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The possibilities associated with creating school-community links.

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The possibilities associated with creating school-community links.

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The below article supports the establishment of school-community links in terms of enhancing student self esteem and broadening their horizons and potential. This article supports the concept of establishing a made2move programme between community and school and also the programme would allow for more 'days out' outside of the school context in order to facilitate the increased physical activity and this could be done perhaps on half days/ free periods etc.

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More links between schools, more outings for young people and more investment in Dublin's inner city are called for in a report, Powerful Hopes, An In-Depth Study of the Potential of Young People from the Inner City of Dublin, launched by the President, Mary McAleese, last week.

Compiled and written by Scott Boldt, Powerful Hopes offers 12 "practical suggestions" on how to develop young people's potential. The importance of developing self-esteem in young people in the inner city is implicit in his recommendations. Schools should forge links with one another for the benefit of pupils, he says. He also proposes that more contact should be formed between primary and secondary schools; the narrow academic focus of the school curriculum should be broadened; mentoring programmes with teachers should be set up; and more financial assistance should be made available to inner city schools.

Boldt also says teachers should be given more time to allow them to learn new approaches and teaching techniques geared to the needs of their students.

The study is based on interviews which were conducted with pupils, teachers, principals and parents from seven schools, comprising two primary schools, Francis Street and Scoil Iosagain, and four second-level - Crumlin Secondary School, James's Street, Synge Street and Westland Row, as well as the Life Centre, which was set up in 1996 as an alternative educational centre for young people aged between 12 and 16. (See `News Plus', left.)

He encourages schools to "break down any barriers" that exist between schools and their local communities. He advises communities to organise trips and outings and to become active in providing facilities for young people. "The time for action is at hand," he concludes. "Young people need somewhere in their communities to go in the evenings. It is quite likely that many get themselves into trouble out of boredom and lack of guidance," he writes. "Communities should become active in providing or seeking the provision of facilities for young people."

In another recommendation, he calls for the provision in each school of a counsellor and remedial teachers. "In the light of the negative home circumstances and personal difficulties which some students have, it is necessary to cater for their needs by means of specialist teachers and personnel."

"It is important that serious needs of students be acted upon promptly as soon as they are identified and that young people who are encountering particular difficulties are given the opportunity to be engaged on a one-to-one basis."

The data he collected in the course of the study showed that "the perceptions of teachers differed from those of pupils and parents on a number of issues," he explains.

In particular, this was most evident in their view of the support and encouragement of parents for their children to do well and to stay in school. A small percentage of teachers agreed that parents encouraged their children to do well in school, he says, but "a much higher percentage of teachers" believed that "parents would not mind if their child left school at the age of 15".

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More links between schools, more outings for young people and more investment in Dublin's inner city are called for in a report, Powerful Hopes, An In-Depth Study of the Potential of Young People from the Inner City of Dublin, launched by the President, Mary McAleese, last week.

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A link between school-community in the Made2Move programme would target specified key skills recommended by the NCCA.

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TRANSLATING MADE2MOVE CLUB TO A SCHOOL SETTING 

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TRANSLATING MADE2MOVE CLUB TO A SCHOOL SETTING 

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The Classroom reflected the approach and supported it greatly.

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The Classroom reflected the approach and supported it greatly.

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Our lectures were based upon the theory of design thinking , the velcro learning model & cooperative learning models

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Our lectures were based upon the theory of design thinking , the velcro learning model & cooperative learning models

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The below diagram summarises why networking is valuable for mentors and also for other clubs members who may benefit from the shared knowledge and interaction. As largely Generation Z students, they thrive off interaction and collaboration hence the appropriateness of such a concept in the made2move club programme.

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Outline any suggested improvements in the Club for the coming year. 

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Outline any suggested improvements in the Club for the coming year. 

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Outline any suggested improvements in the Club for the coming year

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Challenges encountered and Suggestions for Made2Move 5.0

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Challenges encountered and Suggestions for Made2Move 5.0

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•          Critique your role from the standpoint of Club Officer responsibilities and accountabilities. Also, highlight learning moments for you in the year.

•          Comment, using relevant theory, on how you tackled this role and issues that arose across the year in relation to enacting your role in the club.

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Critique your role from the standpoint of Club Officer responsibilities and accountabilities

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Week by Week Description of Lectures ED2318

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Week by Week Description of Lectures ED2318

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MADE2MOVE

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A good leader is someone who acts as an example and puts action in to the task rather than merely holding a title or position.
The position I have attained as PRO allows me to engage with and motivate my peers, express empathy with people and understand real life situations in order to respond appropriately with guidance towards appropriate resources. These attributes will undoubtedly assist me in my future role as a physical education teacher hence why I viewed the opportunity to practice as invaluable.
One of the first objectives a leader must accomplish in my view is achieving a true balance between individual effort and teamwork of the collective unit as a whole. The realization of this balance comes from a structured approach to the tasks that are an integral part of the program. In the Made2Move programme this may mean clear and coherent communication between all members of the club and consistent information. When the interplay among the individual, the team, and the task is in harmony, a good leader is assured of success and therefore the success of the MADE TO MOVE PROGRAMME as a whole.
I have discovered as a PRO it is not only social media engagement and advertising but also interaction with people and conversation and communication in person.
As many of my peer students are born in the Z generation- we work best under co operation with one another and I think this position will allow me to encourage fellow students to do so in a structured and effective way.

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Recruitment of Move Mentors Criteria:

Leadership potential.

-Meeting Physical Activity (PA) guidelines.

Motivated to impact someone’s life.

Some Physical activity ( PA) knowledge

Resourceful

Passionate

Recruitment of Move-Mentees

Over 18

Currently  not meeting PA guidelines

Motivated to some extent.

M2M Design Features
Ethos of the club

SERVICE Model

Selfless

Easy

Rounded

Values-led

Individual

C heap

E ducational

MoveMentors trained in:

Physical Activity

Motivation

Mentoring

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Move Mentors first recruited a student  from their social circle to become a Move Mentee ( findings from last years Made to Move 3.0 showed that it is more effective to mentor a friend rather then a stranger).

1. Move Mentors and Move mentees established

2. Join UCC Made2Move Club

3. Move Mentee completes PAR-Q & Consent form

4. Move Mentor designs ‘Physical Activity Plan’ to increase daily steps

5. Move Mentees were encouraged to join other UCC clubs and/or attend the Maraydke classes.

6. Move Mentor exercises with Move Mentee once a week

7. Move Mentor monitors and collects the weekly steps achieved by their Move Mentee.

8. Move Mentor motivates, guides and supports their Move Mentee

9. Move Mentor & Move Mentee attend ‘Made2Talk’  series , Made2Move Food4Thought and participate in ‘Made2Move4Charity’ event.

10. Move Mentee supported by Made2Move coordinator

11. Move Mentor receives UCC Works Award

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As officers of the programme we have the following aims:
-> to encourage students to establish SMART goals before beginning the programme in order to motivate them intrinsically to truly engage with the programme.
-> to guide both mentors and mentees in informing them of World Health Organisation’s guidelines and assisting them in providing frameworks to how they can meet these recommendations regarding physical activity!
-> to post regularly on social media regarding upcoming physical activity events that both mentors and mentees can get involved in with friends and meet new people!
-> to encourage new members are welcome and to ensure that the club is as inclusive as possible, welcoming people of all levels and abilities.
-> to motivate mentees and mentors to get physically active through weekly posts on social media which are informative.
-> to organise a 5km end of the year event for students to use as a short term goal.

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The Made 2 Move club is a non competitive walking & physical activity club delivered by voluntary community mentors who help their peers 'mentees' to become more physically active and establish healthier habit.

Programme Aims-
To simply get people moving more by increasing their daily steps with the guidance of a volunteer ''Move Mentor''.
The over all aim of the club is for the Made2Move Mentee to :
-> keep up their newly increased physical activity levels.
-> continue walking after the programme is finished.
-> and/or join a local club/walking club/activity.

Why walking?
- one of the oldest and most natural forms of physical activity.
- can be done anywhere, at any time!
- is an easy form of activity that can achieve a healthy heart.
- is an effective means of achieving physical activity guidelines set by WHO.
- easiest way to go from living an inactive lifestyle to living an active lifestyle.
- has countless physical, mental and social benefits for the individual.
( Chambers, F., 2019).

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Studies indicate that depressed persons develop a more sedentary lifestyle and become less physically active.
Therefore, an intervention to combat this inactivity could significantly contribute to lowered depression levels.
A recent study done by UCL found that teenagers who were inactive had higher risks of depression. They suggested that digital media played a part in this inactivity, the Made2Move club will provide an external avenue for students who may not have any other outlet in order to combat this inactivity and henceforth depression levels.

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Adolescents who spend too much time sitting still are at a higher risk of depression, according to a new study.

The research, published in the Lancet Psychiatry, indicates that an additional hour of light activity - such as walking or doing chores - is associated with a significant reduction in depressive symptoms.

The findings are based on longitudinal data collected by a research team led by UCL (University College London) from more than 4,000 young people who wore accelerometers to track their movement.

It comes at a time when studies indicate that physical activity is declining among adolescents, which some say is linked to increased use of digital devices.

The study's authors say that while many initiatives promote exercise in young people, these latest findings suggest that light activity should be given more attention as well.

The study's lead author, PhD student Aaron Kandola, said: "We found that it's not just more intense forms of activity that are good for our mental health, but any degree of physical activity that can reduce the time we spend sitting down is likely to be beneficial."

Competitive

Dr Brendan Kelly, professor of psychiatry Trinity College Dublin, said some children and adolescents find that very competitive or energetic sports are off-putting, and they tend not to participate as a result.

Depressive symptoms - such as low mood, loss of pleasure and poor concentration - were measured with a clinical questionnaire. The study's senior author, Dr Joseph Hayes said light activity should be given more attention. File photograph: David Cheskin/PA Wire

"This research says that light and moderate activity also has demonstrable benefits for mental health.

"In other words, adolescents don't necessarily need to win medals at school sports days or be on the school's number one rugby team. They just need to sit down less."

He said something as simple as walking to school or playing a musical instrument has measurable, lasting benefits for mental health - as well as benefits for physical wellbeing and personal accomplishment,.

"The best advice for parents is to lead by example. We are all creatures of habit, so we should integrate more light physical activity into everyday routines, for us and for our children." The study team found that an additional 60 minutes of light activity daily at age 12 was associated with a 10 per cent reduction in depressive symptoms at age 18.

Depressive symptoms - such as low mood, loss of pleasure and poor concentration - were measured with a clinical questionnaire.

The study's senior author, Dr Joseph Hayes said light activity should be given more attention.

"Light activity could be particularly useful because it doesn't require much effort and it's easy to fit into the daily routines of most young people," he said.

"Schools could integrate light activity into their pupils' days, such as with standing or active lessons. Small changes to our environments could make it easier for all of us to be a little bit less sedentary."

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Teenagers who spend too much time inactive at higher risk of depression

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Adolescents who spend too much time sitting still are at a higher risk of depression, according to a new study.

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The incidence of obesity (defined as a body mass index in excess of 30) tends to fall as socioeconomic status increases. Many of the students who are in the programme are generally from high socio-economic backgrounds given their attendance to university however the phenomenon of higher levels of obesity with lower socio economic status is not a wholly true principle. In Ireland current estimates suggest that one in five adults are obese posing a particular threat to the population given our high mortality from cardiovascular disease relative to other European countries. The below graph demonstrates the prevalence of obesity. The implementation of a physical activity programme may curtail the extent to which obesity effects the health care system and associated costs.

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Ekelund et al (1988), along with Sandvik et al (1994) and the Us Department of Health and Human Services (1996) all agree with the view that physical inactivity and a low level of physical fitness are risk factors for premature cardiovascular disease (CVD) mortality. The importance of reinforcing the message of life long healthy physical status is much more pedagogically correct then enforcing the message of body composition or weight management. The prevalence of preventable disease is growing in line with lack of participation in physical activity which highlights the need for a programme focused on promoting health status through exercise.

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Living Physical activity research pioneer, Professor Jeremy Morris, once referred to physical activity as 'today's best buy for public health' (Morris 1993).
Morris refers to physical inactivity as a major determinant of health status. Physical inactive adults are at an increased risk of hypertension, diabetes, osteoporosis, various cancers, anxiety and depression ( Livingstone,2011).Diseases and poor health conditions associated with physical inactivity include the following :
- obesity
-diabetes
- heart disease
-  some cancers
- poor mental health

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Why is it important to be physically active?

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Why is it important to be physically active?

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Research Regarding Statistical Information on Physical Inactivity among Students. 

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Research Regarding Statistical Information on Physical Inactivity among Students. 

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Introduction:
The WHO (2010) recommends that young adults should take 150 minutes of moderate physical activity

per-week, or 75 minutes of vigorous physical activity per-week.
This threshold is not being reached by 25% of university students

(de Almedia et al., 2007). Many university students drop-out from organised sports and physical activities,

and are unlikely to undertake new active pursuits later in life

(Telema et al., 2008). The above research indicates the necessity of an intervention programme such as Made2Move.

Physical activity has been proven to be beneficial for health and well-being (Biddle, Mutrie & Gorely, 2015), this programme sets out to guide university students who may fall into the above described category in how to become physically active.

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- Pink - Research & Introduction.
- White - My role
- Blue- Mentors and Mentees
- Purple- The lectures
- Green-  Challenges encountered and Suggestions 5.0
- Cream- Made2Move in a school setting.

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Anonymised description of Mentors & Mentees.

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Anonymised description of Mentors & Mentees.

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THE WHO

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Annoymised description of mentors and mentees.

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Quality research and theorisation of the process.

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Empathy Story Board

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Green & Pink Wedding Mood Board Photo Collage

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The second image is the Mentor Training night which saw quite a large attendance.

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Examples of Social Media Posts on Instagram

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Examples of Social Media Posts on Instagram

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The first image shows our first 5km walking event to the lough in Cork.

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The process of creating a presence on Social Media

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The process of creating a presence on Social Media

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Research that supports interventions such as the Made2Move programme.

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Research that supports interventions such as the Made2Move programme.