Design Thinking Tools for Developing Physical Activities in Vertical Schools in Australia

The article discusses the application of design thinking tools for the development of physical activities in vertical schools in Australia. It analyses the impact of 10 design tools and provides a comparison of their effectiveness. The challenges of implementing these tools are also discussed.

Running head: DESIGN IT
Design It
Name of Student
Name of University
Author Note

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Table of Contents
Introduction................................................................................................................................2
Design thinking tools.................................................................................................................2
Visualisation...........................................................................................................................2
Journey mapping....................................................................................................................2
Value chain analysis...............................................................................................................3
Mind mapping........................................................................................................................3
Brainstorming.........................................................................................................................4
Concept development.............................................................................................................4
Assumption testing.................................................................................................................4
Rapid prototyping...................................................................................................................5
Customer co-creation..............................................................................................................5
Learning launch......................................................................................................................6
Conclusion..................................................................................................................................6
Reference....................................................................................................................................7

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Introduction
According to Lewrick and Link (2015), design thinking is a process that can help in
finding and solving problems. It is the process of deducing the essence related to the
problems that highlights the limitations of particular topic. Design thinking helps in
developing an extreme user centred process that can be used for initiating different things in a
system. The assignment focuses on the application of design thinking tools for the
development of physical activities by the rise of vertical schools in Australia. At the same
time comparison of own experience is done that can help in implementing design thinking in
the schools of Australia. The challenges of implementing the design thinking tools are also
provided. The impact of the design tools is analysed and focus in on 10 design tools that is
more suitable for the development of the students in Australia.
Design thinking tools
Visualisation
Visualisation is the technique to create image, animations or diagrams that can help in
communication of messages. As observed by Liedtka (2015) visualisation as been an
effective mode of communication from the ancient days. In the modern days, the application
of visualisation in the vertical school of Australia may not have a positive impact in the
development of physical activities. This is mainly because visualisation provides students
with an opportunity to remain indoors and use the power of the brain to design images. The
challenge of visualisation is that it does not involve hard physical activities and hence, the
vertical schools of the country may be affected. Visualisation can help in identifying the
creative nature within a student rather than build a sportsperson from the student.

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Journey mapping
The journey map helps in understanding the experience of the people from the point
of initial contact. The focus of the journey mapping is on the stories that are provided by the
people (Posner, Binz & Roth, 2015). An overview of the entire experience of a story is
provided so that the hardships of the people can be understood. The development of physical
activities in Australia can be effective with the application of the journey mapping. It is
necessary that in order to develop a journey mapping it is necessary that the importance of
physical activities is provided. This can help in the creation of the vertical schools and ensure
that the impact of the physical activities in the country can be effective. The challenge for this
particular tool is that it can be complex unlike the comparison made with the use of
visualisation as a design-thinking tool.
Value chain analysis
The value chain analysis helps in identifying the internal capability of an organisation.
According to Elsbach and Stigliani (2018), the application of the value chain model can help
in identifying the strengths and weakness of the schools. Hence, absence of physical activities
in the Australian schools can be mitigated with the application of the value chain analysis.
Physical activities can be identified as important and justification for the adoption of physical
activities in Australia can be provided with the help of this analysis. At the same time, the
improvement of the activities and the manner in which it can be done is also stated that helps
in identifying the method of development that may take place.
Mind mapping
According to Oxman (2017), mind map can help in organising any information
visually. This particular design thinking tool is effective for the development of physical
activities is because the information that are received by the student during the academics
need to be organised. Unlike the application of value chain analysis, the hierarchical nature of

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the mind map shows the relationship between various pieces at work. The creation of the
mind map is based on a single concept and in the context of the Australian schools; the
application of the mind map can help in the development of the physical activities. However,
one challenge of application is that excess ideas can be connected that can be used while
engaging in physical activities so that the students can remain fit. This can be a negative actor
for the application of the tool.
Brainstorming
Brainstorming is a group creativity technique by which efforts are made to find a
conclusion. A specified problem is analysed and the suitable methods for the development of
problems can be understood with the help of brainstorming. As stated by Kolko (2015)
brainstorming can help in listing ideas in a spontaneous manner. The application of brain
storming for development of physical activities can help in the development of it in the
vertical schools. This is mainly because the importance of physical activities can be discussed
and the manner in which it can be applied in the Australian schools can be effectively used
for encouraging the students. Hence, benchmarking can be an effective design-thinking tool
for the development of physical activities. The impact of it can be positive.
Concept development
It refers to the basic understanding of the knowledge that a person possess. According
to Martelaro et al. (2015), the idea of self and others are generated with the help of the
application of concept development. It has been stated that understanding is critical in the
application of the concept development and it is independent of the activities that take place
within a person. In the case of the development of physical activities, the application of
concept development unlike other design thinking tools can help in solving specific design
problems. The challenge is that the concepts are developed in phrases that can provide
hindrance while providing support for the development of physical activities at the schools.

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Hence, concept development can help in improving the physical activities in the Australian
schools.
Assumption testing
The testing of assumptions is the statistical analysis that helps in assuming certain
characteristics of data. Huq and Gilbert (2017) stated that violation of the assumptions might
lead to changes in the conclusion and consequently provide an interpretation of data.
Therefore, in the case of the vertical schools in Australia, the challenge of the application of
the assumption testing can be a risk factor. This is mainly because the application is
dependent upon the analysis of the statistical survey and at the same time provides evidence
about the effective use of research and interpretation of data. Hence, despite the risks, the
application of the assumption testing can provide a proper analysis of the data and
consequently make a strong statement about the impact physical activities can have on the
vertical schools of Australia.
Rapid prototyping
According to Liedtka, Salzman and Azer (2017) rapid prototyping is a technique that
can be used to fabricate a scale model of the physical part. It uses three dimensional computer
aided design so that a concept can be made clear during the construction in layer structuring.
This can be an effective tool than visualising as it uses technology that provides a three-
dimensional image so that in the Australian schools, it can be used to provide assistance
while giving lecture about the importance of physical activity. The challenge for the
application of this technique requires physical activity so that customised products can be
provided as the requirement of the individuals (Plattner, Meinel & Leifer, 2015). A small
change can help in the development of physical activities at the schools so that it can develop
itself properly.

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Customer co-creation
This type of design technique involves management initiatives so that strategies can
be formed to combat the economic condition as well as provide stakeholders with an
opportunity to continue business in a positive manner. It helps in attracting the customers so
that a mutually valued outcome can be formed which in turn can help in the development of
certain activities (Micheli et al., 2018). In the case of the development of physical activities in
Australia, the schools can use this method to ensure that better ideas are created so that the
development of the physical activities can take place. At the same time the effective
collaboration, need to take place between the departments and the concerned aim so that
formation of important teamwork can be done. This can be considered as a challenge for the
schools.
Learning launch
Chasanidou, Gasparini and Lee (2015) is of the opinion that learning launch can help
in building a proper relation between the customers as well as the employees. It provides
concept related to the development of a proper topic. This can help in the implementation of
the tools so that an entire process can be developed that can assist in providing a complete
analysis of the topic. The development of learning launch can help in understanding the
importance of physical activities in the learning of an individual. This can provide the
required motivation for the students to continue working towards the development of physical
activities within the schools. Hence, its effective use can help in providing the Australian
schools with an opportunity to create a timely atmosphere for promotion of the topic.
However, the learning launch can be a heavy software to use and schools may not be able to
afford its application on the students.

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Conclusion
Hence, it can be concluded that the application of value chain analysis can help in the
development of physical activities in the vertical schools in Australia. This is mainly because
a justification is provided citing the reasons for the effective implementation of the design
tool. At the same time, every school need to ensure that physical as well as theoretical
education is provided so that students can be developed properly. Therefore, design-thinking
tools can be effective in providing a proper analysis of the factors required for ensuring the
development of physical activities.

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Reference
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