Mental Toughness Development Toolkit Sec. Edu. FULL

“I Have Learned Something New” Exercise Background This is an exercise which in addition to being connected with the main curriculum, builds mental toughness across all of the 4Cs – control, commitment, challenge and confidence Discussion Guides: Why do students feel good when they have completed this task – which is essentially about learning? 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 learning – maybe in other subjects too? How important was planning and organising? What could they have done better or differently? What have they learned about doing other things that sometimes feel hard to do? What has this done for their confidence to present to others? What has this done for their confidence in their abilities? Do they feel they can grasp the subject better and now know how to learn better? Support Materials & Resources There are no materials needed. It can be useful to capture all the ideas on a flipchart or recordable white board and keep them posted in full view for a short while. It can also be useful to copy everything and distribute it to everyone if they haven’t recorded this as the session goes along. NOTE – Teacher Review You can re-run this exercise regularly towards the end of a series of lessons to help to consolidate learning. The approach is straightforward.  As students become more practised and more confident, they may begin to do some of this on their own initiative.  It may be needed to guide students to sources of information – web-sites, books, etc.  The exercise also provides opportunity for Dweck’s notion of providing positive feedback to students for completing tasks which involve working hard. © AQR International 2016

VISUALISATION EXERCISES © AQR International 2016

“The Scent of a Lemon” Exercise A Visualisation Exercise Running the exercise – A simple exercise which illustrates to students how important and how powerful visualisation is. 1. Explain that students will do an exercise which will demonstrate the importance and power of visualisation – “mind over matter”. 2. Explain that: I am going to do an exercise with you where, for most of you, I will be able to make you do something you don’t expect. I will make you respond to an image I will create with you in your mind. Show or project a picture of a lemon. Read the script for the exercise adding to it as you wish. It should take about 3 minutes to read it all out. Teacher Review Suggested questions: How many are surprised at their reaction to the imagery? What do you think this means? Does this sometimes mean that we imagine things to be fearful when they are not? Do we sometimes imagine that we can’t do something when we can? So … if you can imagine something differently, you could be more positive and maybe happier? 3. Now apply it to something at school. Now, think about something that you need to do that is challenging – a test that is coming up, an assignment or piece of homework, a project that you have to complete. Close your eyes and imagine that you have finished it on time and that it has gone well and you have got a better than expected mark. How do you feel? Do you like that feeling? Now … when carrying out that task hold that thought and remember (visualise) that feeling. You should find that it drives you and you feel more in control. © AQR International 2016

“The Scent of a Lemon” 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’s in our heads – making it better, more positive, less threatening, etc.). Students should be able to connect anxiety control exercises and good preparation as ways of dealing with and avoiding the panic moments. This impacts on both Control and commitment – the two components of resilience. The exercise can also pick up on interpersonal confidence if you encourage everyone to contribute – talk about their feelings. 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: Describe situations when you have stopped yourself doing something because you think you can’t when you probably can. Do you approach assignments, tests and exams with a “can do” frame of mind? This is how athletes train their minds – they visualise success. Some athletes have small podiums in their houses and stand on them to imagine how it feels to win. They like the feeling and it helps to drive them. 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 together with other visualisation exercises. Support Materials & Resources A model script which takes 3 minutes to read. Picture of a lemon or lemons. © AQR International 2016

“The Scent of a Lemon” Exercise Briefing Note & Script Visualisation - The link between the psychological and the physiological Show the class a picture of a lemon, preferably with some already cut into slices or in two. Ask them to relax and suggest that they close their eyes for this exercise although it works well enough if they keep their eyes open and look at the picture of lemons. When ready, read off the following script, in a calm and level voice, slowly and steadily (not monotonous), emphasising some of the imagery you wish to project. Ask the class to imagine doing what you are about to describe. Allow time between paragraphs for them to form pictures in their mind. Check from time to time that they are visualising what you want them to visualise. Imagine you are sat in front of a bowl of lemons. You look at them. They are bright yellow and plump – they are in peak condition. They are nicely ripe. You can already detect a faint citrus aroma in the room. (Allow a few seconds for people to be able to form this image in their mind) You reach forward and pick one up. It feels heavy and full of juice. You can feel the coarse skin of the lemon as you trace your finger across the surface. Can you imagine and feel that? You hold it to your nose and the lemony aroma is now a little bit stronger. With your fingernail you gently scrape the surface of the lemon. This releases some of the lemony oils which are in the peel. The scent of lemon is even stronger now. (Pause again for a few seconds for people to be able to form this image in their mind). Can you smell that? It’s a pleasant sharp clean smell. It might remind you of some of your favourite food too – lemon chicken and maybe lemon mayo. Next you reach for a sharp knife and holding the lemon on a chopping board, you carefully cut the lemon in two. Now the lemon smell is much stronger. You can really smell the zesty aroma of the lemon peel. You can also smell the sharper aroma coming off the lemon juice that is now running on the chopping board. (Pause again for a few seconds for people to be able to form this image in their mind). You look at the cut surfaces of the lemon. They look shiny and fresh. The juice continues to run a little. You see that some of the lemon pips have been cut in half. They look like little pearls in the lemon flesh. That lemony citrusy scent is now really quite strong. It seems to bombard your senses. (Pause again for a few seconds for people to be able to form this image in their mind). You continue to slice the lemon. Again the lemony citrusy scent just seems to get stronger with each slice. As you cut through the zest the subtle aroma of the zest registers too. [Type text] © AQR International 2016

“The Scent of a Lemon” Exercise Some of the lemon juice has run onto your fingers. You lick a bit of the juice and you can now taste the sharp astringent taste of the lemon juice. You can feel your mouth pucker as the acidity hits the inside of your mouth. (Pause again for a few seconds for people to be able to form this image in their mind). Can you taste that acidity? Together with the scent of the lemon you now have a very clear sense of the lemon in the room. It’s something you quite like. Open your eyes. How many of you are now salivating? Why? There is no lemon in the room. How real was that experience? Most will now be salivating and will salivate quite strongly. They will have a clear sense of the scent of the lemon. Most will swear they can smell it in their nostrils. But there is no lemon in the room and they have not physically done any of the things they have imagined. But the body (or more specifically the mouth) has responded exactly as if the lemons were in the room and they had cut the lemon and dealt with it as described. This describes a powerful phenomenon. When we imagine things, they can be as real as if we had physically carried them out. “We are what we think!” Psychologists show that we can think ourselves into action and think ourselves out of action just by visualising something as being difficult or being interesting and challenging. It’s important to visualise and develop a positive mindset when doing things that challenge us or scare us a little, like exams or doing presentations or dealing with heights. The great thing is that the mind is one of the best places to practice and to train. You can stop things in your head that worry or frighten you and you can think about how you would cope better or deal with the situation you are imagining. It’s safe and the learning is as real as doing it. [Type text] © AQR International 2016

“What does an exam feel like” Exercise A Visualisation Exercise Running the exercise – A simple exercise which challenges students to visualise what the pressure of sitting an exam might feel like … and to use the inside of their heads to develop coping strategies. 1. Explain that students will do an exercise which will help them to visualise how they will feel at the start of an important examination or test. The exercise is completed individually 2. Explain that: Phase One You are to imagine sitting at the start of an exam ready to open an exam paper. You might find it helpful to close your eyes. Make a real effort to imagine you are really there. It’s a tough exam but you have done your prep. You are told to turn your paper over and start. Now: Imagine what you will do for the next 3 or 4 minutes. The person next to you groans. It’s a tough paper. Imagine how you are feeling? When told to stop, write down on a sheet of paper very briefly what you imagined and how you felt. Phase Two Now I want you close your eyes and re-imagine the same scenario. This time I want you stop at each tricky point and imagine what you could do to deal with the tricky point. What to do if you didn’t understand the question; what to do if you feel panic; what to do if your pen doesn’t work, etc. When told to stop, write down very briefly what you have now imagined Phase Three The class shares experiences and what they would do. Teacher Review Suggested questions: How did the first bit feel? Did you feel panic or the pressure? How hard was it to do this? How difficult was it to imagine something when you weren’t actually there? Do you imagine being in an exam like this? What do you think it does for your positive state of mind? How difficult was it to think about ways of dealing with the pressure in your head? How would that help in the real situation? © AQR International 2016

“What does an exam feel like” 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’s in our heads – making it better, more positive, less threatening, etc.) Students should be able to connect anxiety control exercises and good preparation as ways of dealing with and avoiding the panic moments. 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 discuss what tools and techniques would help in this situation. Making a good start to an exam or test is important. 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 after running the “What will the world look like in …?” exercise. Why do students feel good when they make a good start – even with a simple task? How does that feeling compare to when they struggle? Support Materials & Resources No special materials required. © AQR International 2016

What will the world* look like in … 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 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 you 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 … 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 EXERCISES © AQR International 2016

PROGRESSIVE MUSCLE RELAXATION A Relaxation/Anxiety Control Exercise Running the exercise - A highly participative exercise which can be run comfortably and repeatedly as a part of a lesson. A cycle will take on average 10 minutes. 1. Students should do this sitting down. Students will do an exercise where they will be shown a way of releasing tension. When anxious the body reacts by tightening muscles. Bringing this under control helps to release the tension. 2. Explain that: You do this exercise on your own. Sit comfortably with a straight back. Tell yourself that you are going to relax. Slow your breathing. We are going to do an exercise called Progressive Muscular Relaxation – it’s a very well-known technique. We will go around the body tensing and then relaxing muscles. By the end you should be very relaxed. At each step, tense the muscle slowly, hold it for 5 seconds and then relax for about 10 – 15 seconds before the next step in the cycle. Say “Relax!” as you relax each muscle. Think about your muscles relaxing while you do this. The sequence is as follows: 1. Right hand and forearm. Make a fist with your right hand. 2. Right upper arm. Bring your right forearm up to your shoulder to “make a muscle”. 3. (2 steps) Repeat for the left hand and for the left upper arm. 4. Forehead. Raise your eyebrows as high as they will go, as if surprised. 5. Mouth and jaw. Open your mouth as wide as you can, as if yawning. 6. Neck. Be careful as you tense these muscles. Face forward and then pull your head back slowly, as though you are looking up to the ceiling. 7. Shoulders. Tense the muscles in your shoulders as you bring your shoulders up towards your ears. 8. Shoulder blades/Back. Push your shoulder blades back, trying to almost touch them together, so that your chest is pushed forward. 9. Chest and stomach. Breathe in deeply, filling up your lungs and chest with air. 10. Hips and bottom. Squeeze your bottom muscles. 11. Right upper leg. Tighten your right thigh. 12. Right lower leg. Do this slowly and carefully to avoid cramps. Pull your toes towards you to stretch the calf muscle. 13. Right foot. Curl your toes downwards. 14. (3 steps) Repeat for left foot and left upper and lower leg. © AQR International 2016

PROGRESSIVE MUSCLE RELAXATION Teacher Review Ask class to describe how they feel. Can they feel the tension draining away from their muscles? Do they feel more positive? Remind them that this is a thorough exercise that they should practice whenever they can – at least twice a week. The more they practice the better this works. Later they can focus this exercise on specific groups of muscles – which makes the exercise quicker and sometimes easier. Background One of the body’s responses to fear, anxiety and pressure is muscle tension. 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 our sense of “anxiety” and can help to create those “panic moments” – this has an impact 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. Ideally students should wear loose clothing. © 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

THE SARNOFF SQUEEZE EXERCISE A short Relaxation/Anxiety Control Exercise Running the exercise - A highly participative exercise which can be run and repeatedly comfortably as a part of a lesson. 1. Students 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. Lean forward slightly -keep your back straight. Put your hands together with your fingers pointing up and push. Now breathe out (counting 1 – 6 slowly) whilst hissing “sssss” as if you are a snake. Now exhale slowly, whilst hissing “sssss” at the same time contract your abdominal muscles at the bottom of your rib cage. Be aware of the muscle tightening. Relax all the muscles at the end of the exhalation and then inhale gently. Repeat the sequence 4 times slowly increasing the number over time. 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 Dorothy Sarnoff was an actress who appeared with Yul Brynner on Broadway in “The King and I”. She was nervous and began to do some odd looking exercises to calm her down before going on stage. She found it worked for her too and it became well known. Later F-16 pilots adopted the technique becoming associated with “bursts of energy and strength”. Researchers later found that willpower increased and the experience of pain decreased when using the Sarnoff Squeeze. © AQR International 2016

THE SARNOFF SQUEEZE 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

The DE-STRESSERIZER A control exercise Running the exercise – you will need to prepare the materials in advance to assist in the activity. Once completed the students can keep their ball at their desk, provided they are sensible with them. Each student will need a surface to work on, three balloons, a water/drinks bottle half filled with flour/rice mixture in it and some scissors. 1. Ask the students to place the three balloons on their surface. The balloons should all be the same size and shape and all uninflated. 2. Ask each student to follow your instructions so they get the process right. Getting it wrong may end up with flour/rice all over the classroom or them! 3. Ask them to take a balloon and blow it up slightly. Get them to pinch the neck once it has a little air in it. 4. Each student can then take their water bottle filled with a flour and rice mixture (you can decide on the amount of flour/rice) and place the top of the balloon over the neck of the bottle. 5. Get them to fill the balloon with the mixture. They will want to fill it around 5cm deep (so that it is around a handful when tied up). 6. Remove the balloon from the bottle and pinch out the excess air. Tie the balloon up. 7. Using the scissors, snip off the excess rubber by the knot – remind them not to cut too close to the knot! 8. Wrap the other two balloons around the first one at a time, making sure the knot gets snipped on the second and third. You will want them to cover the previous ball in the opposite way with the additional balloon so that the knot is covered by the balloon. 9. Get them to squeeze their new stress ball. Explain that: By focusing on each stage they are concentrating and listening actively so that they can complete the activity. Once they have completed the stages and have their stress ball they can decorate or put their initials on it. Be clear that they are not for throwing around! The total time for this exercise is 10-15 minutes (not including clearing excess materials away). © AQR International 2016

The DE-STRESSERIZER Teacher Review Ask the students when they think they will use the ball the most. Ask them to think about what might stress them and how they can use the ball to relieve the stress. Ask them how it feels when they squeeze the ball tight. Does it release tension? Explain to them by squeezing the ball we are muting the brains thought process of being ‘stressed’ by taking away the focus from that and putting it into the action of squeezing the ball. NOTE – Teacher review: Don't use water balloons, which are too thin and weak for this purpose. Have the materials ready to limit any mess, especially with flour. Get the students to initial the balls with their name so they know which is theirs. Background This is a very straightforward exercise which is used to promote active listening while also producing an object at the end which they can use. Theory suggests that when we are under stress we take information in through two channels. One is the basic, primal sensory channel: the sights, sounds, sensations, and smells of the situation. The other is an intellectual channel: our brains trying to make sense of what’s going on, and put it into words and a context that we can talk about. Researchers have shown that if the basic sensory channel is occupied or “blocked”, people don’t experience events as vividly; the intellectual channel is muted. Large parts of our brains are dedicated to processing the information which comes in from our hands. This means that stress relief techniques which concentrate on the hands will use up more “brain cycles” and pull processing power away from intellectual activities. – (cognitusuk.com) Teacher notes By having several specific stages of the process it will draw attention from the students and will make the activity more positive and increase their listening skills. Support Materials & Resources Balloons (3 per person) Water/drinks bottles or funnels Flour and/or rice (enough to fill up all the balloons) Scissors © AQR International 2016

The 5 x 30 exercise An anxiety control and wellbeing exercise Running the exercise – students can be invited to participate in this exercise but should not be forced into doing so. It will be their choice if they want to or not. Students who decide not to can use other exercises to work on their anxiety and wellbeing. This exercise can be a short (1-2 weeks) or long term (over a year) exercise. The 5 x 30 diary will be needed for this exercise. Explain that: The role of exercise is very important in the wellbeing of individuals. According to some studies, regular exercise works for some people to reduce symptoms of anxiety and depression, and the effects can be long lasting. One vigorous exercise session can help alleviate symptoms for hours, and a regular schedule may significantly reduce them over time. The aim of the exercise is to 1. Over the duration of one week to Jog, run, walk, cycle, or dance three to five times a week for 30 minutes. 2. The aim will be to work up to 5 x 30 mins by beginning with short exercises or activities that build up to the 30 minutes. 3. By setting smaller daily goals and aiming for daily consistency rather than perfect workouts there is more likelihood to achieve. 4. Explain that it would be better to walk every day for 15-20 minutes rather than trying to do a marathon at the weekend! 5. Ask the students to keep a log in their 5 x 30 diary to monitor activity. 6. Identify some milestones where students can reflect on the activity they have been doing. The total time for this exercise is 10-15 minutes. There should be regular updates as a group and individuals. Encouraging students to identify some key milestones to reflect on the impact of exercise. Teacher Review This is a voluntary exercise for students who feel that activities will be helpful in them relieving stress, anxiety and improving wellbeing. Get the students to identify some short term goals in what they wish to achieve. Ask them if they feel confident that they can find time to exercise. If not, why? © AQR International 2016

The 5 x 30 exercise NOTE – Teacher review: Get the students to ‘buddy up’. By having a partner this may motivate them to continue. Ensure that the students are patient and manage their expectations. Studies show it can usually take around 4 – 6 weeks to feel the effects of exercising. Give the students some ideas for making the exercise fun – making a playlist on an iPod, setting small challenges etc. Background The effect of exercise can vary from person to person: Some people may respond positively, others may find it doesn’t improve their mood much and some may experience only a modest short-term benefit. It is important to understand that is a voluntary exercise and at no point should a student be pushed into doing exercise. Encouragement will be key and positive reinforcement through interest by the teaching staff will help. Support Materials & Resources 5 x 30 Diary Possible access to gym (if applicable) © AQR International 2016

ATTENTIONAL CONTROL EXERCISES © 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

Number Grid Concentration Exercise Running the exercise - Paper and pencil version- run in up to 4 cycles, enabling learning from each cycle to be applied to the next attempt. 1. You need a stopwatch (on your smart phone) and copies of the number grid to enable attendees to complete it 4 times. Students need a pen or pencil. 2. Explain that students will do an exercise which will “test” their ability to focus. They must also follow your instructions closely…and must not cheat. 3. Issue a sheet to each person (say, sheet with Grids A and B). Ask to place the sheet in front of them with Grid B facing upwards. 4. Explain that: When I say “GO” you can turn the sheet over and work on the Number Grid which is now facing up (Grid A). This avoids people “cheating” by looking ahead. Turning the sheet over, you need to find 00, cross it off, then 1, cross it off and so on. You must do this strictly in sequence – no cheating – no skipping numbers. You have 90 seconds. The last number crossed off will obviously be your score. 5. Run one round. Shout “Stop” when time is up. You can use different time intervals - up to 3 minutes works. Teacher Review Ask how many scored more than 25 (rare), more than 20, more than 15 and less than 15. Most first time scores are around the 12 – 18 mark. Ask the students with the highest score how they achieved that. Similarly with the students with the lowest score ask what they found difficult or challenging. Encourage short discussion so that all learn ideas about improving their scores. 6. Re-run the exercise three more times, each time challenge students to improve their scores. Teacher Review – after each round Ask how many have improved and how many have worse scores. Congratulate those who have improved their scores and ask them to share “What did you do this time that you didn’t do before”. This shows learning. Over time everyone should improve on their original score and will be concentrating like mad. Encourage students to:  Reflect on what they have done and what they have learned  Identify what they can do to improve concentration  Think how they can apply this to coursework, study, reading, etc. © AQR International 2016

Number Grid Concentration Exercise Background This is an exercise which is engaging and illustrates the value of repeated practice as well as concentration. It involves everyone in debate. It has the advantage that it has a built in scoring mechanism which enables progression to be assessed. Improving Attention Control i.e. the ability to focus longer and to focus better can produce a big boost to productivity, learning and wellbeing. Studies show that it is possible to improve attention span from an (UK) average of 8 minutes to 45+ minutes. Not only enabling students to be more productive but it takes the stress out of such activities. Discussion Guides: Why do students think their score has changed (hopefully up)? Do people feel more positive and more focused? What difference does this make for them? E.g. when reading or writing? Why do they think concentration helps performance, wellbeing and behaviour? Reflection will usually produce a crop of answers around three themes: 1. Techniques – often to do with organising themselves 2. Setting goals and targets and steadily working towards them. th 3. Concentrating and blocking out distractions…By the 4 cycle students will often be so focused on the exercise that they fail to notice what anyone else is doing. This illustrates that improving focus can be learned and that most can work it out for themselves or by talking to others. This is experiential learning. Support Materials & Resources A4 worksheets sheets specially designed for this with double sided grids are available to download as part of this toolkit. An on-line version is available on http://www.salticid.com/concentration.htm The grid is automatically refreshed randomly each use. It is impossible to cheat. You can alter the dimensions of the grid to make it more difficult over time. It assesses time taken to complete a grid, which makes it useful for developing attention span. It is useful for students who want to practice learning how to focus better and for longer at home. © AQR International 2016

Attentional Control Exercise Number Grid A Below is a number grid containing the numbers 0-99. When instructed to, mark off in sequence as many consecutive numbers as possible in 90 seconds starting with the number 0. 24 43 58 90 49 67 89 86 62 50 3 64 76 84 10 52 27 94 8 77 92 45 53 37 29 17 54 42 19 99 81 00 22 57 31 96 39 12 33 20 25 36 65 88 14 2 78 85 47 87 56 13 6 74 48 23 90 73 98 91 60 41 80 5 11 51 68 38 72 83 97 75 34 79 26 46 82 9 63 16 35 44 21 40 1 69 61 7 55 71 4 30 93 66 59 32 18 70 28 15 © AQR International 2016

Number Grid B Below is a number grid containing the numbers 0-99. When instructed to, mark off in sequence as many consecutive numbers as possible in 90 seconds starting with the number 0. 34 10 26 82 9 50 73 37 38 19 67 56 66 35 59 81 91 2 49 20 45 72 39 84 80 15 92 86 74 30 11 42 83 51 90 25 40 87 48 41 63 16 31 79 58 36 97 3 70 88 22 62 12 52 68 96 27 60 99 21 46 85 44 61 89 1 93 14 95 57 32 5 23 76 00 43 78 4 98 13 6 55 69 17 54 94 53 64 71 47 33 7 29 18 75 24 77 8 65 28 © AQR International 2016

Attentional Control Exercise Number Grid E Below is a number grid containing the numbers 0-99. When instructed to, mark off in sequence as many consecutive numbers as possible in 90 seconds starting with the number 0. 26 59 17 31 44 67 52 47 20 36 8 76 48 53 81 58 16 79 35 21 14 54 71 85 43 66 90 6 80 72 25 63 30 3 91 32 95 7 89 12 40 49 18 82 15 92 57 62 34 96 24 29 75 2 65 33 84 99 98 51 9 50 70 88 74 19 94 5 61 22 41 28 13 1 83 23 68 56 97 86 10 77 55 64 78 93 4 45 60 73 27 39 38 0 42 46 69 87 37 11 © AQR International 2016

Number Grid F Below is a number grid containing the numbers 0-99. When instructed to, mark off in sequence as many consecutive numbers as possible in 90 seconds starting with the number 0. 0 33 24 60 40 4 58 28 59 9 12 52 73 11 72 36 16 38 10 39 41 71 23 85 27 77 57 45 67 29 25 44 83 70 90 3 89 22 91 8 17 64 53 78 43 69 96 66 37 46 51 35 84 34 97 99 15 86 95 68 5 63 56 94 92 2 55 76 21 65 32 7 50 13 82 87 98 1 80 47 18 42 54 74 88 19 49 93 20 30 6 26 62 14 61 31 75 79 81 48 © AQR International 2016

Attentional Control Exercise Number Grid C Below is a number grid containing the numbers 0-99. When instructed to, mark off in sequence as many consecutive numbers as possible in 90 seconds starting with the number 0. 32 56 26 67 31 88 46 99 93 74 5 61 78 71 9 55 41 84 4 62 52 40 10 44 21 60 12 51 73 45 72 25 48 34 77 27 30 92 13 87 6 66 89 14 00 83 95 8 50 82 79 85 15 97 54 1 35 57 63 20 33 47 59 16 38 94 98 28 81 69 24 65 2 22 90 64 17 11 36 76 7 39 23 43 75 3 42 86 29 19 80 53 70 49 37 68 18 96 91 58 © AQR International 2016

Number Grid D Below is a number grid containing the numbers 0-99. When instructed to, mark off in sequence as many consecutive numbers as possible in 90 seconds starting with the number 0. 24 43 58 90 49 67 89 86 62 50 3 64 76 84 10 52 27 94 8 77 92 45 53 37 29 17 54 42 19 99 81 0 22 57 31 96 39 12 33 20 25 36 65 88 14 2 78 85 47 87 56 13 6 74 48 23 90 73 98 91 60 41 80 5 11 51 68 38 72 83 97 75 34 79 26 46 82 9 63 16 35 44 21 40 1 69 61 7 55 71 4 30 93 66 59 32 18 70 28 15 © 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

PICK A CARD

Has yours disappeared? Hands up if it has!

How did that happen?

STROOP EXERCISE An Exercise in Concentration and Commitment – based on the Stroop Test. A short exercise capable of being carried out in 10 – 20 minutes. It works well with other concentration exercises. Running the exercise: Explain that the purpose of the exercise is to assess and develop concentration. I am going to show you a set of 4 slides. Each of the slides has a 5 x5 grid on it with 6 words describing colours – like Red, Green, etc. All but two of the words are in their correct colour. You will have 8 seconds to spot which they are. Get a piece of paper and create 4 sections where you will record which letters are in the wrong colour. Once I start the PowerPoint it won’t stop. We’ll see how many you get right out of 8. When students are ready, run the PowerPoint slides. Teacher Review: Check on Scores – some will do well and others won’t* What did the people who scored well do to get their scores? What tips have they for others? What will everyone do to improve scores? – Shut out distraction, focus harder, be more systematic in scanning each slide, etc. – All help commitment. It is useful to ask everyone to predict how many they will get right – goal setting. Re-run the exercise with Version 2 Teacher Review: How many improved their scores? How close to your goals did you get? How does that make you feel? What did you do to help your concentration this time? What did others do? Where could yo apply this in other aspects of your work? © AQR International 2016

STROOP EXERCISE Background The Stroop Test is much more challenging than it first appears. It’s much harder to identify a colour when it’s different from the word than it is to identify when the two match. This challenging test relies on two key cognitive skills, response inhibition and selective attention. Because most people’s automatic response is to read a word, the Stroop Test is a classic test of response inhibition. This involves responding quickly while avoiding irrelevant or incorrect impulses that may interfere with accomplishing goal-driven tasks. It contributes to Attentional Control which relates directly to Commitment in the Mental Toughness Model. It will also contribute to the Control scale. Response inhibition is associated with the brain’s executive function, and brain imaging studies have found that that performing the Stroop Test activates brain areas involved in executive function, such as the dorsolateral prefrontal cortex. In fact, individuals with ADHD and depression, whose poor executive function makes them struggle to pay attention and control reactions, often have a harder time performing the Stroop Test. The Stroop Test also challenges selective attention, or the ability to choose which stimuli to focus on and which to ignore. The mental flexibility required to switch between multiple stimuli is essential: without good selective attention, it can also be easy to make errors. Again this is a significant factor in Attentional Control – developing this enables us to develop Commitment. Discussion Guides: How do students concentrate and avoid distraction when needed. When looking at subject – some material is core to understanding and some is peripheral. How to do students focus on what is important rather than interesting. Support Materials & Resources PowerPoint Stroop Tests There are several versions of Stroop tests available as Apps to which students can be directed to for practice. © AQR International 2016

STROOP EXERCISE You will see a series of slides which show: A 5X5 grid of 25 words describing colours – some are the same colour as the word, others are in different colours to the word they describe. E.g. RED and RED. There are 4 rounds. You have 8 seconds to look at each slide and decide which words are in the same colour they describe. You have 8 seconds to record this between each slide. The slides move forward automatically once started 1

Stroop colour test ORANGE RED PURPLE YELLOW BLUE GREEN 2

Matching colours to their name Get ready!

1. WHICH TWO WORDS MATCH THEIR COLOURS ? RED GREEN ORANGE BLUE YELLOW PURPLE ORANGE RED GREEN BLUE YELLOW PURPLE BLUE ORANGE GREEN YELLOW RED PURPLE BLUE RED ORANGE GREEN BLUE YELLOW PURPLE 4

Round 1 Record which two words are the same colour as the word they describe

2. WHICH TWO WORDS MATCH THEIR COLOURS ? BLUE YELLOW PURPLE ORANGE RED GREEN BLUE YELLOW PURPLE BLUE PURPLE BLUE GREEN YELLOW ORANGE ORANGE GREEN YELLOW RED PURPLE BLUE RED RED GREEN ORANGE 6

Round 2 Record which two words are the same colour as the word they describe

3. WHICH TWO WORDS MATCH THEIR COLOURS ? ORANGE BLUE GREEN RED YELLOW YELLOW GREEN PURPLE BLUE ORANGE PURPLE BLUE ORANGE GREEN YELLOW RED PURPLE BLUE RED RED GREEN ORANGE PURPLE BLUE YELLOW 8

Round 3 Record which two words are the same colour as the word they describe

4. WHICH TWO WORDS MATCH THEIR COLOURS ? BLUE YELLOW PURPLE BLUE YELLOW RED YELLOW RED PURPLE BLUE ORANGE RED GREEN ORANGE BLUE GREEN YELLOW ORANGE BLUE PURPLE YELLOW PURPLE ORANGE RED GREEN 10

Round 4 Record which two words are the same colour as the word they describe

Now check your answers Round Colours 1 Green, Blue 2 Green, Purple 3 Blue, Red 4 Red, Yellow How many did you get right? 12