From Podiums to Playgrounds
They once stood on international weightlifting platforms, representing Aotearoa on the world stage. Today, Lou Guinares and Olivia Lee (formerly Baker) have traded barbells for building blocks, bringing the lessons of elite sport into the heart of early childhood education (ECE) as leaders in their respective centres.
Both Olivia and Lou built impressive sporting careers: Olivia represented New Zealand in weightlifting at the Sydney 2000 Olympics and Manchester 2002 Commonwealth Games, while Lou lifted at the 2010 and 2014 Commonwealth Games.
They both acknowledge that their years in top level sport have helped shaped their leadership styles today. This includes incorporating the positive, relational, step-by-step coaching they received as athletes into the fast-paced, unpredictable early childhood environment.
Olivia now manages a team of 16 educators at Best Start Waitangirua, a thriving early childhood centre in Porirua, and Lou took on centre manager responsibilities at Barnados Clendon a year ago where he’s known for his energy, warmth, and ability to connect with children and families alike.
Olivia makes it a priority to be visible on the floor, actively involved in daily routines, and quick to notice when someone — child, parent, or staff member — needs a listening ear.
For Lou, leadership is about consistency, modelling perseverance, and making space for people to bring their whole selves to work. “I want my team to feel seen, valued, and supported — because if our teachers feel good, our kids thrive.”
“Sport taught me how to show up for people — to back them, to listen, and to stay focused on what matters.”
Lou adds, “It also taught me that leadership is about energy. You need to bring that every day if you want to lift others up.”
Both leaders stress the importance of ‘connection over correction’; understanding children’s behaviour through a relational lens. Rather than reacting to surface-level challenges, they encourage their teams to look deeper and consider what’s sitting underneath.
Lou says when a child’s behaviour changes dramatically, there’s always a reason for it. “We talk to family members, as well as with their tamariki to get to the possible reason for the behaviour change. That’s why connection matters — when you know your children and their families well, you can support them properly.”
Olivia agrees: “It’s those deeper conversations with families that help us understand what’s happening for a child. Showing the children and their families that we really care; that it’s not just about correcting behaviour.”
Neuroscience educator Kathryn Berkett says Olivia’s and Lou’s explicit use of connection over discipline are indicative of highly skilled educators.
“When teachers prioritise relationship and understanding before discipline, they’re not just managing behaviour — they’re building the neural pathways that support empathy, resilience, and long-term learning.”
“Connection activates the parts of the brain needed for reasoning, reflection, and self-regulation — correction without connection risks shutting those systems down,” she says.
As former elite athletes, Olivia and Lou both champion the importance of physical movement for young children — not for competitiveness, but for wellbeing, brain development, and emotional regulation.
Before Olivia was promoted to centre manager, she cherished leading daily “funky time” sessions, incorporating music and movement activities to either energise or calm children before key moments in the day. “It’s about giving kids tools to manage their emotions and understand their bodies — and it’s a lot of fun too.”
Lou uses group dancing and games to create moments of connection and joy. “We get a bit silly, we dance, we laugh — it builds relationships and helps kids feel part of something. I always learn the dances alongside the kids, that way we’re all in it together.”
Ms Berkett says including activities like dancing and moving to music with young learners is excellent as they boost endorphins – mood enhancers, which help prime the brain for positive social connections and new learning.
“A child’s brain is wired to learn best when they feel good. Activities that boost endorphins support healthy brain development. It’s neuroscience in action,” she says.
It’s clear these two champions haven’t stopped lifting. Now, they’re raising up tamariki, whānau, and fellow teachers, one meaningful connection at a time.