Skip to main content

Table 1 Overview of the BtBYCB program session structure

From: A cluster randomized controlled trial of the be the best you can be intervention: effects on the psychological and physical well-being of school children

Session Content and purpose
1 Olympian Launch: An Olympian/Paralympian is used to inspire and motivate pupils through the story of his or her personal journey, making pupils aware of the skills, values, and work required to succeed.
2. Visioning: Pupils reflect upon what inspires and interests them, and are encouraged to autonomously develop a vision of their future, visualizing the possibilities available to them and how they might achieve them (i.e., increasing their self-awareness).
3. Coaching & Mentoring Skills (1). Through discussing what it means to be an effective coach or mentor and the difference between open and closed questions, pupils begin to understand the principles of self-awareness, self-regulatory processes, and responsibility and the power of effective questioning.
4. Coaching & Mentoring Skills (2). Pupils develop and apply their questioning skills using the GROW (Goals, Reality, Options, & Will) model as a means for constructing powerful conversations regarding their future aspirations. The development of peer mentoring skills is also a focus of this session.
5. Coaching & Mentoring Skills (3). Through group conversations pupils explore the skill and value of empathic and attentive listening, generating valuable feedback insight and support in relation to their aspirations. This session helps the pupils to take on board, and respect, the views and values of others.
6. The Power of Alignment: Pupils develop the concept of leading a balanced lifestyle (i.e., mind, body & spirit) and are encouraged to develop a positive self-image, identifying personal strengths and planning future steps.
7. Body - Health and Fitness: Pupils identify the factors that affect human performance, personal health, and well-being, and discuss their current reality against these factors, prioritizing personal improvements (i.e., actions, measures, and outcome).
8. Using the Mind Effectively: Pupils explore learning strategies that use the mind for maximum effect (e.g., multiple intelligences, mind mapping, brain gym), with the purpose of developing new skills and way of thinking. This session also covers autonomous decision making.
9. Emotions – Enhancing Relationships: Pupils identify the values and emotions that underpin their behavior and how these factors impact their relationships with others.
10. Understanding and Harnessing the Olympian Spirit: Pupils explore the value of prosocial behaviors and how each individual can make a positive contribution to society. They identify with the value and enjoyment of everyday life and recognize the role of significant others in making positive contributions to their own lives and the lives of others.
11. Olympian Responsibility Through Teamwork: Through group activities pupils explore the qualities that characterize high performing teams and recognize the benefits of working as an effective team.
12. Olympian Reflection: Pupils review their work through group presentations, sharing success stories, personal aspirations, and future success maps.
13. Olympic Celebration: Through group presentations to teachers, peers, and invited guests (e.g., the guest speaker, parents, and members of the community), pupils have the opportunity to share and demonstrate their personal progress, successes to date, and future aspirations.