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The programme offers plenty of potential, and bringing it to a school setting getting them involved with the community will develop perceptions and carrying out the recommended exercises.

Obesity is become ever present in today's society and we as physical educators need to educate the youth of today on the importance of maintaining physical activity levels.

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Students may be given an award that rewards them for the hard work they put into the programme

As a result, this would look good on a CV but also develop the perceptions of physical activity and what is involved in having a healthy lifestyle

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It could be used in a Transition year group

Similar to us, have mentors and mentees helping members of the community become more active and promote a healthy lifestyle.

This also  gives chance for the develop of individuals during this stage of their lives.

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My Own Personal Development throughout the Made2Move Programme

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My Own Personal Development throughout the Made2Move Programme

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I found the programme to be a very informative and effective domain to use information I have learned as apart of the course to progress and regress certain exercises.

We learned that no two people are the same and thus must make sure that all goals are "SMART".

Discovered the most effective ways to communicate with the mentees.

Gained a further understanding of the importance of exercising and the benefits it has in relation to all aspects of an individuals life.

I used the knowledge that I attained from the Made2Move classes and passed these onto the mentees which they incorporated into their own lives .

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Ardoy et al (2013) , PE and Cognition. Exercise and boost of academic performance.

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Ardoy et al (2013) , PE and Cognition. Exercise and boost of academic performance.

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Lecture 3 - Ardoy et al., 2013 - PE and cognition (1)

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The overall goal for James was to work towards increasing his daily steps.

We measured his steps through the Apple app "Health" on his iPhone

We set the specific goal of averaging 10,000 steps a day. This was a big challenge as he was only averaging 2000/3000 steps at the beginning

James made immediate improvement during the programme and claims it is because he finds his activity (4km walk) to pass quickly because of the podcasts he listens to

The final week I had James he averaged just under 9,800 steps a day which was a huge achievement considering the position he was in at the beginning of the semester

James said that throughout the weeks he found that he felt more energetic and enjoyed the activity even more as the weeks passed

I feel this heavily related to an article we studied during the year in the module "Exercise Physiology" which I have attached below

james now feels a lot more confident i  himself and feels he might start jogging in the future as a form of progression

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As mentioned, James has had very little previous experience with exercise.

Only experience he really had was underage hurling which he gave up at un16 level as he lost interest and found dealing with others frustrating.

He made it clear he wants to start off by just increasing his steps which is ideal as that is new goal for the Made2Move programme this semester.

The exercise I have prescribed him include 4km walks to be completed every second day at least.

I also included some stretching exercises as his flexibility was poor

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As this was a completely new experience for James, keeping him motivated was absolutely vital

Two of us brainstormed as to what realistically would keep him on the right track

I came up with idea that he should allocate the time he spends listening to podcasts to the time he does his walks (i.e. listen while walking)

He thought this was a great idea and decided to follow through with it

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James is a third year Food Marketing student here in UCC.

He is 21 years old.

This experience is close to being completely new to him as he never followed a PA programme before.

He is close to being completely inactive at the moment. Only actity he completes during the week is walking to and from college

He likes spending time on his own (i.e. reading and listening to podcasts)

Has absolutely no interest in group activity (e.g. team sport) as he doesn't like working with others

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My Made2Move Mentee - James (Semester 2)

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My Made2Move Mentee - James (Semester 2)

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Julie Winkle blog on design thinking importance

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Julie Winkle blog on design thinking importance

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Guest Post by Jeanne M. Liedtka, Randy Salzman, and Daisy Azer

I'm delighted to host this guest post featuring lessons from the trenches found in Design Thinking for the Greater Good: Innovation in the Social Sector. This newly released book is a study of design-led innovation projects by Jeanne M. Liedtka, Randy Salzman and Daisy Azer in which the authors demonstrate how design thinking principles reduce risk, manage change, bridge communication gaps and manage competing demands of diverse stakeholders.

Design Thinking for the Greater Good is available from Amazon, Barnes & Noble, and your local bookstore.

Design thinking is a tool for innovation in the corporate world and, increasingly, the social sector. In fact, what makes design thinking good for problem solving is also good for personal and professional growth. This is because design thinking embodies what Carol Dweck referred to as the growth mindset. With curiosity, effort and practice, we can design better outcomes for ourselves and others.

Contrast two archetypal managers, George and Geoffrey. George has a fixed mindset where life is a test. George fears and avoids failure so he places large bets slowly, he is uncomfortable with uncertainty and manages risk through analysis, he attempts to understand stakeholders through data, avoids new experiences and so finds only a few ideas. Geoffrey has a growth mindset where life is a journey of learning. Geoffrey embraces new experiences as a means to explore so he places small bets quickly, he is comfortable with uncertainty and manages risk through action. He attempts to understand stakeholders through their needs and by embracing new experiences, he finds hidden opportunities.

The reality is that most of us are probably somewhere on a continuum along the two extremes of George and Geoffrey. Depending upon circumstances, each of us may be more George-like or Geoffrey-like.

How might we develop our growth mindset?

It starts with research and discovery. How might you reframe the problem? What do you want to achieve? Is it about time, flexibility, or responsibility? How might you leverage current skills and experiences? How does this tie to strategic organizational objectives? Who can you collaborate with within your organization or an external community? What new frontiers might you explore?

Design the smallest experiment to learn. Take progressive steps towards action starting with conversations and moving towards live experiments. Have a conversation with a trusted mentor. Design the smallest experiment to test assumptions and review whether or not you are on the right track. Perhaps organize an afternoon workshop or lunch n' learn? Take on a small community project that involves stretch goals without disruptive change.

Evaluate the results, learn and refine. When setting up experiments to learn, clarify the assumptions being tested and how success is defined using specific quantitative and qualitative metrics. Learn and refine accordingly.

With a growth mindset, we don't need to have the answers, we just have to get better at asking questions to find our way to the best solution. When we design small experiments to learn, the possibility of failure is not daunting but instead, cast in a new light, intentionally serves our efforts to advance our understanding. By trying different concepts, in quick successive sprints, we discover the ideal solution or blend that will work in practice. Why not take a small challenge or opportunity and test the theory that with effort, you will expand your repertoire and grow? You will not be disappointed.

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Develop a Growth Mindset Through Design Thinking - Julie Winkle Giulioni

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I'm delighted to host this guest post featuring lessons from the trenches found in Design Thinking for the Greater Good: Innovation in the Social Sector. This newly released book is a study of design-led innovation projects by Jeanne M.

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Design Thinking

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"The Growth Mindset" - How was Design Thinking implemented in the Made2Move programme: 

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"The Growth Mindset" - How was Design Thinking implemented in the Made2Move programme: 

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(1) What do you want to achieve? What skills can you use when developing a mentee? How do you structure it? .This was the initial challenge facing us mentors but one we embraced.

(2) Progressive steps, setting achievable goals , communicating regularly to ensure that structure is being followed.

(3) Evaluation: has progress being made? Failure is not always defined as negative, it is designed as learning for both mentor/mentee  through communicating with each mentee clear progress was made as was seen when mentioning the gym setting.

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Your Body Language May Shape Who You Are | Amy Cuddy | TED

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Characteristics of an Effective Made2Move Mentor

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Characteristics of an Effective Made2Move Mentor

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Leadership Qualities

Meeting PA guidelines

Motivated and capable of providing in to another individual

Basic Required PA knowledge

Uses Resources

Enthusiastic

Good Body Language

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The main goal that David has was to be able to have the confidence to go to the gym by himself on a regular basis. This was a big deal for him as he had never been in a gym before.

For the first 3 weeks I gave him a resistance training prgramme that he could complete at home in order to build a foundation, which I've attached below.

After the 3 weeks I prepared a new programme but this time it was to be completed in the gym. As expected this was a big jump for him. For his first two sessions I accompanied him to the Maradyke gym.

The first day he found it very intimidating, naturally enough.  He said it wasn't as bad the second time as he new the exercises he had to complete and was more familiar with his surroundings.

After accompanying him twice, David said he was ready to go himself.  Fortunately, he didn't need me to accompany him at any stage again after that as he had gained the confidence he required

For the remainder of the semester the aim was for him to remain consistent and follow the programme until Christmas, which he did

I included some progressions during the final few weeks to maintain improvement and motivation

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David previously participated regularly in activities involving improving his cardio (i.e. 3km/5km runs)

He quickly got bored of this activity as he found it very repetitive

This lead to him becoming inactive due to lack of motivation

The programme that i prescribed him revolved around resistance training which was a new and exciting are for him

The programme involved basic resistance training exercises incorporating both upper body and lower body

During the physical evaluation, I also found he struggling with all flexibility tests so made sure to incorporate the associated stretches also

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David said that he found the activities that he had previously participated in boring

We both agreed  agreed that in order to keep him motivated that I would have to introduce him to new activities

I made him a specific schedule orientated around each day in college as he explained that he find it difficult to stay motivated without structure.

I was also in regular contact throughout the weeks to provide feedback and ensure he was improving

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David is a first year Maths Science student in UCC

18 years of age

Not physically active (on first meeting)

Shy. He was very intimidated on the first day with all the mentors present together

Hard-working. He complied with all the exercise I prescribed him throughout the semester

Was never in a gym/gym setting before as he found it too daunting

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My Made2Move Mentee - David (Semester 1)

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My Made2Move Mentee - David (Semester 1)

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My desire to promote activity in other peoples lives is what inspires me. I hope that after the Made2Move programme is complete, I have positively affected another persons life by making them more physically active. By doing this, I know that they are more likely to live a happier and healthy life

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I am a Mentor to my Mentee.  He is looking to improve and looks to me to provide him with the correct information and associated feedback. I am also someone who is responsible for motivating another individual.

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I believe that I have the capability of being an effective Made2Move Mentor and can help my Mentee. I believe that my Mentee wants to improve, but just needs the push that I am willing to provide

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I know that I am effective in relation to relating to other people. As result, I use this skill to motivate my Mentee by putting myself in his shoes and try to identify what would motivate me in that situation. I also have a good understanding of PA and use this in the formation of my Mentees programme

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To the best of my ability, I prescribe the most suitable programme for my Mentee, that will be built around the typical day in his life. Furtermore, throughout the semester, I keep in regular contact with him and provide the most relevant support and feedback I can

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I have encountered the challenge of taking on Mentee as a part of the Made2Move programme. This is a completely new tyope of experience for me. I am now responsible for prescribing a suitable PA programme that is specific to my Mentee. I am also responsible for the Motivation of this individual

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The Onion Model of Reflection (Korthagen & Vasalos, 2005)

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The Onion Model of Reflection (Korthagen & Vasalos, 2005)

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We began this weeks class by looking at the homework we had to complete for this week using the  app "Easel". I found this tool very beneficial as it highlighted  important aspects of mentor/mentee interaction.

Numerous groups used a variety of apps and these were mirrored and displayed to the rest of the class.

Each group were instructed  to share their work in the Whatsapp group-chat

As a form of reflection, we completed a recap on the last 2 months. We were then informed that we are in Design Sprint 4 of the Made2Move club.

We formed a class discussion in relation to which generation are the most curious. we came up with the answer "Generation Z" as they were raised in a time where technology didn't play a part in peoples lives as it does today

The current generation and the future generations have everything within a few touches, this impedes their opportunities and will to be creative and express themselves.

Video on "Social Distance" was viewed. This related to the beginning of the recruitment phase.  As we know, we had difficulty recruiting certain individuals as they found it very daunting walking into the hall day one with the entire class present watching.

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We were introduced to a website with data that highlighted the most commonly used words in our feedback in relation to the programme, in both a positive and negative way.

We viewed apps such as "Cava" in order to broaden our knowledge.

We then reviewed our points on design thinking.

We answered more questions in relation to the qualities of a perfect mentee and mentor.  Furthermore, we identified to characteristics of a typical competent training programme. As a result, this showed us as mentors what we wanted from the programme in relation to ourselves and the mentees point of view.

We collapsed the areas into 3 categories, and this allowed us to gain a better understanding of the other individuals point of view.

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In this weeks class we were introduced to the concept of incorporating design thinking.

We then had an informative session examining at the generations A and Z using the Mark McCrindle's. We also watched a video to do  with Blooms digital taxonomy.

For reflection, we answered questions in relation how the club was going to date. In groups, we identified ways we could develop the club and how to attract new mentees. We wrote our ideas on some sticky notes

These notes were then stuck on the wall. Overall I found there was honesty apparent throughout this session and everyone was given the opportunity to use their imagination. We then broke the notes into 3 different categories. These categories included:

1. Training programme essentials

2. Good mentee/ mentor characteristics

3. Methods on the ability to attain new mentees.

To conclude, we brainstormed and answered questions in relation to how the club functioned.

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At the beginning of the class we were broken into 3  groups.  We were notified that their would be three respective stations that would aid us in the are of exercise prescription with regards to the Made2Move programme

The first station I was in, Gillian demonstrated core exercises that we could prescribe, and thus how we could progress and regress each exercise to suit our respective mentees ability/capabilities

At the second station, a staff member of the Mardyke demonstrated machines we could use. He highlighted what muscles each machine targeted. He also noted the importance of safety and correct technique.

1. Furthermore, he identified the cardiovascular machines. These machines were primarily used for the improvement of aerobic fitness.

2. Resistance training machines on the other hand look at the aspect of targeting a certain muscle/muscle groups. I found this particularly useful as building a foundation for muscle was my Mentee's goal

To conclude, the third station involved how to conduct a one mile run test.

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A practical session  was done with Wesley, where he introduced us on how we could incorporate resistance training into the program.

As previously done with Wesley's class he mentioned how we could progress and regress suitable exercises, aiming at making it more challenging.

Exercises included using body weight and  small weights, challenging the 8 muscle groups that may not have being activated before, depending on mentee's ability and previous experiences.

We then dicussed how the club of date was going, the discussing had many postives and negatives and we are in a sprint phase and challenges faced.

We were introduced to Padlet and how this would help our design and track our progress we have made during our time in the Made2Move club

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Was introduced to mentee

Mentee was a 1st year maths science student.

The screening process and questionnaires were conducted and  completed.

To attain new mentees they were taken out of their lecture and introuced the club officers and mentors.

The shortened version of the questionnaires were used.

Devised an appropriate program using relevant theories we were introduced too.

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Wesley took us for a session in the hall in the Maradyke this week.

He described the importance of being able to incorporate progressions and regressions into the exercises we will be prescribing to our mentees.

He highlighted how it’s necessary to include a fun aspect into all activities in order to increase the chance of sustainability.  For example, he promoted the use of objects such as bean bags and reaction balls for warmups, in particular.

We discussed potential changes to the screening process we have in place in order to increase time efficacy.

Mentors were given the opportunity to raise issues they had with regards their interactions with mentees.  Such issues included lack of motivation and communication (response).

As a result, further discussions arose as to make changes for improvement.

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1. Training

2. Recruitment

3. Implementation

4. Evolution

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What the Made2move Programme  should lnvove!

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Height

Weight

Resting Heart Rate (RHR)

Body Mass Index (BMI)

Waist (cm)

Press-up level (max)

Abs curl (max)

Sit and Reach test (cm)

Waist/Hip ratio

1 Mile run.

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In our designated pods, we assigned roles for each individual member.  These roles included (1) Pod Leader, (2) Attendance Supervisor, (3) Safety Officer and (4) Equipment Manager.  My role was to be Safety Officer in my pod.

We were informed as to how Pod activity was to occur.

Gillian took us through different case studies of individuals that would be prime examples of the mentees we would be encountering.

She described what would be the most suitable approach for each scenario which I found very beneficial.

We were introduced to theories such as FIIT and SMART principles which we were advised to incorporate into the construction of our mentee programmes.  This was in order to maximise the success rate.

Club officers created a discussion in the lecture with regards to questionnaires that came across as a bit intimidating to new members.

The topic of using space more efficiently was also raised as there was a few issues with regard to the screening process.

Both issues were resolved.

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1. Introduced to the programme and provided with a general layout of the course.

2. We were introduced to Gillian who we would be working alongside and also notified as to who the Made2Move officers were and what their role was.

3.   We were assigned to groups of four. These were our “Pod” groups that we were to work with during class and were also to run a physical activity class for the club’s members during the semester.

4. Gillian provided us with an introduction as how to carry out the screening process with our future mentees.  This involved using various types of equipment.

5.  Tests were carried out by all mentors who received mentees.

6. New members (mentees) also filled out the associated questionnaires that were required.