Developing Mental Toughness Toolkit

EXERCISE CUE CARD PACK © AQR International 2016

The Mental Toughness Development Toolkit The Mental Toughness Development Toolkit is an array of experiential exercises which can be run in classrooms, offices, training rooms with individuals and/or small and large groups (whole classes). It also works well in conjunction with outdoor experiential exercises. This a flexible toolkit of exercises which can be adapted or applied in a variety of ways. The exercises fall into 3 main groups:  Short, typically 10 -15 minute, exercises which are easily integrated into a lesson or an activity. These will normally be run at the start of a lesson or activity, making a point which is of value in the remainder of the lesson (and indeed other lessons too).  Whole lesson (40 – 60 minute) exercises which will typically engage all students in a class and will focus on a particular learning point.  Multi-Lesson Exercises (typically two or three lessons) which require some element of coursework. These are often capable of integration with the main curriculum. Many of the exercises can be run several times in slightly different ways enabling the content to focus on a specific outcome. What is Mental Toughness – what can we assess and develop? Mental Toughness is a moderately plastic personality trait which determines in large part how individuals respond mentally to stress, pressure, opportunity and challenge. Research shows that Mental Toughness correlate closely with Performance; Well-being; Positive Behaviour and Aspirations. It has a significant impact on most key outcomes in the world of education. It applies to leaders, staff as well as to students. As a concept, Mental Toughness embraces other well-known concepts and ideas such as resilience, grit, mindset, learned optimism and learned pessimism, as well as most definitions of character. Research shows that Mental Toughness has four elements often called the 4 Cs. Each has two sub-scales. This is shown overleaf: 1 © AQR International 2016

MT Scale What this means … what does MTQ48 assess CONTROL Life Control – I really believe I can do it Emotional Control – I can manage my emotions and the emotions of others COMMITMENT Goal Setting – I promise to do it – I like working to goals Achieving – I’ll do what it takes to keep my promises and achieve my goals CHALLENGE Risk Taking – I will push myself – I am driven to succeed Learning from Experience – even setbacks are opportunities for learning CONFIDENCE In Abilities – I believe I have the ability to do it – or can acquire the ability Interpersonal Confidence – I can influence others – I can stand my ground if needed. Can we develop Mental Toughness in individuals? Instinctively the answer is “we can”. Sports psychologists and sports coaches would argue that they have been doing this for many years with significant evidence of success. More practically, the answer still appears to be “yes we can”. One key question is “are we changing someone’s mental toughness or can we simply equip someone with tools and techniques that enable them to behave as a mentally tough person might behave”. The answer appears to be that, where the individual wants to change or develop it is possible to change one’s core mental toughness. We are not suggesting that anyone must develop their mental toughness. For those who see a benefit in their life or their work, there may be a good reason for developing mental toughness without necessarily become very mentally tough. There does seem to be some valuable advantages in life and work for those who are more mentally tough than most. The value of the model and the MTQ48 measure is that it can help to identify which aspects of one’s mental toughness are preventing or hindering them from attaining, achieving well- being or leading a more positive life. Self-awareness is the key here. How does the toolkit work? There are two approaches to organising the exercises. One is to focus on the desired outcome – “I wish to improve my Mental Toughness in terms of the 4 Cs”. The others is to approach it from the perspective of ”enablers”. These fall into 6 broad headings:  Positive Thinking – Affirmations, Thought Stopping, Self Talk, etc.  Visualisation – Guided Imaging, etc.  Anxiety Control – Controlled Breathing, Relaxation, Distraction, etc. 2 © AQR International 2016

 Attentional Control – Dealing with Interruptions, Attention Span, etc.  Goal Setting – SMART Goals, “Eating the Elephant”, Balancing Goals, etc.  The MTQ48 test –Good feedback and reflection often provokes a positive response These all help to develop the capability to deal with stress, pressure and challenge and, where appropriate, to cope with these. The exercises in this toolkit are organised by the 4 Cs, pages 4 onwards show how these are related to the first 5 enablers. Many of these can impact on more than one of the 4 Cs. Using the Exercises The start point should be an accurate and realistic assessment of the individual’s mental toughness and their potential development needs ideally based on the use of the MTQ48 measure. This enables the user to direct interventions appropriately. One useful indicator to examine is an individual’s challenge scores. Individuals who are mentally sensitive on this scale (typically scores of 1 – 3 perhaps 4) are less open to learning than individuals with higher levels of mental toughness. They may require more attention. Mental Toughness is developed as a result of experiential learning  Mental Toughness is learned – it is not easily taught. It is about developing a mindset. One can’t learn this just because you follow a process.  For the Individual– they may need to be supported to persevere until they “get it”. Practice is important.  For the Coach/Tutor – facilitation and coaching skills are important. Trialling and practising these skills is important. There is nevertheless an underlying process: Experience – through exercises and activities Introduce the exercise to the individual and explain its purpose Students carry out the exercise and assesses what difference it made to their thinking Reflection The absolute key to success. Get individuals to consider:  What occurred? – What difference was made? – Did they improve performance in some way – was this beneficial  How did they feel? Was mood improved, did it boost confidence? Was it enjoyable? Did it make them want to do more? The key is to enable the individual to associate this feeling with their participation in the exercise. 3 © AQR International 2016

 What did they learn? Can doing things differently be effective? Does approaching things differently work? Does being positive produces surprising results? What could they now do that they didn’t think they could before? Where could they now apply this learning to other areas which are important – especially in school! Purposeful Practice Now the hard bit. Practice what you have learned until it becomes a habit. Then it becomes easier and the benefits will flow. Each exercise is supported with a cue card which provides full instructions for use and guidance for managing reflection and learning. 4 © AQR International 2016

INDEX OF MENTAL TOUGHNESS DEVELOPMENT EXERCISES AND MATERIALS – PHASE 1 TOOLKIT Mental Toughness Development exercises and materials grouped by type and mental toughness component (4Cs). Most exercises can impact on more than one of the 4 components. The manner of delivery can influence on which of the 4Cs the exercise will have greatest impact. TYPE OF EXERCISE IMPACT POSITIVE THINKING Theme 1. Learn Ten Positive Words Positive thinking and engaging with others 2. Procrastination Questionnaire Dealing with “why I don’t do” 3. Random Acts of Kindness Developing positive thoughts 4. Think Three Positives Reframing 5. Turning ANTS into PETS Reframing, Goal Setting 6. Making Affirmations Making positive thoughts 7. Heroes & Heroines Positive aspects of role models 8. Making a Presentation All elements 9. Thermometer Exercise Dealing with irritants 10. About Me Collage Building a positive picture 11. Something you didn’t know about me Presenting a positive about self 12. What do you think I am good at? Generating Positive Feedback 13. What would I say to a friend? Dealing with a setback of failure 14. Would I lie to you? Interpersonal confidence 15. I have learned something new designed to connect with curriculum builds mental toughness across all of the 4Cs VISUALISATION Theme 30. The Scent of A Lemon Core Visualisation Exercise 31. What does an exam feel like Applied visualisation 32. What will the world look like in …. Applied visualisation

INDEX OF MENTAL TOUGHNESS DEVELOPMENT EXERCISES AND MATERIALS – PHASE 1 TOOLKIT ANXIETY CONTROL 40. Progressive Muscular Relaxation Relaxation 41. Controlled Breathing Relaxation Relaxation Exercises 42. Short Relaxation Technique – Sarnoff Relaxation, panic control Squeeze 43. De- Stresserizer 44. 5 X 30 Exercise Diary Discipline, Exercise & Wellbeing ATTENTIONAL CONTROL Theme 51. US Basketball Exercise Concentration, Dealing with setback and goal setting 52. Number Grid Focus and Goal Setting 53. Pick A Card Focus 54. Stroop Exercise Focus 55. Bop-It Focus 56. Stork Stand Focus & Emptying the mind 57. Did you see the gorilla? A Concentration Exercise – This is also an excellent icebreaker 58. Colour changing card trick A Concentration Exercise – This is also an excellent icebreaker 59. Juggling This exercise enhances a wide range of skills. GOAL SETTING Theme 70. GANTT CHART Prioritising, planning and setting milestones 71. Paper tower Goal Setting, Communications and Delivery 72. What will I do tomorrow? Goal Setting & Positive Thinking 73. What is my goal? Goal Setting & Positive Thinking 74. Eating the Elephant Setting Milestones OVERALL MENTAL TOUGHNESS Theme 90. Managing My Time – Doing First The Urgent v Important Matrix Things First 91. Dealing with Pre- Exam Nerves – Tips

INDEX OF MENTAL TOUGHNESS DEVELOPMENT EXERCISES AND MATERIALS – PHASE 1 TOOLKIT MENTAL TOUGHNESS SUBSCALE Theme INVENTORIES 100. Learning from all Outcomes designed to help think about behaviours Checklist – Open to Change and associated with being open to learning Experiences 101. Learning to Stretch Myself Checklist designed to help think about behaviours – Open to Change and Experiences associated with open to stretching yourself 102. Achieving Goals and Targets designed to help think about the some of Checklist – keeping promises the behaviours which are associated with doing what it takes to keep my promises and achieve my goals 103. Setting Goals and Targets Checklist – designed to help think about the some of making promises the behaviours which are associated with liking working with goals and targets 104. Confidence in Abilities Checklist designed to help think about the some of the behaviours which are associated with the extent to which confident about your abilities 105.Interpersonal Confidence Checklist designed to help think about the some of the behaviours which are associated with with the extent to which you can influence others and stand my ground if needed 106. Emotional Control Checklist designed to help think about the some of the behaviours which are associated with with good emotional management 107. Life Control Checklist designed to help think about the some of the behaviours which are associated with with a sense of Life Control

POSITIVE THINKING © AQR International 2016

LEARN 10 POSITIVE W0RDS A Positive Thinking Exercise that builds Confidence and Control Running the exercise - A participative exercise which can be run as a short exercise or as a whole lesson. It’s a variation of the classic “learn 10 words” homework. 1. Explain that students will be given 10 new words to learn which all impact on mood – one’s sense of “can do” and one’s self confidence. 2. Explain that: Phase One  You are being given 10 new words to learn which are all special. You need to learn these individually.  Before the next lesson you should work in small groups (2 or 3 people) and take one of the words and explore it in detail:  Explore what the word means and when, typically, do people use it?  How do you feel when you think about the word?  What is the opposite of the word?  What does the opposite word mean and how does it make you feel when you think about it? Each small group will tell the class what they have found – they will have two minutes to do that. Everyone in the group must share something. Phase Two Ask each group to share what they have found and what they have learned. Teacher Review Ask the class what they have noticed about the words – do they recognise they are positive words and that the opposites are all negative? Then ask how the type of word makes them feel – positive ones should be motivating, negative words will be demotivating. Explain that “self-talk” is well established – the words we use in our heads influence what we do and our mood. What other negative words can they think off that are often used? What impact could they have on how they/people act and feel? What ideas do they have for removing the use of negative words or reducing them? © AQR International 2016

LEARN 10 POSITIVE W0RDS Background Self-talk is a well-established psychological technique widely used in coaching, in business and in the sports world. Essentially, the type of language we use can influence significantly how we act and how we feel. Words like “but”, “if”, “could”, “might” can create or indicate a negative mindset. As Henry Ford once said “If you think you can, you can. If you think you can’t, you are probably right.” Improving the use of positive words and reducing the use of negative words (some are essential and can’t be totally eliminated) impacts on:  Our sense of Life Control  Commitment (going for it)  Challenge – taking on new and potentially scary things  Confidence – in our abilities and interpersonally Discussion Guides:  How did the pupils feel learning the ten words? – All words have been selected because they are positive  Did they understand how these differed from negative words?  Can they reflect on the language they use – in their heads and in talking to others?  What does it do to their motivation and what impression does it convey?  What can they do to improve?  Did they feel more positive after the exercise? Support Materials & Resources No special materials needed. A downloadable list of words (by year group/age) is available © AQR International 2016

LEARN 10 POSITIVE WORDS Below are lists of 10 positive words for students in Years 7 – 11 to learn. Explain to students that they will be given 10 new words to learn which will have a positive impact on their mood and confidence. Students need to explore each word in detail. They need to:  Explore what the word means  When, typically do people use the word?  How do you feel when you think about the word?  What is the opposite of the word?  What is the opposite of the word? Year 7 Year 8 Year 9 Year 10 Year 11 Successful Accomplishing Intelligent Potential Innovative Practice Target Efficient Acknowledge Engaging Learn Happiest Patient Concentration Balanced Manageable Selfless Succeed Flexible Accomplished Courageous Fearless Steadily Initiative Reliable Belief Kindness Healthy Fulfil Enterprising Independent Consistent Growing Peaceful Insightful Pursue Attention Knowledge Strategic Resilient Confident Application Thorough Prioritise Challenging Commitment Courageous Opportunity Advocate Enthusiastic © AQR International 2016

Random Acts of Kindness A Positive Thinking Exercise Running the exercise - Paper and pencil. A highly participative exercise which can be run comfortably as a lesson or part of a lesson. 1. Students will need a sheet of paper. They can work individually or in small groups. Groups can be self-selecting or put together by the teacher. It’s an exercise which can be repeated at different times. 2. Explain that students will do an exercise where they will, individually or in small groups, identify and carry out a “Random Act of Kindness”. A RAK. Not only will the recipient benefit but the evidence shows that, in the process of giving, the individual or group will also experience a positive uplift through achieving something creating a more positive mindset. 3. Explain that: You can do this exercise on your own or in a small group. You need to identify a Random Act of Kindness that you will carry out for the benefit of someone else. A RAK or Random Act of Kindness is something nice that you do for someone else that you would not normally do, that the other person or persons would not expect but it would please the other person(s). There is no limit. It can be something quite small. Examples might include:  Buying a cup of coffee for someone (in parts of Italy people buy 2 cups of coffee, drink one and leave the other to be given to someone who needs it).  Tidying up the classroom.  Helping someone to tidy a garden.  Read a book to someone.  Donate food to a food store.  Bring nice biscuits for the teacher (that’s a joke!!) It’s best if the activity can be carried out quickly – within the next week/fortnight. Write down what your RAK is. Find someone else who will be your monitor, do it and go back to your monitor and describe what happened. Teacher Review Review after the agree time period. Ask class to describe what happened and how they felt having carried out the RAK. Repeat this a few times and then let students do this randomly in their own time. It can be important to vary the RAKS – so they don’t become routine and boring. © AQR International 2016

Random Acts of Kindness Background This is an exercise rooted in Positive Psychology. The neuroscience and social science research is clear: kindness changes the brain by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that students feel. It gives people a strong sense they're doing something that matters and heightens their sense of Control. The spin off benefits are that the RAKs have to be organised and delivered – enhancing Commitment and, because the RAK is usually directed towards a person, it helps in developing interpersonal relationships (Confidence). Discussion Guides:  How did the recipient of your RAK respond?  How did you feel having carried out your RAK?  Did it make you feel that you had achieved something useful? And that you can achieve more?  What difference does this make for them? Has it improved confidence?  Where and how can this feedback help in their school work and life outside school? Support Materials & Resources This can be done on plain paper or post it notes. Students write down their RAK and by when they will do it. This can then be displayed where it can be seen by others. © AQR International 2016

“What would I say to a friend?” A Confidence Building Exercise developing Positive Thinking using visualisation Running the exercise – an exercise which typically takes about a 40 minute lesson to complete for a class including class discussion 1. Students can do this individually or in small groups 2. Students are asked to look at a couple of case studies which describe setbacks which are typical of their situation. They are to imagine that the setback has occurred for someone they know well and who has turned to them for help. 3. In the first short brief (at the start of a lesson) explain that: You will work individually. I want you to look at a couple of situations described on the handout and imagine you are the friend to whom the person has turned for help. These describe some setbacks which have upset them. You have 10 minutes to do that. Then I want you all to share what you think you could do to cheer your friend up. How can you find the positives in their situation? 4. Then Present your ideas for helping your friend and what impact it has on them. They need only take one minute each and many may come up with the same suggestions. 5. Finally At the end we’ll look at what we’ve learned and what we’ve learned from each other. Teacher Review This is a simple task which enables students to look at a negative situation from a different perspective other than their own. Suggested questions: How difficult was it to think of positive aspects of each situation? Do you think that most setbacks and problems can be turned into positives? How did they feel about helping someone else with their problems? Do they think they could do something like this for themselves when they have problems and setbacks? How did they feel about presenting their information? Nervous but OK? How hard was it to do this? Has it helped to understand the subject better? An option is get the class to vote for the most “interesting fact” and perhaps the most “surprising fact” © AQR International 2016

“What would I say to a friend?” Background This is an exercise which builds mental toughness across all of the 4Cs – control, commitment, challenge and confidence – especially around confidence. It is based on a technique called “reframing” where a negative situation is examined in more detail than usual to identify where there are elements which may be positive or which can be reframed to be positive. It employs visualisation to enable the “coach” to see the situation from another’s perspective. In turn they can learn to do that for themselves. When something goes wrong for them, what would they say to a friend? It can usefully be run with Random Acts of Kindness reinforcing the positive thinking message. Discussion Guides: Why do students feel good when they have completed this task? Are all failures and setbacks 100% failures? – almost all have something positive even if it’s about learning from the experience. Every cloud has a silver lining. What difference does speaking in the class make for them? Does it make them more or less positive about speaking and sharing their ideas? What has this done for their confidence to engage with others? What has this done for their interpersonal confidence? What could someone learn from the situation? Do they recognise the progress they have made? They are improving/doing better – that can continue. What could they have done differently that could have helped? Support Materials & Resources Scenarios which can be printed and handed out. Sample scenarios are provided with this exercise. You can develop your own too. Options for variations:  Students work in pairs, taking a situation each, and actually simulate a feedback discussion. Followed by review.  Students identify typical scenarios which can be set to the class. © AQR International 2016

VISUALISATION © AQR International 2016

What will the world* look like in ….. Exercise A Visualisation Exercise Running the exercise – A simple exercise which challenges students to visualise what will be different about the world* at some future date (say 25 years’ time). You can then add to that by asking students to visualise what do they think might be the impact on them – what will they need to know, have skills, et. 1. Explain that students will do an exercise, which will help them to visualise into the future and then use visualisation to explore what that might mean for them. This exercise is to be completed individually. 2. Explain that: Lesson One (3 minute brief to class) You are to imagine what the world will look like in 25 years’ time. Please try to keep monsters and aliens out of it! You need to focus on one aspect of what you imagine and think about what that might mean for you personally. What knowledge, skills, and attitudes, etc. will you need to possess to lead a happy and fulfilling life? You can also think why school is important in preparing you for the future you imagine. It doesn’t have to be something big. It can be something simple. In the next lesson you will have 1 – 2 minutes max to present your thoughts and ideas to the class. Lesson Two Each of you can share with the class your idea of what the world might look like in 25 years’ time and what you think that might mean for you. You have 1 – 2 minutes. Teacher Review Suggested questions: How did they feel about presenting their information? Nervous, but OK? How hard was it to do this? How difficult was it to imagine something that wasn’t yet there? How interesting was it to hear everyone else’s visions? An option is get the class to vote for the most “interesting vision”. *This exercise can be customised around a range of themes. The visualisation element can be focused on a curriculum topic. It can also be made more specific e.g. imagine what the food we eat/transport/schools/ jobs, etc. will look like in 25 years’ time or “imagine being a teacher in 25 years’ time - what would you be doing and what would you say to pupils?” © AQR International 2016

What will the world* look like in ….. Exercise Background This exercise demonstrates visualisation- the ability to use the inside of one’s head to imagine and feel a situation that is not actually there. However psychologists tell us that the experience can be as real as if it really happened. We can also manipulate what is in our heads – making it better, more positive, less threatening, etc.) The exercise also picks up on interpersonal confidence in that they have to tell the rest of the class about their visualisations and may also share their feelings about the visualised situation. The goal here is to show young people how to use the inside of their heads to focus on opportunities and where, threats exist, to learn (inside their heads) how to deal with them. Discussion Guides: When everyone has shared their ideas ask the class to re-imagine their own picture of the future incorporating some the ideas they have heard. This shows that they can manipulate ideas in their head – making them positive and dealing with negatives thoughts. This is a very good exercise to run prior to running the “What does it feel like in an exam?” exercise. Why do students feel good when they have completed a task – even a simple task? How does that feeling compare to when they fail to achieve a task. What difference does this make for them? Does it make them more or less positive about achieving the next task? Support Materials & Resources No special materials required. © AQR International 2016

ANXIETY CONTROL © AQR International 2016

BREATHING & CALMING EXERCISE A short Relaxation/Anxiety Control Exercise Running the exercise - A highly participative exercise which can be run comfortably and repeatedly as a part of a lesson. 1. Students can do this sitting down. 2. Explain that students will do an exercise where they will be shown a quick and easy way of releasing tension. When anxious the body reacts by tightening muscles or disrupting breathing. Bringing one or the other under control helps to release the tension. 3. Explain that: You do this exercise on your own. Sit comfortably with a straight back. Tell yourself that you are going to relax. We want you to take deep breaths using the stomach rather than the chest. Put one hand on your stomach and then other on your chest. The hand on your stomach should rise when you breathe in. Take a deep breath (through the nose if possible) slowly for 4 seconds; hold it for 4 seconds (mentally counting from 1 to 4). Release the breath slowly over 6 seconds. Pause for a couple of seconds before repeating the cycle. Repeat the sequence 4 times. Teacher Review Ask class to describe how they feel. Can they feel the tension draining away from their muscles? Do they feel calmer? Remind them that this is a quick and easy exercise that they should practice whenever they can – at home, before sports or challenging activity, etc. A note The normal rate of breathing is 10 – 12 breaths per minute, slowing your breathing down is an effective calming technique. Encourage students to practice this regularly – at least twice a week. With practice, students can reduce anxiety even when in stressful situations like the start of an exam or an interview. © AQR International 2016

BREATHING & CALMING EXERCISE Background One of the body’s responses to fear, anxiety and pressure is muscle tension and/or disrupted or faster breathing. This is a result of the “fight or flight response” humans developed thousands of years ago when dealing with threats from sabre toothed tigers and the like. Unfortunately we still respond like this even to imagined threats. It heightens or sense of “anxiety” and can help to create those “panic moments” – this impacts on our confidence, our sense of control, our response to challenge and our determination or commitment to deliver. Controlled breathing is especially important – most people only use 20% of their breathing capacity – a good and balanced supply of oxygen to the body is important for relaxation as well as response to activity. Discussion Guides:  How did the pupils feel before and after the exercise? (An option is to ask students score anxiety on a scale of 1 – 10 before and after).  If they feel the benefit, will they practice this regularly? Practice does make perfect.  Did they feel more positive after the exercise? Support Materials & Resources No special materials needed. © AQR International 2016

ATTENTIONAL CONTROL © AQR International 2016

US Basketball Exercise A Positive Thinking and Concentration Exercise Running the exercise – no materials are required Teacher shares objectives and why we are doing this. 1. Ask students to pair up and face each other. You will play a competitive game with each other but first you need to learn how to play the game. 2. Do a couple of practice runs. Firstly stand with hands behind your backs. Then bring your hands up in front of yourselves with the palms of your hands facing away from you (at around chest height) and with the palms facing the other person’s palms so that all four hands are comfortably in sight of both of you. First time around many will do this slowly and hesitantly. Repeat the practice run but exhort them to do it much more quickly. 3. When ready, say: You are going to compete with each other over 5 rounds. Only now when you bring your hands up, you choose how many fingers and thumbs you will show. You do this whilst your hands are behind your back. The winner is the one who counts all the fingers (and thumbs) on all four hands in front of them and who is the first to shout out the correct answer. 4. Announce each of the rounds by counting down 3-2-1-Go! 5. Take everyone through the first 4 rounds. A really good buzz develops. Concentration develops over the 4 rounds. Most take it seriously and enjoy it. Some “cheating might emerge”. Some may delay bringing their hands up which gives them a slight advantage. Some always show 8 - 10 fingers and thumbs – knowing that the other will have to count them all whilst they may only have to count a few on their opponents hand. It’s not important and best treated lightly. 6. After the fourth round, check generally to see if there are any clear leaders who are winning 3-1 or even 4-0. Now announce: There is change in the rules - for the final round, the slate is wiped clean and this is now “winner take all”. You will now get groans and some might complain “it’s not fair”. If so respond firmly that “life’s not fair” and “get over it”. You make the rules anyway. 7. Run the fifth round. Congratulate winners, commiserate with the losers. © AQR International 2016

US Basketball Exercise Background and Objectives for the Sessions This is an exercise used by the US basketball team (who rarely lose) to teach players to focus and to concentrate. It works remarkably well. The sudden change in rules is designed to show people how to deal with setbacks. Some will be thrown whereas others seize the opportunity and take it in their stride. It is an experiential exercise which requires structured reflection to enable them to extract learning to build a sense of control and understand how to concentrate. Discussion Guides:  Did everyone enjoy doing this?  What did they think was the key to success in this exercise? – They should point to concentration and focus and not letting the change in rules upset them.  How did they feel when you changed the rules before the last round? How did those ahead feel and how did those who were behind feel? What did it do to their mindset – were they more or less determined to win? Those who were behind should talk about how their mindset changed from feeling they were losing to feeling they were in with a chance. The trick is to do this in the head at any time. They can do that at any time simply by imagining everything is still possible when things go badly.  What did they do to improve focus as the exercise progressed? Can they do this elsewhere – like doing coursework, writing assignments, before an exam, etc?  Why do they think this might help performance, wellbeing and behaviour? Finally a useful message here is that even a world beating team like the US Basketball Team (which pretty much wins all of the time) practices concentration and dealing with setbacks because it is so important to success. © AQR International 2016

PICK A CARD A Concentration Exercise – This is an excellent icebreaker – especially as an introduction to Commitment or Attentional Control exercises. It’s also a fun exercise. It can also be used as an introduction to problem solving exercises. Running the exercise – Load the Power Point presentation (three slides). I am going to show you a slide with 5 cards on it. Each of you will (in your head) pick a card and I am going to try to make it disappear. Don’t tell anyone what that card is. Show slide 1 Pick a card. You have 10 seconds. I am now going to make it disappear. Show Slide 2 Magic! Hands up those whose card has disappeared Show Slide 3 How did I do that? Teacher Review: All the cards have disappeared and been replaced by new cards. Most of the time students don’t catch on – sometimes they do after a while. Why did that happen? What does that tell us about your concentration? Support Materials & Resources Power Point Slides (downloadable from AQR) © AQR International 2016

GOAL SETTING © AQR International 2016

Goal Setting Exercise What is my Goal Exercise Running the exercise –students will need access to the Goal Setting Worksheet. This works best with younger students as an entry level exercise in goal setting and understanding the building blocks to achieving. This exercise usually takes around 30 -45 minutes to complete. Setting goals gives meaning and direction and can be used for small or big tasks. Explain to the students that goal setting is a good way of approaching new challenges. Explain that: The Goal Setting Worksheet will act as their guide to getting from the start point of an activity, to the end point. The aim of the exercise is to: 1. The first question will be ‘what is my goal?’ Get the students to think about this for a couple of minutes. They can decide what their goal is – but remember to be realistic. If there goal is to win the lottery just remind them of the odds! The goal can be directed by the teacher (a piece of work) or the student can identify their own goal, personal or academic. Get them to write it in the box titled, ‘what is my goal?’ 2. Ask the students to spend 10 minutes filling in the other boxes on the worksheet. Ask them to think about the practicalities of completing the goal as well as their commitment and challenge to the task. . 3. While they are completing the boxes get them to think about why this goal is important to them – what will happen by completing it? Who will benefit? How will it make them feel achieving it? The total time for this exercise is 30 – 45 minutes Teacher Review This exercise will get students thinking about what they want to achieve and how they are going to do it. By identifying the elements that will get them there the task will seem less daunting and large. Offering advice around who could help them/where they could go for information and other prompts will allow them to see the task as achievable. © AQR International 2016

Goal Setting Exercise NOTE – Teacher review: There is an option to include the SMART Target setting process within this exercise if the group are responding positively. You can use this Cue card in conjunction with the SMARTER cue card to expand the exercise. Another Cue card which may be useful to include in this exercise is the Eating an Elephant card. Background The simple definition of goal setting is the process of identifying something that one wants to complete or achieve and setting a process out in which order to be successful. The aim is to guide and motivate a person so that they can accomplish small tasks which will contribute to the final outcome. It is a major component in sport and personal development. Much work around goal setting has been within the world of work by authors such as Edwin Locke. Support Materials & Resources Pens and scrap paper (for writing ideas down) Smart Target worksheet © AQR International 2016

What I will do tomorrow Exercise A Positive Thinking Exercise Running the exercise - Paper and pencil version- a short (10 minute) exercise which is run at the end of each school day and at some point at the beginning of a following day. The exercise can be run frequently or occasionally to let a habit develop. 1. Students will need post it notes and somewhere where they can place it on a notice board or wall. 2. Explain that students will do an exercise which will help them to focus on their achievements and successes…creating more positive mindset. 3. Explain that: Day One You are to think of something that you must achieve by X time on the following day. It can be something you are already committed to doing or preferably something you will target yourself to do. It doesn’t have to be something big. It can be something simple. It should be achievable. You have 5 minutes. Then write down your action on a post it note and put it up on the wall with everyone else’s. Day Two If you have done what you said you would do, take down the post it note and replace it with a post it note where you describe how you feel? Teacher Review Ask students to describe how they feel. Do they feel good because they have achieved something? How does that compare to when they don’t deliver on time. Do they feel more positive and more confident that they will deliver on time with their next task whatever that is? It can be useful to do this every day for a week and then occasionally. NOTE – Teacher review: This exercise works well with introducing SMART goal setting and with Think Three Positives It can be expanded to embrace bigger tasks – even assignnments. Also can be linked to one of the planning and organising exercises. © AQR International 2016

What I will do tomorrow Exercise Background This is an exercise in Cognitive Behavioural Modification. The purpose is to show how the individual can build a sense of control though understanding what it feels like to achieve things – even simple things. And to understand that wanting to feel good is an important driver which is created through achieving things. By focusing on the positives we can change our mood which impacts on our Mindset. The goal here is to show young people how to focus on their positives, their achievements big and small, even if their achievements are small to build on these. Discussion Guides: Why do students feel good when they have completed a task – even a simple task? How does that feeling compare to when they fail to achieve a task. What difference does this make for them? Does it make them more or less positive about achieving the next task? Why do they think thinking positively helps performance, wellbeing and behaviour? Support Materials & Resources Simple – some post it notes and somewhere to post them so that everyone can see them. © AQR International 2016

Managing My Time – Doing First Things First The Urgent v Important Matrix “The successful person has the habit of doing the things failures don’t like to do. They don’t like doing them either necessarily. But their disliking is subordinated to the strength of their purpose.” Managing time effectively is a challenge at the best of times but especially so when we under pressure to achieve really important goals – such as an exam. A useful way of approaching Time Management is to be clear about the importance and the urgency of what you are doing or being asked to do. The Urgent and Importance matrix helps us to assess each activity in those terms. Urgent Quadrant 1 Quadrant 2 URGENT + IMPORTANT NOT URGENT BUT IMPORTANT E.g. E.g. Revision Preparation Assignments Personal Development Meetings Leisure Interviews Important Quadrant 3 Quadrant 4 URGENT BUT NOT NOT URGENT, NOT IMPORTANT IMPORTANT E.g. E.g. Some e-mails and phone Games & TV calls Trivia Things you might like Some phone calls doing It will obviously help to plan the use of time. It is also very useful to assess every activity when we find ourselves doing something. © AQR International 2016

Managing My Time – Doing First Things First Most people find themselves repeatedly in Quadrants 1 and 3, which leads to a state of crisis and panic. This indicates that most of us respond more quickly to what is urgent than what is important. Thereby, using precious time on less productive activities. Quadrants1 and 2 is where we should be. Either, attending to what is Urgent and important or dealing with Important things but before they become Urgent. However, more often, we find ourselves in Quadrant 4. It is then that we become bogged down with unnecessary, time-consuming tasks…often by choice! Using the time you have available to best effect improves …  Your ability to control CONTROL  Your ability to deal with challenge CHALLENGE  Your ability to achieve your most important goals COMMITMENT  Confidence in your abilities to handle the challenge CONFIDENCE Support Materials & Resources No special materials required. © AQR International 2016