In this episode of Around the School Table, host Steve Davis talks with Craig Ainsworth from Westport Public School about how a modest chess program in a low socio-economic school achieved elite educational outcomes over 18 years. Far from just a lunchtime club, Craig’s program developed students’ physical control, emotional intelligence, intellectual stamina, and creative thinking—all through the game of chess. Ainsworth shares that success wasn’t about innate giftedness, but about effort and process. Using a structured approach—such as the KM-PPS framework (King safety, Material, Pawn structure, Position, Space)—students learned to handle pressure, make strategic decisions, and apply consistent critical thinking under stress. Chess became more than a game; it was a vehicle for building resilience and a growth mindset. The program had broad academic impacts, boosting students’ performance in both maths and literacy. Notably, it also shattered stereotypes: many of the top players were athletic or quiet students who, through chess, discovered untapped cognitive strengths. Craig emphasises that coaching was not passive—it required active engagement, questioning students about their decisions, and creating an environment where learning was mutual. A key to the program’s longevity was its self-sustaining culture of mentoring. Elite players trained the next cohort, creating a legacy of peer-led excellence. Even though the program paused when Craig left in 2018, its ripple effects are seen in students now pursuing high-level studies and careers. When asked why chess still matters in the age of AI, Craig affirms that machines can analyse but not create. It’s human creativity, developed through tools like chess, that remains irreplaceable. This episode is a testament to how traditional games, paired with intentional teaching, can unlock transformative educational experiences—especially in places where they’re least expected.

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In this episode of Around the School Table, host Steve Davis speaks with Nikki Bonus, founder of Life Skills Group and the digital platform Life Skills Go. The conversation dives deep into the intersection of emotional intelligence, student well-being, and readiness to learn—arguing that emotional regulation is foundational to academic success. Bonus explains how Life Skills Go serves as a “student-facing technology for good” by helping children identify and manage their emotions daily. Drawing on neuroscience and trauma-informed practices, the platform provides real-time data on students’ emotional states, offering teachers actionable insights without disrupting classroom learning. One example: a quick morning check-in reveals if a student is emotionally regulated and ready to learn. If not, teachers are equipped to engage with empathy rather than discipline. Central to the platform’s philosophy is the understanding that emotions aren't good or bad—they’re data. Recognising, normalising, and validating feelings like anger or worry builds self-awareness and trust. As Bonus explains, being seen—truly seen—can make all the difference in a child’s day, improving engagement and creating a sense of belonging. The discussion also touches on National Check-In Week, a post-COVID initiative that revealed how many students mask distress. Bonus argues for cultural change within schools: data on student well-being should be as critical as academic metrics. Real-world examples show how unnoticed emotional patterns can surface through data, leading to early intervention and support. The episode ends with a call to action: rather than waiting for policy shifts, schools should act now using the tools and research available. Bonus’ message is clear—emotional literacy isn’t a luxury; it’s essential for learning, and schools have the power to transform lives by prioritising it.

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In this episode of Around the School Table, host Steve Davis visits Leigh Johnson, principal of Harkaway Primary School—a small, 150-year-old school nestled in Victoria’s scenic hills. Despite its modest size and absence from the national spotlight, Harkaway has gained international recognition for its innovative, student-centred approach to education, especially around resilience and disaster preparedness. Johnson describes Harkaway’s unique charm, rooted in deep community ties and aesthetic appeal. Many families bypass other schools to enroll there, drawn by its relational culture and meaningful learning experiences. The school’s educational philosophy is anchored in a "child-centred disaster risk reduction" manifesto developed collaboratively with students and experts. Its four pillars are: involving children in learning about risks, dismantling outdated myths, connecting students with real-world experts, and empowering them to teach peers. The school’s learning environment encourages action-based education. From participating in water quality monitoring with River Detectives to co-designing a climate education game with Indonesian schools, students engage as scientists and global citizens—not just learners. Harkaway also embraces the idea of "failing successfully." Inspired by Finland’s National Day for Failure, the school celebrates mistakes as part of the learning process, helping build student resilience and normalise the iterative nature of discovery. Johnson emphasises the value of understanding individual learners and acting on that knowledge—a principle he believes any school can adopt. The episode is a compelling portrait of how a small, rural school is pioneering meaningful, globally connected education rooted in empathy, inquiry, and agency.

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Strategikon is back in 2023 and we are kicking off the year with Round 5 of the Hyper Realist Bombs series. Our good friend Rhoderick Miller returns to the podcast to discuss the latest developments from the Russia / Ukraine conflict, from his hyper realist perspective.

John, David and Rhoderick discuss the present state of the Russian military, including whether it’s military production is struggling to keep up with the demands of the conflict, as well as the current situation in the eastern Ukraine city of Bakhmut and Russia's likely next step.

They also analyse the current and future trends of the post - covid global economy, as many countries attempt to fill a manufacturing void left by China.

This podcast is produced by Michael Migali for SAGE International Australia.

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This week I talk about a feasibility cohort study which sought to determine whether a larger cohort study addressing this question would be feasible. Listen to hear some interesting preliminary findings.

Merza, E.Y., Pearson, S.J., Mallows, A.J. and Malliaras, P., 2023. The relationship between psychological, cognitive, and contextual factors and rehabilitation outcomes in Achilles tendinopathy: A prospective feasibility cohort study. Physical Therapy in Sport.

Mallows, A., Jackson, J., Littlewood, C. and Debenham, J., 2020. The association of working alliance, outcome expectation, adherence and self‐efficacy with clinical outcomes for Achilles tendinopathy: A feasibility cohort study (the MAP study). Musculoskeletal Care, 18(2), pp.169-176.

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We have known for a while that type of exercise intervention (e.g. intensity, frequency, etc) does not seem to influence self-reported outcomes such as pain. Maybe all the benefits from exercise are explained by non-specific effects, or maybe exercise has benefits that do not depend on the type of exercise.

In this episode, I discuss 3 studies that look into (at least partly) other benefits that we may see at the level of the muscle and tendon from higher-load exercise interventions.

References:

Radovanović, G., Kunz, J., Bohm, S., Arampatzis, A. and Legerlotz, K., 2021. Reliable and effective novel home-based training set-up for application of an evidence-based high-loading stimulus to improve triceps surae function. Journal of Sports Sciences, 39(24), pp.2786-2795.

Radovanović, G., Bohm, S., Peper, K.K., Arampatzis, A. and Legerlotz, K., 2022. Evidence-Based High-Loading Tendon Exercise for 12 Weeks Leads to Increased Tendon Stiffness and Cross-Sectional Area in Achilles Tendinopathy: A Controlled Clinical Trial. Sports Medicine-Open, 8(1), pp.1-19.

Radovanović, G., Bohm, S., Arampatzis, A. and Legerlotz, K., 2023. In Achilles Tendinopathy the Symptomatic Tendon Differs from the Asymptomatic Tendon While Exercise Therapy Has Little Effect on Asymmetries—An Ancillary Analysis of Data from a Controlled Clinical Trial. Journal of Clinical Medicine, 12(3),

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This week, I had an engaging conversation with Anthony Nasser, an up-and-coming researcher on tendinopathy who recently completed his PhD on proximal hamstring tendinopathy. Our discussion covered the reasons for the lack of research attention towards this condition, the current state of evidence, and insights from his doctoral studies. You can find the full conversation here.

Here are Anthony's related publications:

Nasser, A.M., Pizzari, T., Grimaldi, A., Vicenzino, B., Rio, E. and Semciw, A.I., 2021. Proximal hamstring tendinopathy; expert physiotherapists’ perspectives on diagnosis, management and prevention. Physical Therapy in Sport, 48, pp.67-75.

Nasser, A.M., Vicenzino, B., Grimaldi, A., Anderson, J. and Semciw, A.I., 2021. Proximal hamstring tendinopathy: a systematic review of interventions. International journal of sports physical therapy, 16(2), p.288.

Nasser, A., Semciw, A., Grimaldi, A., Rio, E., Pizzari, T. and Vicenzino, B., 2022. Core outcome set development for proximal hamstring tendinopathy (COS-PHT): a study protocol. Physical Therapy Reviews, 27(4), pp.313-319.

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Palpation can be useful for the diagnosis and assessment of tendinopathy, but there are limits. This is because non-painful tendons can be tender, and tenderness in painful tendons seems to be very slow to get better.

Link to Evidence for Improvement in Local but not Diffuse Pressure Pain Thresholds Following Physical Therapist Interventions for Tendinopathy: A Systematic Review

Link to Reproducibility and clinical utility of tendon palpation to detect patellar tendinopathy in young basketball players

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