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      <image:title>Positive Daily Cycles</image:title>
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      <image:title>About Me - Paul Mallen</image:title>
      <image:caption>Paul has worked as a Coach and an International Educator for over 25 years in Hong Kong, the USA, Switzerland and the UK. As a part of his Masters Degree, Paul has taken a deeper dive into how proactive development of central nervous system functions can positively affect performance. Children’s performance improved in all facets of life. The positive effect that made for the teacher was measured after her class of students took part in the STEP (Specific Targeted Exercise Programme). Using the same principles Paul has worked with the Swiss Rugby Football Union, England Pathway Rugby Players, Cricket teams and the container shippers Maersk. Paul believes in a distributed leadership model where everybody exists as both a learner and a leader. Paul led the implementation of the first IBO MYP PE course in Hong Kong, and was a member of the IBO curriculum reviews for MYP and DP from 2018 to 2020. Paul’s Access to Learning programme coaches teachers, students and parents to scaffold around the physicality of the student. Many students have broken through personal barriers to gain access to their full potential. Please take a look at the testimonial page to see what people have experienced. Outside of education, Paul was the Director of Coaching for Hong Kong rugby and has coached school, first division and international rugby teams.</image:caption>
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      <image:title>For Children/Parents</image:title>
      <image:caption>Do you have this negative daily cycle</image:caption>
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      <image:caption>AtL STEP can bring you this positive daily cycle</image:caption>
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      <image:title>For Schools - Case Study results</image:title>
      <image:caption>The blue line shows the class average reading level. The red line shows the case study student catching up five reading levels in six months.  The students Occupational Therapists results went from indicating some “problems” to “normal range” for everything tested. Learning support time decreased by 66%.   The child stopped seeing the counsellor.  Self-esteem grew. In the child’s words: “It’s better at home, at school, better everywhere!”</image:caption>
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