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Baranek, Lori Kay, "The Effect of Rewards and Motivation on Student Achievement" (1996). Masters Theses. 285

Judith Rink, T. H. (2010). Schoolwide Physical Activity. Human Kinetics.

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UCC Made2Move Club In School Or Community Setting

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UCC Made2Move Club In School Or Community Setting

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I believe that the Made2Move club has great potential be sucessful in a school setting if applied and run appropriately. I think it would be more suitable and relevant to a school setting as you are dealing with a specific generation (Generation Z) as oppose to various generations if it were a community setting which makes it easier to plan the club. I believe that the attendance and adherence  to the club would be more effective in a school setting than a community as it could be difficult to remain in contact with people of different ages in different parts of society.

Governance
In terms of governing the club, the schools Physical Education teacher would be the ideal candidate to be the coordinator of the club with relevant assistance from other teachers. A PE teacher would be more familiar with exercise and fitness concepts than any other professional in the school therefore would be in the best position to lead the club. 'The physical education teacher is the physical activity expert in the building and should take on the role of physical activity director for the school' Rink (2010)

Volunteerism
I would expect the Transition Year students to become extremely active in the club in many ways. I would inform those interested in the club to volunteer to promote the club to the other students that may be inactive outside of school hours and encourage them to join the club as a physically active member or to even assist in promoting the club and giving it recognition.

Training
I terms of how I would organise the training of the club, I would conduct interesting and exciting pod activity sessions twice a week for 45 mins after school which would comprise of different activities each week. I would also inform members to download a steps counting app and endeavour to achieve a certain amount of steps during break and lunch time at school.

Evaluation
Evaluation would be completed at the end of each term. The criteria that would be evaluated would be 'Increase/Decrease in overall members?', 'Attendance of students at after school Pod Activities?', 'The average amount of steps students are achieving at break and lunch time?', 'Positives/Negatives of term?' and 'Club objectives for next term?'. The Evaluation process would also be significant in granting awards for certain achievements. For Example, awards such as Cinema tickets, Sports shop vouchers and free lunch/dinner tickers for the school canteen would be given to the clubs Promoter of the term, Active member of the term and best attendance of the term. This would be an effective incentive as ' Poor student achievement is often attributed to a lack of motivation and rewards are given in an attempt to increase that vital student motivation'  Baranek (1996).

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Reflection and future direction session - 1-11-18

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Reflection and future direction session - 1-11-18

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in this particular session in DAH lab in the food science building, the mentors were placed in groups to work and co-operate on the tasks ahead. The session mainly consisted of the programmes current statues and how it progressed in Design sprint phase 1. Fiona asked honest question of each group such as 'What was the most disappointing aspect of the club so far?' and also reconsidered the structure of the clubs procedure in dealing with the mentees. She informed us to work collectively as a group as to put our answers on a designated wall nearby with the provided sticky notes. Fiona and Gillian then decided that all of the mentor groups should display and create ideas of how the programme should of successfully been run and ideally what should be the procedure for Design sprint phase 2 under the headings of who,where,why,what,how and when. It became the responsibility of the group to find an appropriate and innovative app to present their material the following week.

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Presentation and interpretation of proposed Made2Move training design and design thinking process  - 8-11-18

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Presentation and interpretation of proposed Made2Move training design and design thinking process  - 8-11-18

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The session commenced with the groups sharing their info graphic presentations to the rest of the class. Unfortunately, not all groups had their presentations available to share on the day due to various reasons. But those presented were very creative in their ideas and use of design while discussing their material.  Fiona then referred to potential future programmatic changes as she admits flaws in their previous approach to the programme such as the strategy of recruiting maths computer students. She then acknowledged the substantial difference in people through her showing of the social distance video.  She also admitted that if she were to commence again, she would instruct Mentors to self-allocate themselves a mentee that have good trust between them. The new Made2Move cycle of training, recruitment, implementation and evaluation would be implemented effectively. The training would incorporate a leadership training programme as well as being over 18 and motivated to make a change for mentee requirements. The recruitment of appropriate mentors would also be reconsidered. They must have leadership potential, enthusiasm, be resourceful and have some PA knowledge.

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In week 7, we had an information session on various theoretical methods and approaches that are or could be implemented in the Programme. Fiona shared some interesting facts with the class concerning the future such as '85% of jobs in 2030 will be unknown' and that maths is going to be the most valuable skill in 2030. Fiona, Gillian and the clubs mentors identified the importance of differentiation concerning how we perceive our mentees. she highlighted Linda darling Hammond's theory that you 'can't do one programme that fits all'. The sexual orientation of people was also interpreted relating the issue. A valuable visual of the 'Ginger bread person' was also analysed. The session then developed into the things and characteristics to identify within people whom you will be engaging with. We agreed that eluding to their personality, Learning style and ambitions were vital. We then discusses the different learning styles that are relevant to the programme such as Behaviourism, Cognitivism and Social theories of learning through community of practice. Fiona also mentioned certain individuals who may further assist us in gaining a better comprehension of the topics discussed such as Tom Chatfield and Mark Prenzki. She also stated that the objective of the module was for the mentors to become more innovative and creative with our ideas and actions and not to rehearse fixed content.

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Mentee plan development session - 18-10-18

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Mentee plan development session - 18-10-18

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For this specific session, the mentors were split into 3 groups who would spend approximately 30 mins at each at each station which were, (a) Cardio gym training on equipment (b) Mile challenge and (c) Circuit Development. The first station that the group I was allocated to attended the Mile challenge outside on the Mardyke Track, Club officers Alex and Ciara were present to inform us of how to undertake the challenge with our mentees and to track our attempt at the mile challenge after the warm up. I decided to jog at a reasonably slow pace throughout the challenge in which i successfully completed the mile. We then went inside to Gillian who conducted the Circuit development station. She shared knowledge and demonstrations on various different exercises that targeted the core abdominal muscles. Those exercises included planks, side plank and the bridge in which she also provided a progression for each one. She also randomly selected the observing ments to perform each exercise. Finally , the last station that we visited was upstairs in the Mardyke gym where Rory gave us an introduction on how to avail of the cardiovascular and resistance type machines. He instructed us on how to use the treadmill, cross trainer and bike as well as showing us the resistance machines such as the leg curl and ab curl. He also advised us on how to approach each machine and what to do first (i.e. check the weight first) and also about the safety protocol and correct technique concerning each machine which was extremely helpful. Each group gathered in the Mardyke hall to draw a conclusion of the session. I further attained some valuable knowledge and ideas to develop my mentees plan or routine for their personal improvement and benefits.

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Wesley Physical Activity Core routine session - 11-10-18

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Wesley Physical Activity Core routine session - 11-10-18

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In Wesley's second session with the Made2Move mentors in the Mardyke Arena hall, he advised and demonstrated on how to prescribe appropriate core strength exercises to the mentee if requested. He explained how exercise should target 3 channels of the body which are, lower limbs, the trunk and upper body. He stated that each routine should follow the strands of Psychomotor, Affective and Cognitive domain. Various exercises were shared including Frontal raises, sit ups, squats, push ups, lunges, conditioning via jogging on the spot and mountain climbers with regression and progression for all. Recommendations concerning sets and reps were also discussed in this interesting and informative session in which we were accompanied by 3rd year SSPE students.

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The club officers decided that the mentors would get to meet their respective allocated mentee at an introductory and screening session in the Electronic Engineering Building. The original plan of each mentor being allocated at least one mentee was however altered due to the unfortunate and dissapointing low numbers of mentees that showed up on the night. This was the first unforeseen difficulty that the club had encountered. Although approximately 18 mentees had been present and were allocated a mentor who guided them through the questionnaire and physical screening.

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In this particular session, the mentors who had been located in the west wing building , were introduced to the 65 new mentees from first year Maths/Science course. The mentors without a mentee were finally allocated and paired with a mentee. The process of the session was the same as the first mentor/mentee session, were mentess completed the revamped and shortened questionnaire under the supervision of the mentors and then completed the physical screening. I was delighted with the attitude and personality of my new mentee who positively engaged throughout the hour. We informed the mentee that we would have a plan which reflected the results of the questionnaire and assessment, made out for them by Monday the 8th of October.

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Dr. Wesley O'Brien also conducted an example of a pod activity session with the mentors of the Made2Move Club. He highlighted the importance of professionalism, positive affirmation when greeting mentees and various other valuable actions while working with the mentees. We also took notes during various aspects of his session and were advised to write up his session.

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In the second lecture, the club officers and mentors discussed how certain things could be improved following the relatively unsuccessful Mentee introduction night. Ideas such as a bigger area for screening and improving, updating and shortening questionnaire were shared and interpreted. The mentors were also informed about the Pod activity that they would have to run for the mentees of the club for an hour a session at certain upcoming dates. The mentors were also allocated their pod groups and had to nominate mentors for certain responsibilities and position such as leader, attendance officer, equipment manager etc.. My pod were selected for the Pod activities for the 30th of October and 1st of November.

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In the very first lecture of the module, Fiona and Gillian, the coordinators of the module, were pleased to introduce and announce the exciting new prospect of the Made2Move club. The current SSPE 2nd year students were prerscribed woth the duty of becoming mentors of the club. The club officers, Cian, Ciara, Padraig and Alex also shared their views about being officers of the club. Gillian also eluded to the expectation, procedures and objectives of the club.

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Considering that the approach for the Move mentors towards their mentees was adapted and updated in Semester 2, it lead to a different experience with my new mentee that I had recruited. There was more emphasis placed on the quantity of steps the mentees where achieving rather than their engagement with an exercise program which was the case in Semester 1. Therefore the detail and feedback that was shared between the mentors and mentees was limited and not as insighful. As instructed to do so, I had prescribed a personal exercise program for my new mentee which I am unsure of if he was adhering to it consistently. The mentee was also relatively quick and responsive to my requests and messages which was positive and encouraging. I felt that my mentee for semester 2 was not as active and enthusiastic towards exercise and his physical welbeing which is apparent from the generally low and inconsistent steps that he had achieved on a daily and weekly basis from my analysis. I also believe that the approach of monitoring the mentees steps may not have given an accurate insight into his physical activity due to the possibly of not possessing his phone at all times of conducting exercise. In conclusion, it was a valuable experience to be partly responsible for the quantity and quality of physical activity for students despite the limited information I had receievd from my mentee in semester 2.

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As I analyses the overall contribution and progress of my first mentee that I had worked with throughout Semester 1, I Believe that it was an interesting and insightful experience from a move mentors perspective. From the evidence that I have displayed of my engagement with my very first Made2Move Mentee, it was apparent that he was a very honest and affable person who I felt was easy to interact and to assist. Considering that he was already highly involved in his own recreational sports which comprised of a busy and physically demanding schedule, he still endeavoured to do as much of the program that I had prescribed to him as possible. Another important element that I had identified and admired from him was his dedication and commitment towards his studies and assignments which is also as important as exercising. He was also consistent in responding to my messages or queries which is another factor of his behaviour and attitude that I appreciated. Unfortunately, his commitment to the Limerick Senior Hurling panel meant that he could no longer stay active in the club. I was happy to see that his development and dedication t his recreational sport was being rewarded and overall it was pleasing and satisfying for him to admit that he found my contribution towards his health and exercise useful in semester 1.

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In terms of analysing and following my mentees progress through his daily and weekly steps, his overall steps per week appear to be inconsistently dispersed throughout the weekdays. This is a minor issue as it results in the mentee not adhering to the recommended and outlined target of 10,000 steps a day. Although the mentee may achieve the weekly amount of steps recommended by combining the overall steps from the 7 days, there are some days where there is a significant difference in daily steps count which is unusual. From the above data concerning the mentees weekly steps, it is apparent from specific weeks that there is significant dissimilarity between steps conducted on a daily basis. For example, on the 14th of March he achieves 15,714 steps whereas 2 days later on the 16th of March he only manages a total of 780 steps which is worrying. In attempting to address this issue, the mentee informed me that he does not necessarily take his phone with him to college or to the gym at all times and admitted that the steps results are not a true reflection of his daily steps and that he will endeavour to utilise a more consistently accurate and reliable application

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A fun Couch to 5k run or walk was conducted on the 28th of March around the Lough by both Mentors and Mentees. We all met at the Hawthorn Pub at 1 and were encouraged to do 4 laps of the Lough to complete the 5k. The weather conditions were perfect for an outdoor activities with the sun shining throughout the whole event. There was also an option for participants to make a charitable donation towards Penny Dinners at the Run/Walk. There was a large attendance at the event and everyone enjoyed participating in the 5k on a lovely afternoon. It was also a great opportunity for the club mentors to meet other members of the Made2Move club and to socialise with them through exercise. Overall it was an extremely productive and positive occasion for all involved with the club. Attached below is a picture that was captured at the event which portrays how positive and popular the event was.

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Made2Move Talks - Joanne O'Riordan & Niamh O'Brien

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Made2Move Talks - Joanne O'Riordan & Niamh O'Brien

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In the last few weeks the Made2Move mentors and mentees were treated to talks from both Joanne O'Riordan & Niamh O'Brien in the Mardyke Lecture Theatres. We were extremely grateful that they both accepted to meet us for an enjoyable talk and share their intruiging stories with the large attendance. Joanne, a well renowned sports journalist with the 'Irish Times' and a graduate of UCC gave an inspirational talk about her positive outlook on life despite her limited physical abilities.  A current PHD Student in UCC, Niamh O'Brien also gave an interesting and motivational insight into the life changing events that she has endured in her life. They both had a positive effect on the Made2Move members and encouraged both Mentors and Mentees to adopt a positive approach in life while setting achievable goals.

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Read Me: 'I'm unique' - Joanne O'Riordan on a life without limbs

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Joanne O'Riordan, who has Total Amelia, wants the world to know that people with disabilities can achieve their goals just like anyone else.

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ED2318 - Made2 Move PA Plan for Mentee 2

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Unfortunately, the Made2Move mentee that I had been assisting and working with in Semester 1 has informed me of his decision not to commit to the to programme and to vacate his position in the club. This an unfortunate and unpleasant situation but he has justified his reasons which are totally understandable. I thoroughly enjoyed engaging and offering help to the Mentee during semester 1 and appreciate that he felt that I made a positive contribution on his overall Health and well being through my interaction with him. I must now recruit another willing and committed mentee for Semester 2 as quickly as possible.

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Semester 2 -Made2Move club devises new programme for Members

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Semester 2 -Made2Move club devises new programme for Members

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There has been some adjustments made to overall context and proceedings of the Made2 Move club for Semester 2. It was announced that the Pod activities conducted for the Mentee's in Semester 1 will no longer run or be conducted due frequent low attendances at the organised classes   Fiona and Gillian have cooperatively revamped and revised the original Made2Move programme that was originally conducted with the clubs mentees in semester 1. They have devised an exciting new programme which consists of new targets and goals that are easier to achieve than those of the original programme for the Mentees. The content and information concerning the new programme can be found in the attachment provided

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The WHO country health profile of Ireland provides key statistics and links to health topical databases, plus news, features and Bulletin journal articles on the health issues of the country. Updated November 2012

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Article's concerning Tim Brown and his thoughts and ideas on Design Process

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Article's concerning Tim Brown and his thoughts and ideas on Design Process

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Thinking like a designer can transform the way organizations develop products, services, processes, and strategy. This approach, which is known as design thinking, brings together what is desirable from a human point of view with what is technologically feasible and economically viable. It also allows people who aren't trained as designers to use creative tools to address a vast range of challenges.

IDEO did not invent design thinking, but we have become known for practicing it and applying it to solving problems small and large. It's fair to say that we were in the right place at the right time. When we looked back over our shoulder, we discovered that there was a revolutionary movement behind us.

About this site

This design thinking site is just one small part of the IDEO network. There's much more, including full online courses we've developed on many topics related to design thinking and its applications. We fundamentally believe in the power of design thinking as a methodology for creating positive impact in the world-and we bring that belief into our client engagements as well as into creating open resources such as this.

At IDEO, we're often asked to share what we know about design thinking. We've developed this website in response to that request. Here, we introduce design thinking, how it came to be, how it is being used, and steps and tools for mastering it. You'll find our particular take on design thinking, as well as the perspectives of others. Everything on this site is free for you to use and share with proper attribution.

(From 2008-2018, designthinking.ideo.com was the home of IDEO's design thinking blog, written by our CEO, Tim Brown. You can find that blog here.)

Design thinking in context

We live and work in a world of interlocking systems, where many of the problems we face are dynamic, multifaceted, and inherently human. Think of some of the big questions being asked by businesses, government, educational and social organizations: How will we navigate the disruptive forces of the day, including technology and globalism? How will we grow and improve in response to rapid change? How can we effectively support individuals while simultaneously changing big systems? For us, design thinking offers an approach for addressing these and other big questions.

There's no single definition for design thinking. It's an idea, a strategy, a method, and a way of seeing the world. It's grown beyond the confines of any individual person, organization or website. And as it matures, its history deepens and its impact evolves. For IDEO, design thinking is a way to solve problems through creativity. Certainly, it isn't a fail-safe approach; nor is it the only approach. But based on the impact we are seeing in our work, the relevance of design thinking has never been greater.

Design thinking today

Design thinking is maturing. It's moving from a nascent practice to an established one, and with that comes interest and critique. People are debating its definition, pedigree, and value. As a leading and committed practitioner of design thinking, IDEO has a stake in this conversation-and a responsibility to contextualize its value in the present moment and, importantly, in the future.

We've learned a lot over the years, and we'd like to share our insights. We've seen design thinking transform lives and organizations, and on occasion we've seen it fall short when approached superficially, or without a solid foundation of study. Design thinking takes practice; and as a community of designers, entrepreneurs, engineers, teachers, researchers, and more, we've followed the journey to mastery, and developed maps that can guide others.

Designer's mindset

At IDEO, we are a community of designers who naturally share a mindset due to our profession. Our teams include people who've trained in applied fields such as industrial design, environmental architecture, graphic design, and engineering; as well as people from law, psychology, anthropology, and many other areas. Together, we have rallied around design thinking as a way of explaining design's applications and utility so that others can practice it, too. Design thinking uses creative activities to foster collaboration and solve problems in human-centered ways. We adopt a "beginner's mind," with the intent to remain open and curious, to assume nothing, and to see ambiguity as an opportunity.

To think like a designer requires dreaming up wild ideas, taking time to tinker and test, and being willing to fail early and often. The designer's mindset embraces empathy, optimism, iteration, creativity, and ambiguity. And most critically, design thinking keeps people at the center of every process. A human-centered designer knows that as long as you stay focused on the people you're designing for-and listen to them directly-you can arrive at optimal solutions that meet their needs.

Anyone can approach the world like a designer. But to unlock greater potential and to learn how to work as a dynamic problem solver, creative confidence is key. For IDEO founder David Kelley, creative confidence is the belief that everyone is creative, and that creativity isn't the ability to draw or compose or sculpt, but a way of understanding the world.

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IDEO introduces design thinking, how it came to be, how it is being used, and steps and tools for mastering it.

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Circle of Positive engagement with Mentee No.1

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Circle of Positive engagement with Mentee No.1