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1.      Ardoy, D. (2013). A Physical Education trial improves adolescents' cognitive performance and academic achievement: the EDUFIT study. Scandinavian Journal of Medicine and Science in Sports.

2.     Borg G.A. (1982) Psychophysical bases of perceived exertion. Medicine and Science in Sports and Exercise, (1)4, 377-381

3.     Carlin, A., Murphy, M.H., & Gallagher, A.M. (2015). Current influences and approaches to promote future physical activity in 11-13-year olds: A focus group study. BioMed Central Public Health, 15(1),1270.

4.     Clark, J. E., & Metcalfe, J. S. (2002). The mountain of motor development: A metaphor. Motor development: Research and reviews, 2, 163-190.

5.     Department of Education and Skills. (2014). TY, Exploring the Student Experience.

6.     Farmer, O., Duffy, D., Cahill, K., Lester, D., Belton, S., & O’Brien, W. (2018). Enhancing the Evidence Base for Irish Female Youth Participation in Physical Activity—The Development of the Gaelic4Girls Program. Women in Sport and Physical Activity Journal, 26(2), 111–123.

7.     Martinez, C. T., Gillespie, K., & Bale, S. (2015). Exercise Motivation: The Role of Gender, Age, and Body Mass Index. The International Journal of Health, Wellness, and Society, 4(2), 55–66. doi: 10.18848/2156-8960/cgp/v04i02/41109

8.     Norton, K., & al., e. (2010). Position statement on physical activity and excercise intensity terminology. Journal of Science and Medicine in Sport, 13, 496-502.

9.     O’ Brien, W., Belton, S., & Issartel, J. (2016a). Fundamental movement skill proficiency amongst adolescent youth. Physical Education and Sport Pedagogy, 21(6), 557 571

10.  O’ Brien, W., Belton, S., & Issartel, J. (2016b). The relationship between Adolescents physical activity, fundamental movement skills and weight status. Journal of Sports Sciences, 34(12), 1159

11.  O’ Brien, W., Duncan, M., Farmer, O., & Lester, D. (2017). Do Irish adolescents have adequate functional movement skill and confidence? Journal of Motor Learning and Development. WSPAJ Vol. 26, No. 2, 2018

12.  Podlog, L. (2007). Professional Coaches Perspectives on the Return to Sport Following Serious Injury. Journal of Applied Sports Psychology, 207-225

13.  Rhodes, R. E., & Boudreau, P. (2017). Physical Activity and Personality Traits. Oxford Research Encyclopaedia of Psychology. doi: 10.1093/acrefore/9780190236557.013.21

14.  Treiber, F., Baranowski, T., Braden, D., Strong, W., & Levy, M. K. (1992). Social support for exercise: Relationship to physical activity in young adults. Preventive Medicine, 21(3), 392.

15.  Van Dusen, D., Kelder, S., Kohl, H., Ranjit, N., & Perry, C. (2011). Associations of Physical Fitness and Academic Performance Among Schoolchildren. Journal of School Health, 82(12).

16.  Vealey, R. S. (1986). Conceptualization of Sport-Confidence and Competitive Orientation: Preliminary Investigation and Instrument Development. Journal of Sport Psychology, 221-246.

17.  Visek, A., Achrati, S.M., Manning, H., McDonnell, K., Harris, B.S., & DiPetro, L. (2015). The fun integration theory: Towards sustaining children and adolescents sport participation. Journal of Physical Activity & Health, 12(3), 424

18.  WHO. (2018, Febuary 23). Physical Activity, Key Facts. Retrieved from https://www.who.int/news-room/fact-sheets/detail/physical-activity

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Evaluation of the programme should be carried out in both the short term and long term. I feel this could be achieved through a weekly survey, completed by mentors and mentees through an online forum. An open discussion board could be created online to allow for mentors to share ideas with each other to enhance the experience of their mentee. The data gathered in the survey would allow the officers and the governing body of the programme to decide whether any alterations need to be made to the programme immediately.

At the end of the 12-weeks, I believe that the programme should be evaluated through a more detailed version of the weekly survey, analysis of the activity data collected and the running of focus groups to get personalised feedback from mentors and mentees on how the programme could be improved.

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Training is a vital part of the successful implementation. Members of the governing bodies of the Made2Move club i.e. PE teachers, coaches etc. training, provided by qualified professionals who have founded the programme. An online training course could be designed to provide this training.  The idea would be to give them a detailed overview of what the programme is trying to achieve and what guidance that potential move mentors/officers need to operate the intervention plan successfully.

Training these mentors would mirror the material covered in ED2318. The safety of the mentees needs to be a priority, so the importance of the Par Q survey and consent forms must be stressed. The mentors would be trained on the importance of physical activity, how their mentees activity data must be tracked/processed and what the 12-week goal of the programme is. This training should provide the mentors with some ideas on how to motivate, encourage and provided their mentees with informed advice on how to improve their physical activity levels. This training could be workshop based and carried out within in couple of sessions.

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My mentee has expressed an interest in developing her knowledge surrounding the importance of physical activity and diet. She enjoys food and is adventurous with her cooking. Some food and fitness vloggers online may be of interest to her. She will need some advice on how much she should be eating a day and how to make healthy choices while on campus/prepare healthy meals for her time on campus. She is keen to gain more understanding in terms of basic nutrition and the role it may play in her day to day experiences.

It is important that this intervention plan is structured. It must be a priority that my mentee can increase her physical activity without hindering her studies, social life, and her part time job. She also needs to maintain a healthy sleep pattern and diet. With this in mind, a structured plan is vital before embarking on any significant changes.

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I feel that the programme could be run by voluntary transition year students . According to a TY student led report by the Department of Education and Skills, many students claimed that “you don’t get a chance to adapt and learn new skills in other years, as there isn’t enough time because of concentration on state examinations” (Department of Education and Skills, 2014). This programme would give them the opportunity to develop new skills such as their ability to communicate, organise and motivate. The programme should be mirrored to that of ED2318, where students will occupy the role of either mentor or officer. To identify suitable mentees, students will have the responsibility of reaching out to family, friends or even community organisations to encourage people to participate and increase their physical activity.

Similar to the school, playing members would occupy the role of students (officer/mentor), while other members such as parents, supporters, friends would be move mentees. The involvement of other community members could also be possible through advertising in local youth clubs, churches, gymnasiums etc

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Within a school setting, the programme should be governed by the PE department. I feel that they should oversee the implementation of such a programme due to the obvious connection to the area of their expertise i.e. physical fitness/activity promotion. I feel that it should be run transition year. A number of transition year students must occupy the role of Made2Move officers. The officers would liaise regularly with the PE department and school management to ensure a smooth running of the programme. The PE department must ensure that proper procedures are followed when it comes to safety, data protection etc. i.e. Par Q forms, permission slips, physical activity data.

In a community setting, I feel the implementation of the programme through sports clubs would be best practice. The administration department of the club could work closely with the coaches of teams to ensure that the programme would be governed and implemented appropriately.

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I also felt my own workouts were hindered at times during the process. Exercise is something I enjoy doing alone as it gives me a reprieve from other stresses i.e. college, social life, studies, work. On occasion the responsibility of doing sessions with my mentee was a bit of an inconvenience.

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Exam stress was another challenge that we encountered towards the end. While research shows that physical activity has a positive effect on an individual’s cognitive performance (Ardoy & al., 2013)  and improves exam performance (Van Dusen, Kelder, Kohl, Ranjit, & Perry, 2011), it was difficult for my mentee to maintain her routine once the end of the semester approached. She had a very heavy workload and prioritised her studies. I was also affected in my responsibility as a move mentor. I too was under pressure to complete assignments and study for exams, and I feel this prevented me from devoting appropriate time to the programme.

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The accuracy of the data collected doesn’t reflect the actual physical activity undergone by my mentee through the process. As she doesn’t own a smart watch or activity tracking equipment, she was reliant on her phone to track activity. This was impossible during camogie training, aerobics classes and other activities undergone within the process. To try and tackle this, I got Sadhbh to monitor how intense these sessions in accordance with Borg’s scale of perceived exertion (Borg, 1982), and the correct terminology for physical activity and exercise intensity (Norton & al., 2010). Even with this information, it was challenging to determine the correct physical activity levels and evaluate whether the results were positive or negative before embarking on any changes needed.

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Difficulties the application to track activity proved to be a fundamental challenge throughout. Initially the accupedo application wouldn’t run on my mentees device so she needed to download an alternative. This app wouldn’t allow the data to be transferred so I needed to process it manually which was quite time consuming.

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The personal development of both my mentee and I was a major success within the programme. Sadhbh has positively grown through the process both physically and mentally. Her fitness levels are higher, she claims that her mood and energy levels have increased due to the additional activity and she has remained consistent with her activity to date. This experience has been a tremendous value to me as an aspiring practitioner for physical activity and health. Through research and monitoring my mentee, I have gained valuable knowledge into the various intrinsic and extrinsic barriers that effect an individual’s physical activity levels. This information will be of benefit when entering a school setting as knowing how to motivate an individual to become more active is vital in light of the obesity and physical inactivity epidemic we currently face.

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My Amazing Mango Chicken Burger from The Fat-Loss Plan | Joe Wicks & Jamie Oliver

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NEW!! 20 Minute FULL BODY Home HIIT | The Body Coach TV

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I believe I was successful in developing Sadhbh’s confidence and knowledge when it comes to health, diet and physical activity. Sadhbh now regularly attends the gym and feels much more confident and less self-conscious when exercising publicly. By introducing her to simple resources such as the “50 reasons to exercise”, she began to see how important physical activity is in all aspects of her life. While Sadhbh’s diet wasn’t a main priority in this process, we did discuss on how she could make minor improvements with ease. I introduced her to Joe Wicks, “The Body Coach”, who is an celebrity fitness personality. He has endless healthy recipes and workouts available online for free, and he preaches the importance of exercise and healthy eating in a fun and positive way, which I felt would appeal to my mentees attitude and would be a successful motivator.

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I tried to make use of my own personal research and experiences within the programme and outside of it to aid me in my role as a move mentor. An example of this in action was my mentees physiotherapy experience. Due to the frustration caused by Sadhbh’s injury, I drew from my own experiences with similar setbacks and decided to refer her to a physiotherapist I had previously worked with. Sadhbh asked me if I would make an appointment for her, which I did. I also attended the first session with her.  When motivating Sadhbh, I felt some independent research was key in order to maximize my ability to motivate. Evidence suggests that many women are motivated to exercise for their appearance, enjoyment and to feel good, rather than competition (Martinez, Gillespie, & Bale, 2015). This was important to note when trying to encourage my mentee to be active. Other studies also show that fun and keeping fit are amongst the most common motivators for female youth/young adult physical activity participation (Carlin, Murphy & Gallagher, 2015; Viesk et al., 2015).

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The fundamental goal of this intervention was to increase the activity of my mentee, and it must be noted that this was achieved.  When the weekly data is compared, there is a gradual increase in step count, active minutes, distance covered, calories burned etc. almost every week. Of course, some external factors hindered progress and consistency in certain weeks, but the overall result of this programme has been a successful one.

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In terms of my actions as a Move Mentor, I felt I needed to put maximum effort into everything in order for my mentee to be successful during this process. For me to do this, I needed to get my own schedule in order first. It was vital that I was organised and structured in terms of my studies, social life, part time job, diet and exercise before tackling that of my mentee. I kept a diary and planned out what I would be doing on each day for the coming week. This allowed me to remain focused and as on track as possible.

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I made myself as available to my mentee as possible for any questions or queries. We have been friends for years so this level of familiarity in terms of communication is nothing foreign to either of us. I checked in with her at least 3 times a week and we met face to face at least once. I felt that a personal, informal approach would be much more beneficial in terms of increasing her activity. Evidence suggests that friend support is positively associated with young adult female physical activity participation levels (Treiber, Baranowski, Braden, Strong, & Levy, 1992).

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The final two weeks of the programme proved to be the most difficult. The fact that it was the end of semester and coming up to Christmas time was a major contributing factor. Week ten started off well with myself and my mentee went to the library early Monday, attended our lectures, had a gym session and returned to the library. However, as the week progressed, Sadhbh’s activity decreased as her study increased. She was also required to work additional hours in the hotel as they entered one of their busiest times in the year. Sadhbh was slow to send me her steps in the final two weeks and there was little contact between us. Both of our hectic schedules prevented this programme to be a priority.

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By week 7, Sadhbh had made sustainable changes to her routine and her physical activity levels were remaining consistent. She increased small areas such as walking home once a week, walking the dog more often, taking the stairs rather than the lift and going to the gym twice a week. Sadhbh, with the guidance of myself and a physio, decided to undertake one strength session a week and one cardio/ HIIT session in the Mardyke. She did a HIIT session with me for weeks 7 and 8 and decided to attend an aerobics class with her friend for weeks 9 and 10. During our weekly meet ups for coffee, we talked about the importance of diet within a healthy lifestyle. Sadhbh began a new job on the weekend of week 8. She started work as a waitress in a hotel and her activity increased majorly. She is constantly on her feet in the new job. She feels increasingly enerrgised in the past few weeks and is enjoying the increased levels of activity.

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The aim for these weeks was to maintain the good start made, and again gradually increase the activity to eventually reach the recommended amount. Sadhbh continued to train with the camogie team for week 4 but had issues with her ankle injury. She decided that she would need some medical advice on what she should do. Unfortunately, Sadhbh was not selected for the panel for the first match of the season. While she said it didn’t come as a surprise, she did feel it had a negative effect on her confidence. Due to this, and the impracticality of evening training sessions so far away from home, she made the decision to stop playing camogie with the college for now. We decided that the gym may be a suitable option as it would allow Sadhbh the freedom to fit her exercise around her studies, work and social life, rather than the other way around. After discussion with a physio during week 6, he recommended some exercises for her to perform in the gym to increase her lower body strength to prevent further injury.

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The main priority for these few weeks was the gradually increase her activity. We again met twice each week for coffee, just to briefly discuss the progress. Sadhbh encountered some difficulties with the accupedo app which I tried to address. Within these weeks, her activity increased by a large margin compared to week one. She also attended her first UCC camogie session. Sadhbh said it was quite difficult and there were a lot of players in attendance. She did enjoy it and it was a nice change from her recent disappointments with the local club. Sadhbh has decided to continue to attend the sessions for now.

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During class this week, the Made2Move programme was explained to us. When selecting my mentee, I had to be aware of certain traits that would make them a suitable candidate i.e motivated to make a change, over 18, not meeting PA guidelines. I felt Sadhbh was the perfect candidate immediately. After contacting her, she filled out a Par Q and consent form. She was delighted to take part. I informed her what would be taking place and we made a rough plan as to what Sadhbh expected to gain from the 12 weeks. We analysed her current activity levels, her work, studies and social life in detail and identified what changes to these may help her increase her activity. We then went on a brief walk to start the programme off on a positive note.

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Implementation of Programme in school/community

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Implementation of Programme in school/community

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1. Governance.
2. Volunteerism.
3. Training.
4. Evaluation.

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1. Successes
2. Challenges
3. My Role

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After some discussion and evaluation, my mentee and I decided what elements needed to be identified as priorities in order for any intervention to be successful. We broke it down into the areas of enjoyment, confidence, knowledge and structure.

Confidence can be defined as “the belief in one’s ability to achieve success” (Vealy, 1986). Sadhbh’s confidence as clearly been knocked due to unfortunate events in terms of injury. She feels that the injury as hindered her on field performance causing her to lose confidence and become discouraged. In order to improve her athletic performance, she must be aware that the management and prevention of further injury are vital (Podlog, 2007). Although this past injury doesn’t prevent her from exercising per say, it would be of benefit for her to monitor it and seek medical advice before returning to Gaelic games, in order to prevent a recurrence of the problem. To tackle the issue of her self confidence within a gym setting, we have decided to train together in the coming weeks, rather than her feeling alone and self-conscious in the unfamiliar setting. She has also committed to attending at least one class in the next few weeks and will bring a friend with her. The social and enjoyment aspect of physical activity is certainly needed for this intervention to operate successfully, so the inclusion of friends during her activity is vital.

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According to the World Health Organisation, adults aged 18–64 should do at least 150 minutes of moderate-intensity aerobic physical activity throughout the week or do at least 75 minutes of vigorous-intensity aerobic physical activity throughout the week or an equivalent combination of moderate- and vigorous-intensity activity (WHO, 2018). My mentee reckons that she doesn’t get anywhere near that recommended threshold of activity. When asked to describe the intensity of her training sessions, she said that for some of her sessions she would be slightly breathless but would be able to maintain a conversation for the majority of the duration, but for the majority of session she admitted that she would barely break a sweat. From her descriptions it is fair to assume that these sessions don’t fall under the bracket of moderate to vigorous physical activity (Norton & al., 2010). She is frustrated at the lack of intensity in the sessions as previous sessions in the past were much more difficult and competitive.  She also enjoyed the social aspect of the previous sessions, as there would be much larger numbers in attendance. Multiple Irish and international studies identify the social aspect of organised youth sports as a motivator in terms of participation levels (Farmer, et al., 2018; Rhodes & Boudreau, 2017). This is important to consider when encouraging Sadhbh to increase her activity. Sadhbh has suffered from an ankle injury in the past. She believes that this injury has hindered her performance level. An experience of this nature may discourage her and add to the decrease in her activity levels. In addition to this lack of exercise, Sadhbh also lives about forty-five minutes walking distance away from the University. When she has nine o clock starts, her father drops her to college as he works on that route. Although it is possible for her to walk to and from college, it is very time consuming and simply unpractical. She of course walks to and from lectures each day.

FMS are the building blocks of movement, creating the foundation of more advanced and specific specialised actions, and affecting future participation in physical activity and sport (Clark & Metcalfe, 2002). Due to her prior engagement with Gaelic Games, Sadhbh would be quite proficient in certain areas of locomotor movement, such as running through her participation in the field sport. There is plenty of evidence suggesting that fundamental movement skill proficiency is positively associated with increased sports participation and physical activity amongst females (O’Brien et al., 2016a; O’Brien et al., 2016b; O Brien et al.,2017).  For this reason, getting Sadhbh to re-engage with camogie and Gaelic football through college teams may be a good place to start when increasing her activity.

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My mentee is a 20-year-old full time college student named Sadhbh. She lives in a suburb, just outside the city centre on the North Side of Cork. Sadhbh comes from a family of four, her parents, her brother and herself. She commutes from home during the college year. She is approximately 5 feet and 5 inches tall and is in a healthy weight category. Sadhbh's family have a major connection with Glen Rovers Hurling Club. Her grandfather and father played and coached with the Glen and at various forms of county level. Sadhbh and her brother both play with Glen Rovers at their respective age groups. Sadhbh has a major interest in GAA.  She is moderately active playing camogie once a week. Her team unfortunately are struggling to get sufficient numbers in the last year and subsequently have had to cancel/forfeit multiple matches and training. Therefore, Sadhbh has become increasingly sedentary for the rest of the week apart from this one training session. She wants to become more active. Her college schedule is hectic, so she is finding it tough to balance everything. Sadhbh enjoys the social aspect of her college life and has expressed her willingness to continue to go on nights out while increasing her exercise habits during the week. Sadhbh enjoys baking and cooking and is relatively conscious of her diet. However, she does want to become more informed about why her diet is so important when it comes to her fitness and health. Sadhbh has admitted that while she has been in gymnasium settings before, she can find them quite intimidating.  She has expressed interest in taking up new activities such as jogging and part taking in a few classes in the Mardyke. She does lack confidence in this area and would be slow to try these new activities alone.

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1. Background
2. Insights
3. Needs

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This Padlet documents the journey I have encountered with the made Made2Move Programme within the module of ED2318. The idea behind this programme is to increase the activity levels of university students. My role was the title of Move Mentor. It was my responsibility to encourage a selected student i.e. a Move Mentee, to increase their levels of physical activity. This would be done through the design of an intervention plan, regular contact with the mentee, activity tracking through a mobile application and the creation of innovative ideas to motivate this student to increase their activity over a twelve-week period. In this assignment I will empathise with and provide a case study of my Move Mentee, critique my personal role within the process, identify the successes and challenges I encountered and finally comment on how I feel that the Made2Move programme could successfully implemented in a school and/or community setting. Each section will be colour coordinated in correspondence with the title, which can be viewed in the key displayed below.