a step in the right direction
for a young kid that's looking to follow a sporting career.
Speaker 3 (10:42):
Look, I think many roads, one destination. You know, this
isn't the part. It's just another part, and it's another
revenue for people to choose as they look to develop
their careers. And it's a legitimate route on the athletes
map to high performance. And so I think it's you know,
(11:04):
if it is a path and it is available to
someone and it fits and this is it's a one
size fits one model again, then why not. You know,
people have just got to be careful that and when
they hear the word charter that they don't allow an
unconscious bias of politics to invade what it actually is.
(11:26):
You know, when I hear that, I look at this,
I think possibility. What's the possibility that I see to
enhance my skill sets to enable me to develop myself
in a way that gives me other opportunities as an
athlete as I venture out into the world.
Speaker 2 (11:42):
Indeed, well, Gil, but it's going to be fascinating to
see how the school develops over the coming years and
what kind of students come out of it. Thank you
so much for your time on Newstalk ZB this afternoon.
Appreciate it.
Speaker 3 (11:51):
You're welcome, Elliott, thanks very much.
Speaker 2 (11:53):
Thank you. Gilbert. Gilbertanoka there who has worked with any
number of high performance sporting environments, the All Blacks, black Caps,
England Crickets, Chelsea Football Club, but also been a high
school teacher, and I think offered a really new nique
perspective there as to whether this is going to be
a good idea or not.
Speaker 1 (12:12):
For more from Weekend Sport with Jason Fine, listen live
to news Talks at B weekends from midday, or follow
the podcast on iHeartRadio
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