My group began with the run a mile, which took place out on the outside track. Everyone was instructed to run four laps which roughly equates to one mile. 
We then moved on to the gym, where a Mardyke Instructor explained the different gym appliances, such as cardiovascular machines and weight machines to us and how to use them. 
Our final activity comprised of Gillian demonstrating different core exercises and how to perform them correctly with a good technique. 

Occasionally I met with Anna to chat to her about her progress and her overall feeling towards the program. I felt this was good to meet her personally as Anna can communicate with me honestly and ways that possibly could not be conveyed over text message. Anna felt supported knowing I was there to help her along the way.

At the end of each week, I asked Anna for her step counts. This allowed me to track Anna’s physical activity through her daily steps and note her progress. As I observed Anna’s steps increasing, I informed her about my delight in her progress. As a Move Mentor, observing your mentees positive changes are exciting as it cements the fact that what you are doing is working.

An area I would change about my role of a Move mentor would be the physical interaction with Anna. I would like to meet up once a week for a walk or run with her to get a more genuine grasp of her emotions and thoughts. By meeting up with Anna weekly, gives our relationship a more personal touch and can make Anna more comfortable.

 

Overall, as a mentor I felt I provided Anna with positive and sincere motivation to encourage her along her way. I believe I helped guide her holistically to a lifestyle of improved physical activity. The prompts I delivered to Anna helped motivate her extrinsically. She looked forward to my encouragement and praise when her steps went up. She mentioned feeling a sense of satisfaction after watching her daily and weekly steps increase. My motivational work spurred her to motivate herself intrinsically so she could continue to feel the sense of satisfaction. It’s is suggested that ‘extrinsic motivation can actually enhance intrinsic motivation when it motivates the individual to engage in interest enhancing strategies’ (Sansone & Smith, 2000). The more motivation Anna received, the more her enthusiasm and drive grew. As a result of this, my motivation as a Mentor grew to continue to help Anna on her journey of becoming more physically active.

  

As a whole, the school could organise a physical activity week, where students are made aware of the importance of physical activity as part of a healthy lifestyle. Students could attend talks and sample ways to improve physical activity. Small bursts of exercise can be carried out by announcements over the intercom every morning. Good governed club leads to more informed members and volunteers (NSW Government, 2019). For this club to be successful in a school environment, it must be ran by students that have been fully educated in physical activity and how to implement it to their peers.

If this club becomes successful, it can take in mentor volunteers from other years that are interested in improving the physical activity of others. The students must fulfil certain guidelines to become a mentee, such as already meeting the physical activity guidelines. 

A teacher must take interest in volunteering for the club to overlook all decisions and safeguard the club. 

NSW Government. (2019). Good Governance. Retrieved from NSW Government Office of Sport: https://sport.nsw.gov.au/clubs/ryc/governance/goodgovernance

Sansone, C., & Smith, J. L. (2000). Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance.