Developing Blended Learning

Using Generative AI to Co-Develop a Social Identity-Based Training Programme for Exercise Referral Instructors

This page is a companion resource for a presentation I gave at the 7th International Conference on Social Identity & Health at The University of Exeter, 23-26 June, 2026). It contains the slides I used on the day, a desk-based recording I made to practice for the day and resources that are related to my content. Find out more about the conference here: https://www.icsih.org/

Summary of Presentation Content

Exercise Referral Instructors are trained individuals who work with people with chronic health conditions and try to support them in using physical activity to manage their conditions.
Such professionals tend to receive training in exercise instruction and the implications of working with such a population. They often receive behaviour change training; however, this is often minimal and in terms of formal training, rarely about facilitating change in a group setting.
In previous studies, I have audited the type of activities that are undertaken in physical activity schemes, and interviewed a range of instructors to find out how they work in group settings.
This presentation outlined the way that a blended learning training package for exercise instructors was developed before a pilot delivery project.

A Systematic Way of Building an Intervention

Intervention Mapping provided a structured, evidence-based framework for developing my blended learning training intervention. I used its six-step process to systematically identify needed behaviour changes, define target outcomes, select appropriate theoretical mechanisms (drawing from the MAGI framework and Social Identity Theory), and translate these into practical training activities. This methodology ensured my intervention was grounded in empirical evidence while aligning content, delivery methods, and evaluation measures coherently across both online and face-to-face components.

Find out more here: Intervention Mapping (IM)

Tools I used in the Development of the Training Package

I used Notebook LM to curate recommendations from academic literature on group-based behaviour-change interventions, extracting and mapping key mechanisms and leadership approaches from a number of studies. It then helped to map this content onto training modules, across online and face-to-face sessions. Content was then also reverse-mapped to ensure completeness.

I have developed an innovative Canvas page-template system to standardise and streamline content creation in Higher Education. It has been fully adopted across Plymouth Marjon University and introduced at other Universities.

While not the same as this Training Intervention Development, the campus rollout of this approach draws on Social Identity Theory principles to foster group belonging and shared identity among teaching staff, as well as collective ownership of the training content and designs.

Find out more here Canvas Page Templates Project

I've been using Notion for several years to organise my research notes and planning. The video on the right was made when I first started using it, and though it is a few years on now, nothing much has changed; I've continued to use it according to the system I laid out in that video.

Notion serves as my central workspace for tracking progress, managing my literature notes, and organising content through structured databases and interlinked pages that, in combination, serve as my own web of knowledge.

References used in Presentation

Borek, A. J., Abraham, C., Greaves, C. J., Gillison, F., Tarrant, M., Morgan-Trimmer, S., ... & Smith, J. R. (2019). Identifying change processes in group-based health behaviour-change interventions: development of the mechanisms of action in group-based interventions (MAGI) framework. Health Psychology Review, 13(3), 227-247. https://doi.org/10.1080/17437199.2019.1625282

Cruwys, T., Haslam, C., Haslam, S. A., Rathbone, J. A., & Donaldson, J. L. (2022). Acceptability and feasibility of an intervention to enhance social group belonging: Evidence from three trials of Groups 4 Health. Behavior Therapy. https://doi.org/10.1016/j.beth.2022.06.011

Estabrooks, P. A., Munroe, K. J., Fox, E. H., Gyurcsik, N. C., Hill, J. L., Lyon, R., ... & Shannon, V. R. (2004). Leadership in physical activity groups for older adults: a qualitative analysis. Journal of Aging and Physical Activity, 12 (3), 232-245. https://doi.org/10.1123/japa.12.3.232

Gray, S. M., & Rhodes, R. E. (2018). Leadership approaches in group physical activity: A systematic review. Leisure/Loisir, 42(4), 505–527. https://doi.org/10.1080/14927713.2019.1581993

Harden, S. M., McEwan, D., Sylvester, B. D., Kaulius, M., Ruissen, G., Burke, S. M., ... & Beauchamp, M. R. (2015). Understanding for whom, under what conditions, and how group-based physical activity interventions are successful: a realist review. BMC Public Health, 15(1), 958. https://doi.org/10.1186/s12889-015-2270-8

Haslam, S.A., Reutas, J., Bentley, S.V., McMillan, B., Lindfield, M., Luong, M., Peters, K. and Steffens, N.K. (2023b), “Developing engaged and ‘teamful’ leaders: a randomized controlled trial of the 5r identity leadership program”, PLoS One, Vol. 18 No. 5, https://doi.org/10.1371/journal.pone.0286263

Jetten, J., Haslam, C., & Haslam, S. A. (Eds). (2012). The social cure: Identity, health and well-being. Psychology Press.

Robertson, A. M., Cruwys, T., Stevens, M., Donaldson, J. L., Platow, M. J., Rathbone, J. A., & Haslam, C. (2026). From Theory to Practice: Developing a Taxonomy of Identity Leadership Behaviours for Group Therapists. Journal of Community & Applied Social Psychology, 36(2), e70238. https://doi.org/10.1002/casp.70238

Stevens, M., Guillermo-Tregoning, G., Robertson, A. M., Cruwys, T., Jones, T., & Short, C. E. (2026). Identifying effective identity leadership behaviours for exercise leaders: Perspectives from identity leadership experts and exercisers. Psychology of Sport and Exercise, 82, 103019. https://doi.org/10.1016/j.psychsport.2025.103019

Stevens, M., Rees, T., Cruwys, T., & Olive, L. (2022). Equipping physical activity leaders to facilitate behaviour change: An overview, call to action, and roadmap for future research. Sports Medicine-Open, 8(1), 1-9. https://doi.org/10.1186/s40798-022-00423-0

Papers with Direct Quotes from Participants

Bennett, E. V., Hurd Clarke, L., Wolf, S. A., Dunlop, W. L., Harden, S. M., Liu, Y., Estabrooks, P. A., Rhodes, R. E., & Beauchamp, M. R. (2018). Older adults’ experiences of group-based physical activity: A qualitative study from the ‘GOAL’ randomized controlled trial. Psychology of Sport and Exercise, 39, 184–192. https://doi.org/10.1016/j.psychsport.2018.08.017

Beselt, L. J., McDonough, M. H., Hewson, J., & Din, C. (2023). Social support and social barriers for participating in group physical activity among older women living alone. Qualitative Research in Sport, Exercise and Health, 15(6), 819–834. https://doi.org/10.1080/2159676X.2023.2230216

Beselt, L. J., Patterson, M. C., McDonough, M. H., Hewson, J., & MacKay, S. (2021). A Meta-Study of Qualitative Research on Social Support Related to Physical Activity Among Older Adults. Kinesiology Review, 10(1), 51–65. https://doi.org/10.1123/kr.2020-0005

Borek, A. J., Abraham, C., Greaves, C. J., Tarrant, M., Garner, N., & Pascale, M. (2019). ‘We’re all in the same boat’: A qualitative study on how groups work in a diabetes prevention and management programme. British Journal of Health Psychology, 24(4), 787–805. https://doi.org/10.1111/bjhp.12379

Borek, A. J., Abraham, C., Greaves, C. J., Gillison, F., Tarrant, M., Morgan-Trimmer, S., McCabe, R., & Smith, J. R. (2019). Identifying change processes in group-based health behaviour-change interventions: Development of the mechanisms of action in group-based interventions (MAGI) framework. Health Psychology Review, 13(3), 227–247. https://doi.org/10.1080/17437199.2019.1625282

Bossy, D., Knutsen, I. R., Rogers, A., & Foss, C. (2017). Group affiliation in self-management: Support or threat to identity? Health Expectations, 20(1), 159–170. https://doi.org/10.1111/hex.12448

Eynon, M. J., O’Donnell, C., & Williams, L. (2018). Gaining qualitative insight into the subjective experiences of adherers to an exercise referral scheme: A thematic analysis. Journal of health psychology, 23(11), 1476-1487. https://doi.org/10.1177/1359105316656233

Hughes, S., Lewis, S., Willis, K., Rogers, A., Wyke, S., & Smith, L. (2017). The experience of facilitators and participants of long term condition self-management group programmes: a qualitative synthesis. Patient education and counseling, 100(12), 2244-2254. https://doi.org/10.1016/j.pec.2017.06.035

Mesbah, N., Perry, M., Hill, K. D., Manlapaz, D., & Hale, L. (2024). The Experiences of Older Adults with Dementia of “Balance Wise”—An Individual or Group-Delivered Exercise Programme: A Qualitative Study. Disabilities, 4(1), Article 1. https://doi.org/10.3390/disabilities4010002

Morrison, L., McDonough, M. H., Zimmer, C., Din, C., Hewson, J., Toohey, A., Crocker, P. R. E., & Bennett, E. V. (2023). Instructor Social Support in the Group Physical Activity Context: Older Participants’ Perspectives. Journal of Aging and Physical Activity, 1(aop), 1–11. https://doi.org/10.1123/japa.2022-0140

Olson, J. L., Papathomas, A., Kritz, M., Ntoumanis, N., Quested, E., & Thøgersen-Ntoumani, C. (2021). Challenges to Engaging Older Adults in a Group-Based Walking Intervention: Lessons From the Residents in Action Trial. Journal of Aging and Physical Activity, 30(5), 788–798. https://doi.org/10.1123/japa.2021-0009

Toft, B. S., Galvin, K., Nielsen, C. V., & Uhrenfeldt, L. (2022). Being with others during physical activity: Experiences of well-being among adults with severe obesity. Physiotherapy Theory and Practice, 38(8), 1003–1015. https://doi.org/10.1080/09593985.2020.1815262

Papers with quotes from exercise leaders

Cairns, S. R., & Sjöström, E. S. (2022). Dietitians’ perspectives on challenges and prospects for group-based education to adults with type 1 diabetes – a qualitative study. BMC Endocrine Disorders, 22(1), 249. https://doi.org/10.1186/s12902-022-01165-6

Eynon, M., Foad, J., Downey, J., Bowmer, Y., & Mills, H. (2019). Assessing the psychosocial factors associated with adherence to exercise referral schemes: a systematic review. Scandinavian Journal of Medicine & Science in Sports. https://doi.org/10.1111/sms.13403

Odgers‐Jewell, K., Hughes, R., Isenring, E., Desbrow, B., & Leveritt, M. (2015). Group facilitators' perceptions of the attributes that contribute to the effectiveness of group‐based chronic disease self‐management education programs. Nutrition & dietetics, 72(4), 347-355. https://doi.org/10.1111/1747-0080.12190

Paglione, V., Magrath, J., McDonough, M. H., Din, C., & Kenny, S. J. (2023). ‘Promoting wellness, having fun, and creating community’: a dance instructor’s pedagogical practices and perspectives on the influence of community dance classes for older adults. Research in Dance Education, 0(0), 1–18. https://doi.org/10.1080/14647893.2022.2159359

Shore, C. B., Galloway, S. D. R., Gorely, T., Hunter, A. M., & Hubbard, G. (2022). Exercise referral instructors’ perspectives on supporting and motivating participants to uptake, attend and adhere to exercise prescription: A qualitative study. International Journal of Environmental Research and Public Health, 19(1). https://doi.org/10.3390/ijerph19010203

Stenov, V., Hempler, N. F., Reventlow, S., & Wind, G. (2018). An ethnographic investigation of healthcare providers' approaches to facilitating person‐centredness in group‐based diabetes education. Scandinavian journal of caring sciences, 32(2), 783-792. https://doi.org/10.1111/scs.12509

A teaching resource made for, and shared with, the wider Social Identity community

In parallel with presenting insights into my training programme production, I was keen to share the idea that we can build and re-purpose teaching and learning content using generative AI.

The image on the right is of a page built in Canvas LMS on the topic of Social Identity and Health. Below are links that will take you to the same document where you can copy the HTML code and then paste it into your own institutional VLE.

Once there, why not upload it to the genAI tool of your choice and describe any changes that you would like. Then re-upload the new version and see how vibe coding can work for you.

Click here to view: https://docs.google.com/document/d/e/2PACX-1vQ5fTUoZYC03xOiNNNyfh763wn27MbZuJ2RzJLKm41pvMWCY6NIlhA0-K2NvCug0yzf_7Eamw4vFI_k/pub

Click here to copy the doc into your own Google Drive: https://docs.google.com/document/d/1iNXQYq8SU7KUYmJVXMx9FSNG3Ny3hgOWW9n9GYM0ZNw/copy

Find out more about this work here: Canvas Page Templates Project