# data[].attributes.body
Blue posts-Based on the mentee.
Green posts-Resources.
Orange posts-Based on me, the mentor.
Red posts- Pod descriptions.
Black posts-Design sprints.

# data[].attributes.headline
Transtheoretical model of behaviour change:

# data[].attributes.subject
Transtheoretical model of behaviour change:

# data[].attributes.body
It appears that at the beginning, James was in the contemplation stage. With my help he would transfer into the preparation phase.

# data[].attributes.attachment_link.description
JavaScript is disabled on your browser. Please enable JavaScript to use all the features on this page. The entire Transtheoretical Model, consisting of stages of change, processes of change, self-efficacy, and decisional balance, was tested for its applicability to understanding exercise behavior in an adolescent population.

# data[].attributes.body
I sent James multiple resources to help him while training. This is from "Harvard Medical Publishing" from Harvard Medical School.

# data[].attributes.attachment_link.readable_text
Thanks for visiting. Don't miss your FREE gift.

The Best Diets for Cognitive Fitness, is yours absolutely FREE when you sign up to receive Health Alerts from Harvard Medical School

Sign up to get tips for living a healthy lifestyle, with ways to fight inflammation and improve cognitive health, plus the latest advances in preventative medicine, diet and exercise, pain relief, blood pressure and cholesterol management, and more.

# data[].attributes.attachment_link.title
7 tips for a safe and successful strength training program - Harvard Health

# data[].attributes.attachment_link.description
Strength training increases muscle mass, tones muscles, and strengthens bones and helps you maintain the strength you need for everyday activities. The current national guidelines for physical activity recommend strengthening exercises for all major muscle groups at least twice a week.

# data[].attributes.body
Looking back on the made2move programme, there were many ups and downs. It was a great idea and helping others is always rewarding. I think the mentor system is great, but the fact that we are not qualified to give gym plans was a flaw from the beginning. Helping the mentees and pointing them in the right direction is certainly something we can do, but not given them unqualified and unsafe plans. The check ups were a great way to get people motivated, but unfortunately the mentees seemed to be put off by this and many began to ignore our messages after awhile. The thing that I feel has the most value for me from this course was all the design thinking and brainstorming etc. It opened the mind and allowed my critical and creative thinking to take place. I would do something like this again, but it would have to be run very differently and have the correct qualified people as well.

# data[].attributes.body
In the final design sprint we pooled all of our knowledge together through the means of design thinking. We broke into groups and spoke about the ideas brought up. We all wrote our ideas on sticky notes and put them on the wall. It allowed us to get multiple new ideas and see the overlapping ones. It was rapid-fire brainstorming which helped us see new perspectives.

# data[].attributes.headline
Design Sprint; Reflection and Evaluation:

# data[].attributes.subject
Design Sprint; Reflection and Evaluation:

# data[].attributes.body
In this lecture we went through what was working in the programme and what wasn't working. We put on our ctitical thinking caps and broke down the Made2Move programme. We looked at the mentors, the mentees, the session plans and the structure of Made2move

# data[].attributes.body
In this new growing age of technological advancements where social media is at its peak, we need to ensure that we use these resources correctly and not to let them impact our wellbeing. Generation Z and Generation Alpha are easily persuaded by social media, so body image can be a huge issue for them. Many of our mentees have their phones attatched to them like an extra limb.

# data[].attributes.body
During week three we had Dr. Wesley O Brien come in and go through the fundamentals of strength training, and how to plan a strength session. With this he showed us how to regress and progress each exercise to cater to our mentees needs.

# data[].attributes.attachment_link.title
2018 9 27 ED2318 Wesley O Brien coaching

# data[].attributes.body
At the beginning it was great. James was incredibly motivated and had a great attitude. When checking up on him he said that the plan was going well and that he was happy with it. As it got closer to christmas he was not as active due to college work and exams, but he was still happy with the progress he had made so far. I tried meeting up with James before the christmas break to recap and reflect on what he had done but this proved quite difficult. The following week he began to ignore all my check up messages until I lost all contact with him. All I could do is wish him the best and hope that he would continue his physical activity on his own and continue to improve.

# data[].attributes.body
Unfortunately there is no reflections on pod 4 and pods 8 and upwards.

# data[].attributes.body
Overall, our Dance themed session was successful and positive considering the reduced numbers that have appeared at previous pod session. We had 3 mentees present in which they actively engaged for the duration of the hour and seemed to enjoy and make the most of the activities that we had planned for them. To commence the session, we welcomed the participants to the session and introduced ourselves as well as explaining how the session would be conducted and what it included. Conor and Jamie took responsibility for the warm-up which included some light jogging and gentle stretching. Aisling conducted a basic Irish Dancing sequence with the participants while Jamie supplied the relevant music on the speaker. She then progressed that activity into a demonstration and performance of the ‘Walls of Ennis’ in which all participants and mentors participated in. James then demonstrated and took charge of the ‘plank cha cha slide challenge’ in which he planned on conducting. All participants engaged thoroughly in the challenge without any extreme difficulties. The session concluded with Conor and Jamie leading a typical cool down of slow jogging and appropriate stretching. To finish we thanked the participants for attending and addressed any questions or concerns they had as well as openly encouraging them to go to the remaining Pod session in the coming weeks.

# data[].attributes.body
1. Pod Activity

We prepared various activities revolving around reaction, speed and agility drills. We also provided the learners an introduction to the sport of tennis and dodgeball.

2. Learning Focus

Learners performed the reaction, speed and agility activities with the aim of improving their locomotor fundamental movement skills. We aimed to benefit their co-ordination, footwork and their ability to move in varying directions at speed. The high intensity effort of the pod session was incorporated here.

With regards to tennis and dodgeball, our learning focus was to introduce the members to these as a potential sport for them in the future using fun exercises and games which they seemed to really enjoy. We focused on improving their object related skills (mainly striking although throwing was also involved in the dodgeball aspect of the session) which can be transferred across many sports, not just tennis.

3. What did you learn under the following headings (a) Cognitive (b) Psychomotor and (c) Affective domains?

a) Cognitive Domain:

In this session, it was aimed to increase the learner’s knowledge in their physiology by questioning and informing the participants of various muscle terminology and functions. Also, a brief introduction was offered to the game of tennis. The success criteria of the forehand strike was outlined as well as knowledge of the basic rules.

b) Psychomotor Domain:

Learner’s looked to improve both locomotor and object related skills in this session. Locomotor skills incorporated into this session include running, jumping and side-stepping. Striking an object with a handheld item was involved with the tennis activities and throwing an object with the dodgeball activity.

c) Affective Domain:

The affective aim of the session was to promote new sports in a fun manner to the learners. The learners thoroughly enjoyed the activity and this proves to those who may not participate in sport that it can be partaken in a non-/recreational manner.

4. What most surprised you?

Despite having a limited background in physical activity, the mentees were quick to make progress in the agility activities. They quickly progressed to more complicated patterns involving the speed ladder and coped well with the varying instructions provided in relation the reaction games.

Some members were new to the sport but found it easier as the court size was reduced and the ball was modified to suit beginners and to be used indoors. As a result, they all achieved a level of success and gained an insight into the sport which thy did not have previously. Members who currently do not play sport enjoyed the experience thoroughly. Their perception of sport has improved from this session.

5. What went wrong in preparation for or during the class? How might you address this is future classes?

We found the late notice of attendance a challenge in order to prepare for the activities to be performed in the session. If there was a set up in which mentees could contact mentors informing them of their presence at the session, it would be helpful to the preparation of the pod session.

6. Suggestions for improving Pod Activities - Lessons Learned?

The introduction of sports that learners may not have tried impacted well on the session. Details on how participation in this sport can be continued with relation to varying UCC clubs could be provided at the end of the pod session. Possession of this information may encourage mentees to further their participation in the sport following the pod session, increasing their activity levels outside of direct contact with mentors.

7. Great resources for Pod activities (online and other...)

# data[].attributes.body
Our theme for this week for the made2move sessions was Halloween. We had ssome fun activities planned for Tuesday nights session but uunfortunately no mentees showed up to the class, as a group we reflected on different reasons for this one being that maybe mentees were not reminded about the class.

For Thursdays class we had planned to incorporate some elements from tuesdays class that we hadn't been given the opportunity to teach but only two mentees showed up. we felt that it would have been inapropiate for us to expect these two mentees to have performed the thriller dance so we had to adapt the class. we asked the mentees what they enjoyed the most about the made2move classes so far and they said it was circuits. following an active warm up which included pulse raising exercises along with dynamic stretches, we set up a six station cirucit and joined in with them so they wouldnt feel intimidated by us all watching them. the stations included squats, lunges, press ups, high knees, jumping jacks and the plank. we did one round of 30 seconds on 5 seconds off and another round of 35 seconds on 10 seconds off. after this we gathered in a ciricle and carried out some core and upper body exercises altogether for 20 seconds on 20 seconds off.

To end the class we did some intense stretching along with some relaxing deep breathing exercises to get the mentees cooled down and relaxed before we finished .

# data[].attributes.body
Pod Activity: Circuits focusing both on core and aerobic fitness.

Two sets of 40seconds on, 30s off.

Yoga: Sun Salutations to finish.

Learning Focus: To learn simple exercises that can be done by the mentees at any time.

To learn the importance of aerobic fitness for overall health and wellbeing.

What did we learn?

i)                   Cognitive: We learned that the session will not always go to plan and that adaptations will have to be made on the spot. When planning our session, we assumed there to be approximately ten participants but only two showed up on the evening, one of these being fifteen minutes late. These timing and participant issues forced us to change our plan for the session in order to effectively run the class.

ii)                 Psychomotor: We realised that an active demonstration worked effectively in order to teach participants new movements. When introducing a new exercise verbally the participants would not always fully understand how to complete the exercise, however when following this introduction up by a good demonstration the participants were then able to complete the exercises themselves.

iii)               Affective: The participants responded well to encouragement from the mentors throughout the session. It was noticeable that despite being tired by the end they looked pleased with completing the class.

# data[].attributes.body
1. Pod Activity: The activity included a selection of dances including the Macarena, Sid Shuffle, Cha Cha Slide and Irish dances.

2. Learning Focus: To incorporate dance into a fitness class as a fun means of excercise. To perform the dances correctly and competently while having fun.

3. What did you learn:

(a) Cognitive: We followed our plan step by step but found that we had extra time at the end and so had to think of ways to fill up this time. We discovered, because we had a small group, that the mentees learned the dances quicker than expected and so we came up with a new idea that we hadn't originally planned and decided to teach the mentees and Irish dance step.

(b) Psychomotor: After demonstrating each dance, we found that each mentee had good coordination and balance and were all capable of carrying out the moves to the dances correctly and safely with little help from the mentors.

(c) Affective: Both mentors and mentees enjoyed the session. The mentees found dancing as an excercise fun. The mentors were encouraging throughout the session. The dances got the heart rates pulsing and at times the mentees were out of breath.

4. What most suprised you?

What suprised us the  most was how fast we went through each dance. Because of this we had to come up with new ideas on the spot tho fill up the extra time we had.

5. What went wrong in preparation for or during the class?

We had originally planned to teach three dances, 10 minutes each but because of the small numbers at the session, we went through these dances a lot faster. Because of this we faced a challenge of having to think on the spot to come up with another idea to fill up the extra time. We decided to teach them an Irish dance (the Siege of Ennis) which worked out well and all mentees enjoyed. If we were to do it again we would spend more time and focus on teaching the mentees the basic steps of Irish dance so they could dance this better. We would also allocate more time to the cool down as we didn't cool down adequately after the first session.

6. Suggestions for improving Pod Activities- Lessons learned?

Prepare for small groups as well as large groups as this may cause a to change your plan and approach to the lesson. The session must be fun in order to encourage mentees to return to the classes.

# data[].attributes.body
1. Pod Activity: Fitness circuit consisting of squats, jumping squats, lunges, high knees, jumping jacks, press ups, triceps dips, ab curl, plank, side plank and mountain climbers. Each exercise was performed for 30 seconds, taking a 30 second rest, moving on to the next station and repeated.

2. Learning Focus: To perform a variety of exercises correctly and confidently and be able to use these movements when making a fitness circuit for use at home, in the gym or at a training session.

3. What did you learn?:

(a) Cognitive: We had included games in the warm up that needed equipment but since we could not get the equipment, we had to adapt the warm up so that it would be as effective and enjoyable as the warm up with the game. We had to find a way of moving around the desks and chairs to provide as much space as we could for the fitness circuit and so that the mentees would not be at risk of injuring themselves because a desk or chair being in the way. Finally, our session plan included the mile test but since it was not being tested we had to adjust and think of how to change and adapt the session to make the most of the time we had.

(b) Psychomotor: By demonstrating and introducing the mentees to a fitness circuit with a wide variety of exercises, they were able to perform each exercise competently, correctly and safely due to the example from and guidance of the mentors. If the mentees wished they could use the exercises to make a fitness circuit that they could use at home, in the gym or at training.

(c) Affective: During the exercises, we were encouraging the mentees to perform another rep and to keep going. After a while, some of the mentees started to encourage one another to keep going till time was up. During the rest time, as the mentees were catching their breaths they were also talking to one another. They were getting to know one another and making connections with others in the club.

1. What surprised us?: We do not think there was anything that surprised us about the session.  Once everything started, there was no interruptions or delays and everything seemed to run smoothly.

2. What went wrong in preparation for or during the class? How might you address this in future classes?: We had included the mile test as part of the session plan but as it was canceled we had to change and add in extra bits to the session. We now know the mile test is to be done in our own time with our mentees so plan a full session next time. We had included some games in the warm up that needed equipment, unfortunately we could not get hold of the equipment. To fix this, the next time we plan a session, we will think of games that do not need equipment or provide adequate timing to source the equipment.

3. Suggestions/ Lessons learned: If you are doing a fitness circuit have a variety of exercises for upper and lower body and demonstrate all exercises at the start. Point out any form errors during exercises e.g. knee over toes in a lunge, arms too far apart for a press up, back not straight in the plank position etc. Depending on space and numbers, be prepared to take away or add in extra stations to accommodate everyone and to give everyone a chance at every station at least once.

# data[].attributes.body
-Perform a physical assessment with the mentee.
-Informal chat with mentee to indentify what PA they like/dislike, PA background, college course and timetable.
-Create an individual PA programme for the Mentee.
-Meet and train with the mentee once a week.
-Keep in contact once a week.
-Attend the class on the allocated week.
-Keep a record of the mentee programme and progress.

# data[].attributes.body
To know what we were up against we needed to gain some information about physical health and wellbeing. With this we also got some statistic on the activity levels of college students. "Globally 1 in 4 of adults are not physically active" (WHO, 2018). We found out that students who were aware of the PA guidelines had a 52% higher chance of being active.

# data[].attributes.body
I gave James some Youtube resources as a training guide and tips.

# data[].attributes.attachment_link.title
6 Muscle Gaining Mistakes (SLOW OR NO GROWTH!!)

# data[].attributes.body
Seeing as James wanted to work on his full body strength, I designed him a resistance training plan mainly based on the 3x10 repetition principle. This was to ensure that he built his strength up gradually and in a controlled, progressive matter. Along with this, I incorporated some core and cardio work for the days when stephen was not participating in tennis or athletics.

# data[].attributes.body
When i first met James it was an awkward encounter as he was quite shy and I was unsure of what to say and unsure of my authoritative position over a fellow college student. We had a nice informal introduction, got to know one another and learn our common interests. I also asked James what he wanted to get out of this programme to which he replied, "I would like to get fitter, and also build up my strength in my upper body. Basically I just want to be as active as I can with college."

# data[].attributes.body
The first day of our Thursday lectures in the DAH lab we got told about this project I had the understanding that I would be halping a less-physically active student to become a fitter and healthier version of themselves. I liked the idea as sports and physical activity are such a dominant part of my life. However, I was immediately worried about the extra workload and commitments hindering my sports performance and college work.