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My involvement in the Made2Move programme has been fruitful and enriching. It has had numerous benefits on my personal development and linking to my future practice.  The challenges encountered will be similar to what ill be facing as a future teacher in relation to physical activity participation so having time to reflect on the programme will be valuable in improving how I deal with these if/when they arise in the P.E. hall. Motivation, compassion, respect, and inclusion are all relevant to the teaching profession and were particularly topical in my learning through the programme. I've made friends, not only with my Move Mentee but others that we met during this experience . Visiting penny dinners and receiving talks from inspirational speakers were some of the highlights for me as I got to engage with individuals with amazing backgrounds and stories that I learned so much from. I thoroughly enjoyed the experience.

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Translating the Made2Move club into school setting

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                             Bibliography

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                             Bibliography

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4) Translating the Made2Move club into the a school setting

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4) Translating the Made2Move club into the a school setting

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1) Anonymised case study of my MoveMentee

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1) Anonymised case study of my MoveMentee

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Storyboard template
I organised the content in the Made2Move Padlet into rows as follows:
The first row contains the 4' Task A' elements:

1) Provide an anonymised case study of your Mentee.
2) Empathise with your chosen Move Mentee.
3) Critique your role as a Move Mentor in relation to the holistic progress of your Move Mentee across the academic year. Comment using appropriate literature on the successes and challenges you encountered on this journey.
4) Comment on how the UCC Made2Move club might translate into a school or community setting under the following headings: Governance, Volunteerism, Training, Evaluation.

Each row following contains the weekly diary of the programme in semester one synthesising  lecture content, weekly reflections, what I learned and how i developed at a Move Mentor throughout the programme. Each week is given it's own row and unique color (except weeks 5&6 which are combined) to make their content easily distinguishable from the other weeks.

Finally, the bibliography is included in the final row, under the weekly diary.

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Step Count for MoveMentee

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We were told the the Made2Move programme will recommence in semester 2. However, we will need a new MoveMentee and new ideas to introduce. The break will give us time to select an appropriate MoveMentee and contemplate how we could improve from semester 1.

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We evaluated what we done so far in the programme and spoke about what went well and what areas needed improvements. We were split into groups to write down the tasks completed each week. We stuck our results on a notice board along with the other groups. This allowed us to compare results, to make sure we included everything

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Key emotion: Enriched
After learning so much about the reality of difficulties that people are facing, it gave me a new perspective regarding my MoveMentee. Although she mightn't be suffering financially, she is facing challenges with PA and academics. I developed a new  sense of purpose this week, supporting my MoveMentee in tackling/overcoming the obstacles she's facing.

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Whilst at the Penny Dinners kitchen, our lecturer (Dr. Fiona Chambers) briefly discussed the UCC food bank with us. I was completely unaware that this initiative was running in the college, and I was interested to see the work that was being done. I did some research, and found that up to 20 students are availing of the initiative each week. With the cost living being so high in Cork city, it's not hard to understand how some students are struggling financially. It was great to see the UCC students union setting up the food back to assist students in need and I feel this has a strong link to what we are trying to achieve in this module.

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This week we got a talk from Tania Cassidy - an expert in coaching. She has a great interest in sports coaching and education, so it was valuable for us, on many levels, to hear her views and pedagogical strategies. Tania targeted areas such as professional competence, motivation and being positive, "Don't see things as a failure, see them as an interruption". All the topics she addressed will be useful when coaching and teaching in the future.

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This week I got to visit Penny Dinners - a charity that that helps homeless people in Cork. This charity does amazing work, providing cooked meals and housing programmes for the less well off. Meeting the volunteers really opened my eyes to reality of the homeless situation. I got to see first hand, the meals that are being provided and some of the apartments that will be use for the housing programme, which will give people a chance to get back on their feet. Albeit, they are dealing with a extremely serious issue, there was a real sense of community among the volunteers, all working together for a common goal. We even got the opportunity to taste the food, which I hugely underestimated, as it was delicious.

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Key emotion: Happy
Bounced back very well from last week. Still busy with nursing placement but was happy to meet up the days she was off or finished early. She wasn't too keen on the morning sessions but that was understandable.

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We also spoke about the people we would like to come in and speak to us. It's important that we get the most suitable personnel that can relate to the programme. A few great suggestions were made and I hope we will get to hear from them.

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We organised the end of year group activity. It's a 5k run/walk - fundraiser for 'Penny Dinners'. It will take place on Monday 25th November at 2:30pm from the Mardyke. Each member of the club is encouraged to bring money for all the work 'Penny Dinners' have done for us and the homeless people of Cork.

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This week, we  discussed the progress to date, the pros and cons of the programme and what they could change/adapt for next year. Some suggestions included, incorporating different group activities apart from generic 'walks', having a platform where people can see what the programme is all about from the Move Mentees perspective (i.e. videos uploaded from previous Move Mentees - giving an insight into their experiences).

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Key emotion: Frustration
My Move Mentee started placement this week. Therefore, there wasn't a lot of time to meet up or do exercise together. She's normally wrecked after her days work, so for next week we are planning to meet up one morning before she starts. It will be beneficial to her to get a balance between work, exercise and sleep.

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Neuroplasticity can be broadly defined as the ability of the nervous system to respond to intrinsic and extrinsic stimuli by reorganizing its structure, function and connections; can be described at many levels, from molecular to cellular to systems to behaviour; and can occur during development, in response to the environment, in support of learning, in response to disease, or in relation to therapy (Cramer et, al. 2011). The subject of neuroplasticity was completely alien to me before listening to Niamh's talk. im really interested in biology so I found this concept fascinating and I learnt a lot. Neuroplasticity can be used to build resilience, and to even overcome ill mental health. The brain has the ability to change and adapt to your thoughts, actions, environment and behaviour. I found this concept riveting as its a complex yet comprehensible subject.

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We got a talk from a lecturer in the college - Niamh O'Brien. I got a comprehensive insight into areas such as mental health and wellbeing. I learned about the different ways stress can effect people and how to overcome stress. Niamh spoke about resilience -' the ability to bounce back from adversity', and how to increase it. Resilience in human development is defined in relation to positive adaptation in the context
of significant adversity, emphasizing a developmental systems approach (Masten & Reed, 2002). The talk really opened my eyes to other peoples issues and how we can't always see when people are suffering. It was of help to me personally and with regards to the programme/Move Mentees.

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A lot of people mentioned that they were having problems with motivating their Move Mentees and that this stems from their lack of self-esteem. On a personal level, my Move Mentee does require motivation but so far i haven't had any major issues with her involvement in the programme. However, she has mentioned that she often feels out of place when doing fitness classes at the gym. She says that having a negative self image of herself can effect her confidence.

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Key emotion: Proud
Even though we didn't have our usual lectures, it gave us an opportunity to engage more with our Move Mentees. It wasn't all smooth sailing but  I was proud that Sarah it sticking to the plan and is even hungrier to improve for next week.

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I analysed by Move Mentees step count this week . It was interesting to see the progress after only a short period of time. Obviously there were a few bumps along the way, but we highlighted consistency as one of our main goals going forward, and we are happy with proceedings so far.

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I thought the mindset games that we did in the lecture, were very clever. We began to notice how people react to different situations. If someone keeps rejecting or criticizing your ideas, it gets frustrating. This was beneficial when it came to discussing plans with my Move Mentee as its important to get them involved as much as possible.

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Generation Z. - These young people are unique because their birth coincides with the
introduction of the graphical Web that resembles the Internet of today (Geck, 2007). Learning about the different generations really intrigued me. It opened my eyes to the importance digital technology has on our generation. As my Move Mentee and I are the same age, it helped me to understand the best ways of communicating with her. Being comfortable using the internet and social media allowed for quick transfer of information between us when needed.

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Key emotion: Joy
It was good to get the club up and running. My Move Mentee loves the social aspect of PA so it was great to see her interact with other members of the club this week.

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There are 73 Move Mentors and 75 Move Mentees participating in the programme across the university.
These students come from a wide range of courses such as medicine, pharmacy, psychology, finance, public health and physical education.

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The first activity was a 5k walk from the Mardyke to the Lough and back. It was great to get together as a club and show that we are committed to the programme.

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Process and Components of Design Thinking

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Process and Components of Design Thinking

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Processes Components
1. Understand 1. Practices
2. Observe 2. Cognitive Approach
3. Point of view 3. Mindset
4. Ideate
5. Prototype
6. Test

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Is a process of solving problems you might encounter throughout the programme.
Ruzzouk et al (2012) explains that "Design thinking is generally defined as an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign".
This allows us, as Move Mentors, to overcome challenges or difficulties in a professional and efficient manner.

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Key emotion: Determined
Determined to get the wheels moving. Focused on setting good standards and routines early on. The interactions I had with my MoveMentee so far have been very positive and I hope this will continue

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What I want to achieve from the programme - Personal Insight

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What I want to achieve from the programme - Personal Insight

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> It would be great to help someone transform themselves from being unhealthy, inactive and having low self-esteem, to becoming more physically active.
> It would be very rewarding to have a positive impact on someones life.

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Key emotion: Anxious
I was both nervous and anxious to choose and meet my Move Mentee and ask them to join the programme.

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Key emotion: Excitement
Excited to learn more about the programme and get started. Its very intriguing to be part of a club that in its early stages and this strives us to do our best to create the best image possible and persuading teamwork, allowing members to mold their ideas together for the benefit of the programme.

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> You must meet your Move Mentee half way, they will see you making an effort and will want to reciprocate.
> Need to have good organisational and motivational skills as well as patience when things aren't going to plan.

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> To meet the recommended PA guidelines (150 minutes a week for adults aged 18-64 according to the HSE).
> Someone to do PA with (needs the social aspect of exercise or she will lose interest).
> Motivation will be essential as she has a habit of putting academics first and exercise 'on the long finger'.

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> Sarah has a very hectic college timetable and can use this as an excuse not to be physically active.
> She doesn't have much interest in PA apart from walking and doesn't like to engage in new activities as it puts her outside her comfort zone.
> Sarah was recently in a car accident which could affect her participation in the programme.

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Age: 20
From: Limerick
Interests: Socialising and walking with friends

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How to design a PA plan for your Move Mentee

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How to design a PA plan for your Move Mentee

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> It is important to design the plan around the needs and insights of your Move Mentee.
> Have reasonable goals, increasing week to week.
> Communicate with your Move Mentee through the planning process to get their views and opinions on the various ideas.
> Make sure to implement the FITT (Frequency, Intensity, Time, Type) principle throughout.

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> The Move Mentees download the "Accupedo" app which will track their steps.
> They will send a weekly file of their step count to their Move Mentor.
> This gives the Move Mentor a chance to modify the PA programme  and hopefully we see the Move Mentees progress from week to week.
> Analysis is done on the progress made throughout the 12 weeks, examining the step count data received.
> The aim is to increase your Move Mentees steps to 10000 per day.

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> A 10 week Physical Activity (PA) programme.
> Selected Move Mentors (implementers of the programme) will recruit at least one Move Mentee (participants of the programme) each who isn't meeting PA guidelines and wants to be more active.
> The programme involves the Move Mentors making a PA plan for their Move Mentee, meeting up with them weekly to monitor their progress and offering help and assistance if needed.

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> Students struggle with PA when they TRANSITION into college life.
> Around 30% of University students in Ireland don't meet the PA guidelines recommended by the HSE.
> Students are more likely to engage in PA if it involves social interaction with friends or family.