(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.  

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.

(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.

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.

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.

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.

                        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.

 

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.

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 .

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...)