DEVELOPING MENTAL TOUGHNESS - PRIMARY SCHOOL TOOLKIT

PRIMARY SCHOOL TOOLKIT EXERCISE CUE CARD PACK © AQR International 2016

The Junior Mental Toughness Development Toolkit The Mental Toughness Development Toolkit is an array of experiential exercises which can be run 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. There are two suggested options: Option 1 All of the tools can be downloaded as bundle and the activities can be delivered randomly as and when the teacher feels appropriate. The activities 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). Many of the exercises can be run several times in slightly different ways enabling the content to focus on a specific outcome. Option 2 The curriculum map, gives a full academic year overview of how a mental toughness curriculum could be delivered for Y5 and Y6. The curriculum has been designed to meet the needs of the pupils as they travel through the academic year. Each week of the year has a specific focus on commitment, challenge, confidence or control with a relevant activity to be completed within that week. 1 © AQR International 2016

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, teachers as well as to pupils. 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. These are commitment, confidence, challenge and control. Each has two sub-scales. This is shown in Table 1: Measuring Mental Toughness AQR, in partnership with Professor Peter Clough and his team of Psychologists at Manchester Metropolitan University has developed a version of the Mental Toughness measure which has specifically been designed to assess Mental Toughness in primary and junior school pupils. The MTI is a behaviour based inventory which is completed by a person (teacher or perhaps a teaching assistant) who knows the child or children well. It provides a basic score for a child on each of the 4 Cs of the mental toughness model: Control, Commitment, Challenge and Confidence. This allows for simple diagnosis of any potential development needs in these four areas and enables interventions to be introduced. Please email AQR if you’d like a trial. 2 © AQR International 2016

Table 1: What does the J-MTI Assess? MT Scale What this means … what does J-MTI 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 J-MTI 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. 3 © AQR International 2016

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.  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 J-MTI 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. 4 © AQR International 2016

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.  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. What will you need? Some preparation time is needed before the activities are delivered. The cue cards clearly outline the task and the equipment needed for the delivery. 5 © AQR International 2016

Each exercise is supported with a cue card which provides full instructions for use and guidance for managing reflection and learning. 6 © AQR International 2016

INDEX OF MENTAL TOUGHNESS DEVELOPMENT EXERCISES AND MATERIALS 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. Random Acts of Kindness Developing positive thoughts 3. Think Three Positives Reframing 4. Making Affirmations Making positive thoughts 5. Heroes & Heroines Positive aspects of role models 6. Making a Presentation All elements 7. Thermometer Exercise Dealing with irritants 8. About Me Collage Building a positive picture 9. Compliments Exercise Generating positive Feedback 10. Something you didn’t know about Presenting a positive about self me 11. What would I say to a friend? Dealing with a setback of failure 12. Airwaves understand the benefits of cooperation 13. I have learnt something new designed to connect with curriculum builds mental toughness across all of the 4Cs 14. Posing for success A Confidence Building Exercise – which shows the importance of body language 15. How good am I doing? A reflective exercise that helps build confidence. 16. 3 Successful things Poster Presenting a positive about self

INDEX OF MENTAL TOUGHNESS DEVELOPMENT EXERCISES AND MATERIALS VISUALISATION Theme 17. What does an exam feel like Applied visualisation 18. What will the world look like in …. Applied visualisation 19. Vision Boards Applied visualisation ANXIETY CONTROL 20. Progressive Muscular Relaxation Relaxation 21. Breathing & Calming Techniques Relaxation, panic control 22. De- Stresserizer 23. 5 X 30 Exercise Diary Discipline, Exercise & Wellbeing 24. Making a Fist Relaxation, panic control 25. Take Nine Breaths Relaxation, panic control ATTENTIONAL CONTROL Theme 26. Thunderclap Focus on a group task 27. US Basketball Exercise Concentration, Dealing with setback and goal setting 28. Number Grid Focus and Goal Setting 29. Pick A Card Focus 30. Bop-It Focus 31. Stork Stand Focus & Emptying the mind 32. Colour changing card trick A Concentration Exercise – This is also an excellent icebreaker 33. Juggling This exercise enhances a wide range of skills. GOAL SETTING Theme 34. What will I do tomorrow? Goal Setting & Positive Thinking 35. What is my goal? Goal Setting & Positive Thinking

INDEX OF MENTAL TOUGHNESS DEVELOPMENT EXERCISES AND MATERIALS 36. Eating the Elephant Setting Milestones 37. Target Practice Setting & achieving Goals 38. Sinking Ship Responding to a difficult challenge OVERALL MENTAL TOUGHNESS Theme 38. Dealing with Pre- Exam Nerves – Tips 39. Ten Quick Tips 40. Paper Towel Challenge

LEARN 10 POSITIVE WORDS Below are lists of 10 positive words for students in Years 5 & 6 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 5 Year 6 Successful Accomplishing Practice Transformed Learn Happiest Manageable Challenging Courageous Fearless Belief Kindness Independent Consistent Pursue Exciting Confident Hopeful Commitment Courageous © 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 of 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, 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

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

Heroes and Heroines A Challenge Building Exercise – Looking at people who have overcome fears, concerns and disadvantages to achieve something – potential role models. Running the exercise – The exercise runs in two parts – a brief and a discussion. Phase One- the Brief You are to identify someone who you admire and who has made a success of their life despite adversity. They have had to overcome some disadvantage. They don’t have to be famous, they could be someone you know or your friends or family know. What is it about them that you admire? – What have they done, their attitude etc.? Next time we want each of you to share your thoughts with the class. You will have one – two minutes to do that. Phase Two – Sharing your story Each of you should tell us about your hero or heroine. Teacher Review: What is the common thread behind all of the stories? Why have obstacles, fears and disadvantages not stopped these people? What kind of things have they done to make sure they achieve? To what extent was their mindset – their attitude important? What lessons can we learn for ourselves from these? What can each person commit to doing that helps them to deal with the challenges and issues they face in school and in their lives? Background & Discussion Guidelines This is an exercise in reflection. There are many good role models around but we might not take enough time to reflect deeply on what they do and what they achieve so that we can transfer learning. In many instances, the emerging lesson is simple – sticking to things, not letting others get to you, having a goal that inspires you, believing in yourself. An important lesson here is that disadvantage and setback is challenging, but there is nothing to fear from fear or failure if we learn from our mistakes and from others who have conquered similar. Support Materials & Resources No special materials. Students can post their development action on a board/ wall (post it notes?) Could ask class to design a poster which captures learning? © AQR International 2016

Presentation Exercise Whole Lesson Exercises This is an experiential exercise which can be run over three (possibly two) lessons. It operates in up to three distinct phases. Lesson One – Making a presentation 1. Organise students into groups of five (or six). 2. Advise them that:  They need to prepare, individually, a short four minute presentation on a topic which they will then present to the other members of their group. All address the same topic. They mustn’t confer. They will present in sequence (draw lots).  After each short presentation they will each have to address one question to the presenter – to improve their understanding of what they have heard. This can be set as a piece of homework in advance of the delivery of presentations. It can be a useful and interesting piece of homework where students are asked to write up their idea in a short essay. Students deliver the presentations to each other. It is possible to handle four – six presentations and questions and answers in a 40 – 60 minute lesson. Teacher Review – Group and/or Individual Discussion  What do they think went well and what could they have done better?  What pleased them about their own presentation?  How did they feel before their presentation, what did they feel afterwards?  What did they learn – including from watching what others did?  What would they do differently if asked to do it again? Lesson Two – Choosing the Best Idea Keep students in their groups.  Each group is to work together to decide which was the best idea or whether there was a good idea which emerged from the presentations. So that all contribute, provide a hat. Only the person with the hat can speak and they can only make one point. They then pass the hat to the next person. An option is to say that no-one can champion their own idea.  All must then work on the idea to turn it into something they can present to the rest of the class. Everyone must participate in presenting this idea. It is useful to split a lesson into two. The first half used to develop the best idea. The second half is used to prepare for a presentation. Students might wish to find additional time to prepare the presentation away from the lesson. © AQR International 2016

Presentation Exercise Teacher Review – Group discussion  How did they feel about letting go of their idea?  Did they feel that they could influence others?  Did they feel they contributed to the group’s idea?  What did they learn? They can be told that this is what happens in work and everywhere. It’s not always about pushing your idea – it’s about contributing to make a great idea Lesson Three – Presenting the group idea Students present their group idea to the rest of the class. Allow six minutes. Everyone in the group must be involved. On completion of all ideas, each group identifies one thing they liked about each of the other presentations and shares that with the class. One option is for the class to vote on the best idea. . Teacher Review – Group/ Class Discussion  Did everyone enjoy doing this?  How did you make sure you did a good job?  Do students feel more positive and confident?  How would they feel about doing another presentation?  What difference does this experience make for them?  What did they learn about team working? Did they achieve more than expected? Did they work well with each other?  Why do they think this might help performance, wellbeing and behaviour? © AQR International 2016

The Pressure Pot A Positive Thinking Exercise Running the exercise – this exercise requires the thermometer worksheet and takes around 15 – 20 minutes to complete. Hand out the thermometer worksheet to each student. Explain to them that they will be using this thermometer to identify what ‘stresses them out’ and what makes them calm. The aim of the exercise will be to identify ways that students can begin to control their emotions and cope with stress more effectively. Explain to the students that: 1. Need to think of two things in each of the categories. The categories are - furious - angry - frustrated - calm 2. They should spend a little time thinking about each of the categories before filling them in. What they might think as something that makes them furious in the first instance may only be a frustration. 3. Offer some light prompts around school life, exams, home, sports. Try to be balanced and get them to think of calm influences as much as stressful ones. 4. When they have filled in the categories, get the students to spend a couple of minutes thinking of ways that they could try to respond to those situations in a different way. 5. Get the students to write down next to some/all of the answers ways that they may be able to control the situation better. Reflecting on this aspect may be a good catalyst for them in understanding some exaggerated importance in the grand scheme of things. Teacher Review Ask the students to think of a time recently when they have felt furious. How did they feel? What did they do to calm down? Ask them how they think it impacted on other people around them. Get them to think about how they can manage their emotions a little more and identify the triggers that may get them up to furious levels. © AQR International 2016

The Pressure Pot NOTE – Teacher review: Using this exercise will focus the student on what really causes them stress. By identifying the issue they can begin to break it down and find out ways of controlling the stressful situation/action. The exercise will also draw attention to the aspects of their life in which they are comfortable with (the calm). Background Exercises such as this are very helpful in visualising problems and stressors. By having the indicator of the thermometer it can show how an individual interprets a situation. What may be stressful for one person may be calming for another (an example of this would be swimming). Exercises such as this focus on the individual’s perceptions of what they can and cannot cope with. Support Materials & Resources The Thermometer worksheet Pens © AQR International 2016

Thermometer Worksheet Write two things or situations that make you feel each of the emotions listed below. Furious 1. ___________________________________________________________ ___________________________________________________________ 2. ___________________________________________________________ ___________________________________________________________ Angry 1. ___________________________________________________________ ___________________________________________________________ 2. ___________________________________________________________ ___________________________________________________________ Frustrated 1. ___________________________________________________________ ___________________________________________________________ 2. ___________________________________________________________ ___________________________________________________________ Calm 1. ___________________________________________________________ ___________________________________________________________ 2. ___________________________________________________________ ___________________________________________________________ © AQR International 2016

About Me Collage A Confidence and Self-Esteem exercise Running the exercise – paper and pens will be needed along with catalogues/newspapers/magazines. Scissors and glue will also be needed. 1. Give each student a piece of paper. 2. Ask each student to write his/her name in the middle of the piece of paper. 3. Give the students 15 minutes to go through magazines and catalogues to cut out what best represents them – this can be food, music, sports etc. 4. Ask the students to glue the pictures they have cut out around their name on the piece of paper. Give them 5 minutes to complete this. 5. Once the students have completed gluing in the pictures ask them to explain (in pairs or to the class) what they have added and why it represents them. 6. Explain that: You need to have a good look through the magazines and cut out anything that you feel represents you. It can be anything at all but focus on things you like or want to achieve. Ask them to get as many as possible to fill the paper around their name. The total time for this exercise is 20 minutes plus 10-15 minutes for reflective responses. Teacher Review Ask the group who would like to go first at explaining their collage to the class/their partner. Usually there will be a silence but one or two will put their hand up. Once this happens the others will follow and the confidence of the others will rise. It doesn’t have to be a long explanation, just enough to cover the reasons why they picked some of the pictures. NOTE – Teacher review: This exercise can be done a couple of times over the academic year and can provide some good reflection time for the students to view how they have grown and matured. Often collages will change over time and this will show how they are growing by the different types of pictures and colours and themes. © AQR International 2016

About Me Collage Background This is a very easy visual exercise which is used to promote the positive outlook of an individual without having to resort to words. By focusing on the positive pictures and colours in the collage we can change our mood which impacts on our mindset. The goal here is to show young people how to focus on their positives and how by looking at their collages they can get a sense of positivity and even challenge to achieve. Teacher notes This exercise can be used successfully at any stage of the student’s school life. It can be used to support career aspirations or exam success by using pictures of what they want to achieve in the future. The key will be to encourage the student to look at the positive aspects of this exercise. Support Materials & Resources Paper Pens Glue and Scissors Magazines/catalogues/newspapers © 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 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

Posing for Success A Confidence Building Exercise – which shows the importance of body language Running the exercise – an exercise which typically takes about 5 – 10 minutes. It is useful in its own right and as an “ice breaker” to energise a group at the start of a piece of work like a lesson or an exercise. It is useful to look at a short 5 minute video as preparation for this exercise. It can be shown to participants before or, preferably after an initial attempt. See: http://www.academybridge.org/videogallery/power-posing-for-success/ 1. Students do this individually 2. Students will be asked to adopt a pose and then describe how it impacts on mood and feelings. 3. In the first brief explain that: You will work individually. I am going to show you how to boost your confidence in two minutes. The trick is to open up your body and take up more space. In other words, “make yourself big!” To do so, stand with your legs spread with your hands rising high above your head and stretch yourself out making yourself as big as you can. Hold this pose for a minute or preferably two. Then think about how you now feel? 4. Note: Individuals can easily do this themselves whenever needed. Teacher Review This is a simple task which can have a big impact. It is useful to do it before an activity – like doing a short presentation to others. Does the individual sense a change in their mood – and confidence? How useful is that – what are the benefits? When could it be useful to do this short exercise – work, study, play, etc? How easy was it to do? Now do it every day – its only 1 – 2 minutes. © AQR International 2016

Posing for Success Background This is an exercise which builds the confidence element of mental toughness. Harvard Business School professor, Amy Cuddy, suggests a simple exercise, which will quickly and positively reconfigure your brain by reducing your cortisol (stress hormone) and increasing your testosterone levels by up to 20%. Discussion Guides: Can students feel the change in mood? Do any find it difficult? Practice will improve it. Some will instinctively do the opposite and make themselves small – and may find it more difficult too. If they then have to do something, like a task or participate in something, what difference does it make to completing the task? How does that feeling compare to when they fail to achieve a task? What has this done for their interpersonal confidence? Are they more likely to tell others what they think and know? What has this done for their confidence in their abilities? Support Materials & Resources There are no materials needed. It can be useful to capture the ideas on a flipchart or white board and keep them posted in full view for a short while. © AQR International 2016

Vision Boards An Exercise to help with commitment. Running the exercise – This activity usually takes an hour to complete. There are two options for running this exercise: Option 1: This exercise works really well when pupils use power point to design their posters. Each pupil would need a computer with internet access to images. Option 2: This activity can be completed on paper. Before completing the task you would need to ask pupils to bring in pictures from magazines or print images off that they can use to make their poster. For this option, you’ll need scissors, paper, pens, glue, magazine images, pictures or images that have been printed. Ask the pupils to: Phase 1 Ask pupils to shut their eye and to think about all the things that are really important to them. Try to include images from all different areas of their life. It might be school, home, and friends. Ask them to think about what type of activities they are doing. Then ask them to think about things that they would like to do in the future. It’s important they try and think of things that will make them feel good, rather than just on objects they would like to own. When pupils open their eyes they should make a list of all the thing that appeared. These ideas can then be the starting point for the board. Phase 2 This phase depends on whether pupils are working on paper or a PC. Pupils should create a vision board of images that are important to them, now and in the future. Remind pupils that they shouldn’t just focus on things they want! Phase 3 The posters will make an excellent classroom display. © AQR International 2016

Vision Boards Background Discussion Guides: What did you include on your board? Why are these images important? How do they make you feel? Support Materials & Resources Search google images for of posters to show pupils. © 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

SINKING SHIP A challenge and team working exercise Running the exercise – you will need a length of rope or similar material. You can deliver this exercise to a whole group or break it into smaller groups. Each group will need a length of rope. Explain to the students you are creating the perimeter of a sinking ship and that they all have to stay on board to get to land safely. 1. Tie a piece of rope to form a loop large enough so that all the group can fit inside it. Place it on the ground and get the students to sit inside the loop. Congratulate them and now tell them that you are going to challenge them even more. 2. Make the loop smaller and place it on the floor. Ask them again to sit inside the loop. If they do this successfully congratulate them and ask them if they are ready for another challenge. 3. Again, make the loop smaller and ask them to fit inside. Make the loop smaller until they are finding it difficult to come up with solutions. 4. Explain that: It is about team working and encourage them by asking questions or to think about the various ways they can go about trying to fit everyone in. Prompt them to think about different ways of ‘fitting’ inside the loop. The total time for this exercise is 10-15 minutes. Teacher Review It may be useful to give them some ideas around fitting in the loop if they are becoming frustrated/running out of ideas. How about putting only feet inside the loop? Or fingers? You can set a timer to complete each exercise, this will add an element of pressure. NOTE – Teacher review: By doing this exercise in smaller groups you will find some of the less outspoken students contributing more effectively than they would in one large group. This is an excellent way to praise and support students – a great confidence booster. © AQR International 2016

SINKING SHIP Background This is a group game which was designed to get people communicating between each other to come to a solution. Used with most age groups it gets the group(s) cooperating and talking. As the loop gets smaller it’s usual that some of the group with greater leadership qualities or greater interpersonal confidence will go on to offer suggestions first, but they may not always be the best solutions. By working as a team to decide on the way forward they are developing active listening skills as well as their ability to accept challenge. Teacher notes This exercise can be used successfully at any stage of the student’s school life. It will help to build confidence and challenge. By adding time constraints on the activity it will also assist students in dealing with pressure. Something they can use for positively with exams or school work Support Materials & Resources Length(s) of rope/string Room to lay loop(s) on floor © AQR International 2016

The Paper Tower Exercise A Goal Setting Exercise Running the exercise – This is a problem solving and teambuilding exercise which typically takes around 40 – 60 minutes including group discussion. Best worked in groups of 5 or 6 students, they are challenged to design and build the tallest free standing paper tower they can manage using only the materials provided. Explain that: This exercise runs in two phases – a design and planning phase and a build phase. You are going to work in teams of X. Your goal is to build the tallest free standing paper tower using only 50 sheets of paper and some sellotape (and a pair of scissors). The paper tower cannot be attached to anything other than the floor and, on completion, must say upright for at least 15 seconds. We can see who builds the tallest tower. For the first phase you will be given 10 sheets of paper, sellotape and scissors. Each team will have 10 minutes during which you can design your tower, practice using the paper provided and create a plan for the build. This paper will be discarded at the end of the planning phase. You will also need to estimate how high you think you can build your tower. In the second phase you will have 50 sheets of paper with which to build the tower. You will have 20 minutes to do this. I will tell you when to start and stop each phase. Options (for re-run of exercise at a later date)  Team must operate in silence for whole or part of build phase  Only one person can speak during build phase  The tower must support a paper sup ½ full of water 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? Did everyone contribute to, or participate in, the exercise. If not, why not? what could each individual have done to improve their contribution? If asked to do so again, could they build a better/taller tower? Why and How? What did the “winning” team do that others didn’t do? © AQR International 2016

The Paper Tower Exercise NOTE – Teacher review: This exercise works well with with introducing SMART goal setting (Cue Card xx) and with Think Three Positives (Cue Card xx). Its very effective exercise to get students to think about how they interact with otehrs – both in termsor commincations and getting things done Discussion Guides: For the group: Why do students feel good when they have completed a task – even a simple task? How did those who failed to achieve feel? 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? How did they approach the task – did they believe they could do it? Why do they think that thinking positively helps performance, wellbeing and behaviour? How could they have set goals more effectively. For individuals: How effective did they think their contribution was? How could they have been more effective? Did they have ideas which weren’t voiced? Why? What is the one thing they have learned that they can work on? Support Materials & Resources Simple – 60 sheets of A4 paper per group (50 for the build phase and 10 for the design and practice phase). It’s a good way of using A4 printed paper which might otherwise be scrapped. A roll of sellotape per group. A pair of scissors per group. A tape measure to measure height (ideally up to 3 metres) © AQR International 2016