Honouring Our Newest Doctorate Recipient
At Grammar, we take pride in our exceptional team of educators whose dedication and expertise foster a nurturing, challenging, and inspiring learning environment for our students. Among our faculty, seven staff members have earned their doctorate (3% of all staff), 35 hold master’s degrees (18% of all staff), and 153 possess bachelor’s degrees (74% of all staff), showcasing a remarkable range of academic achievements. This wealth of knowledge ensures that our students receive a top-tier education that is enriching and transformative.
A shining example of this commitment to excellence is our newest staff member to join our team of doctors, Dr Theunis (TJ) Pieters, Head of Hawkes Boarding. At just 29 years old, Dr. Pieters has recently completed his thesis on “Identifying the Physiological and Psychological Characteristics of Adolescent Athletes.” His expertise is invaluable in assisting our sports students, helping them develop the mental and physical skills necessary for success.
We caught up with TJ recently to learn more about his Doctorate journey…
What inspired you to pursue a doctorate?
I like a challenge. When I started my post-graduate education, I always wanted to take that next step. I have always enjoyed researching, and completing a doctorate allowed me to do research in an area I have always been passionate about. I also enjoy working with people and striving for excellence, which the PhD journey allowed me to do.
Could you describe your research focus during your doctorate?
My PhD explored the training loads of teenage athletes, aiming to improve physical performance while reducing fatigue. Findings of the studies showed physical and psychological differences across competitive levels, and highlighted a need for structured training and effective workload management strategies to enhance physical performance.
How long did the entire process take from start to finish?
I started in 2019 and submitted my final thesis in August 2023. Then I was assessed and had to do revisions. Final approval was given in April 2024.
My goal was to complete my PhD in two and a half years. I had funding for three and a half years, so in my mind, I was going to complete my doctorate in two and a half years and then take a year off to do an internship somewhere around the world, working with athletes. However, two and a half years turned into five!
How did you balance your role as Head of Boarding here at Grammar with the demands of your doctorate?
This was certainly one of my challenges. I was very fortunate that our Principal, Mr Bennett was very supportive of me completing my PhD. I was working as a Boarding Assistant in the first few years of my doctoral studies, then in 2023 I took on the role as Head of Hawkes Boarding. That year I had to write about 70% of my thesis, so I had a lot going on during my first year in the role.
I worked on building good relationships with every parent and the Hawkes Boarding team, that really helped. There were also a lot of early mornings and late nights. Whenever there was an hour or two spare, it was spent opening the thesis and writing a few more words.
What advice would you give to someone thinking about pursuing a doctorate while working full-time?
I wouldn’t recommend trying to do both! But if you do, you have to maximise everything. It’s a commitment; it becomes your lifestyle. It’s a case of short-term pain for long term gain – no one can take this away from me now. The five years were definitely worth it, even with full-time work. There have certainly been some difficult months where I didn’t feel like I could do it anymore, but I feel like nothing will ever be this hard again.
In what ways has your doctorate experience influenced your approach to student wellbeing and support in the
boarding house?
The five years I’ve had to work with teenagers has allowed me to approach wellbeing differently. If students are playing a sport because they find it fun and are aware of the benefits, they are more likely to perform at a higher level, as opposed to competing for trophies and trying to be the best. If we can educate students to participate for enjoyment, there is a clear link that it will improve their overall performance. One of our Grammar Wellbeing Drivers is Student Agency, which is about our students having a voice, so we need to listen to them and understand why they are feeling a certain way.
Did you have any mentors or colleagues who played a significant role in your success?
Yes, many. Some of my past lecturers at the University of New Zealand played a significant role by believing in me and encouraging me to apply for my PhD at UTAS.
Here at School, Adrian Finch was a big support throughout the whole journey, right from the start. He supported me in the sports program, with accessing sports facilities, and in the research. Craig Slavin was a significant friend to talk to outside of university.
On the home front, my parents have always supported me in everything I do, and the support through all the ups and downs from Millie, my partner, has been amazing as well.