Developing Mental Toughness Toolkit HE

1. Shifting your attention: In the box below try to come up with 8 questions you could ask someone you’ve just met or don’t know particularly well, imagine you’ve met them at a social event. Try to ensure the attention of the question is focused on the person you are talking to. An example might be; ‘What course are you studying at university/college?’ 1. 2. 3. 4. 5. 6. 7. 8. 2. Acting like a confident person Confident Person: (Write their name here) __________________________ In the box below describe the qualities/behaviours of that person which leads you to believe they are ‘confident’, an example might be that they always make eye contact with people. © AQR International 2016

TAKE NINE BREATHS A Concentration Exercise - This can be used at the start or end of a one to one session. A very simple short breathing exercise, which research has shown is enough to refocus the minds of highly distracted people. It works especially well with multitaskers – those who read, watch television and use their phone at the same time. Running the exercise The mindfulness task simply involves counting groups of nine breaths: nine inhales and nine exhales. Tell the student: I want you to do something simple and straightforward. Sitting at your desk, I want you to inhale slowly and exhale slowly nine times - whilst counting down in your head the number of times you breathe. Coach/Advisor Review: Research by two psychologists – Gorman and Green - has shown that deep focus on a single thing, and that single thing is not actually very demanding of your attention can improve concentration significantly. No one can stay focused on it indefinitely – hence only 9 breaths. The beneficial effects aren’t long lasting, as they didn’t carry over across days but they are effective for a lesson or a whole day of lessons. Ask the student how they feel after the exercise – has it cleared their heads? Observe whether their attention has improved. Support Materials & Resources None needed © AQR International 2016

HOW DO YOU EAT AN ELEPHANT? Answer: A slice at a time An Exercise in Commitment – Particularly Goal Setting and Setting Milestones. An Introduction to a technique that helps to plan the achievement of a big/bigger goal and in setting Milestones. Running the exercise – It is most effective when run in conjunction with a real activity or challenge that has been set – an assignment or project. Tell the student: I am going to introduce you to simple technique that will help you to plan the achievement of bigger tasks – like writing an assignment. You will apply it to the task that I have just set you. The 4-2-1 technique shows you how to create the slices. What you do is this:  Take a goal or target e.g. upcoming coursework. It has to be completed in 4* days or 4* weeks  Work out what you must do by the end of the next 4 weeks if this is to be achieved - the different elements. These can be transferred to a Gantt chart later on.  Work out what you must do by half way through your task – i.e. the end of 2 weeks if this is to be achieved. List the tasks and activities.  Using this as your end point, Work out what you must do by half way to this point (2 weeks) if this is to be achieved. List the tasks and activities.  You will now have a plan with milestones at 1, 2, and 4 weeks. Next  Work on what you must achieve before your first milestone. This should now be achievable – it’s not the big goal but an important step on the way. The actions will typically be small actions that are more easily handled.  When you get to your first milestone, check what you have done and, if necessary adjust your plan in the same way as above to re-set milestones. *It can be any time period as long as you can set milestones for the end goal, 50% of the way there and for the next 25% of the way there. © AQR International 2016

HOW DO YOU EAT AN ELEPHANT? Coach/Advisor Review: Ideally this should be done with a real activity. Check students’ understanding and get student to do the exercise during a coaching session. Check that they are happy and feel confident that they will achieve their goals. Review use of the technique on completion of activity. Discuss with the student; where else can they apply it? Background This is simply a way of scoping and planning work that might be a little challenging or complex. It’s great for projects and team activities where activities might have to be allocated to others. It works well with Gantt charting and with SMART goals setting. Milestone should be SMART too. Support Materials & Resources Sample 4-2-1 map © AQR International 2016

Exercise: 4-2-1 rule Think of a major objective you have to achieve over the next x months. Take an element of your action plan. Work out what you must do by the end of the task if it is to be achieved. Then work out what you must do by halfway there if this is to be achieved. Finally work out what you must do by the time a quarter of your time has been taken if this is to be achieved. Use the boxes below to record your ideas. Period What has to be achieved What might get in the way End Big Goal: The End 100% 50% 25% This exercise can be carried out individually or, sometimes more effectively, in groups. Reflect:  Does the first milestone appear achievable? Are you more confident that you can achieve this target? Do you feel more in control?  What might stop you achieving each target – have you planned to deal with it? Are there lead times you need to take into account?  How confident do you feel that you will now hit the big target?  How can you explain this to others and gain their commitment? © AQR International 2016

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

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

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 Ask the student to identify 2 people who they admire and who have made a success of their lives despite adversity. They have had to overcome some disadvantage. They don’t have to be famous, they could be someone they know or someone their friends or family know. What is it about them that they admire? – What have they done, their attitude, etc.? Phase Two – Sharing your story Ask the student to tell you about their heroes/heroines. Coach/Career Advisor Review: Is there a common thread between the 2 heroes/heroines? Discuss with the student: 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 me, having a goal that inspires me, believing in myself. 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. The student can post their development action on a mind map to capture their ideas. © AQR International 2016

“Memory Card Game” Concentration Exercise Running the exercise – Memory Card Games require attentional control - concentration and focus – for mastery. Online Memory Card Games can be found on various websites, for example: http://www.web-games-online.com/memory/ Memory games such as this exercise the brain, making it more sharp and alert, and enhancing the ability to concentrate. 1. Instruct the student to play a memory card game online for 10-20 minutes each day. 2. Ask the student to keep a log of how long it took them to complete each game. Overtime, the student’s concentration and focusing ability should improve, and their score times should therefore decrease. 3. During the next coaching session, ask the student if there were any strategies they were using to try to improve their score? 4. What was challenging for them in the beginning? Scores during the Memory Card Game will improve if the student can concentrate and learn to concentrate - not just for this game, but for every time they will need to concentrate – doing coursework, reading, doing and exam or test, etc. The important thing is that we can all learn to improve concentration, helping us to do many things better. Coaches Review & Discussion Guide The essence of this exercise is to get students to reflect on what they are doing – Can they focus? Can they shut out distractions? How do they focus with more intensity (which does develop)? When does this ability matter? (For reading, writing and listening, etc.) Will it make life easier or better if they can master the ability to focus - which they all should be able to do? When would the ability to focus help them? Are there times and situations when they know they can focus? – playing a favourite game, watching a favourite programme, etc. What can they learn form that? It is useful to run a follow up session after a few weeks. This exercise works well with other concentration exercises in this series. © AQR International 2016

“Memory Card Game” Concentration Exercise Encourage the student 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, revision, reading, etc. Reflection will usually produce a crop of answers around three themes: 1. Techniques – this is often to do with organising themselves. 2. Setting goals and targets and steadily working towards them. 3. Concentrating and blocking out distractions. Background This is an exercise which is engaging and illustrates the value of repeated practice as well as concentration. It has the advantage of having a built-in scoring mechanism (time to complete the game) which enables progression to be assessed. Studies show that it is possible to improve attention span from an (UK) average of 8 minutes to 45+ minutes. This not only enables students to be more productive, but it takes the stress out of such activities. Support Materials & Resources A computer, Notepad to track progress. © AQR International 2016

The Paper Tower Exercise A Goal Setting Exercise Running the exercise - Paper and pencil version- a short (10 minute) exercise which is run at the end of each coaching sessions and at some point at the beginning of a following coaching sessions. The exercise can be run frequently or occasionally to let a habit develop. 1. The student will need post-it notes and somewhere where they can place them– for example in their planner, or note book. 2. Explain to the student that they will do an exercise which will help them to focus on their achievements and successes….creating a more positive mindset. 3. Explain that: Day One You are to think of something that you must achieve by X time on the following day. It can be something you are already committed to doing or preferably something you will target yourself to do. It doesn’t have to be something big. It can be something simple. It should be achievable. You have 5 minutes. Then write down your action on a post it note and stick it in your diary or note book. Day Two If you have done what you said you would do, cross off the post it note and add an additional post it note next it where you describe how you feel. Coach/Advisor Review Ask the student to describe how they feel. Do they feel good because they have achieved something? How does that compare to when they don’t deliver on time? Do they feel more positive and more confident that they will deliver on time with their next task whatever that is? It can be useful to do this every day for a week and then occasionally. Coach/Advisor Review: This exercise works well with with introducing SMART goal setting and with Think Three Positives. It can be expanded to embrace bigger tasks – even assignnments and linking it to one of the planning and organising exercises. © AQR International 2016

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

Positive Thinking Planner A Positive Thinking Exercise Background and Objectives for the Session We are often held back by our negative and maladaptive thoughts. More often than not the easiest solution to changing these is actually a very simple one. Something that helps change these negative thoughts is when we take steps to shift our overall thinking in a more positive direction. We can develop our positive thinking by focusing on 5 specific areas, these include; 1. Optimism – focusing on something positive or great that has happened. 2. Achievement – focusing on your accomplishments and achievements. 3. Gratitude – focusing on the things you can be grateful for. 4. Social Connections – Reaching out to our loved one. 5. Stress – finding ways to make life less stressful. By considering these 5 areas and making a note of them each week we can develop our positive thinking. Please see a print out on the following page. Ask the student to complete this ‘Positive Thinking Planner’ at the beginning of every week. The planner can be stuck somewhere as a reminder (on the fridge, bathroom mirror etc). © AQR International 2016

Positive Thinking Planner Week Beginning (date): 1. Optimism – focusing on something positive or great that has happened. List below the 3 positive things that happened to you last week: 2. Achievement – focusing on your accomplishments and achievements. List below the 3 things you achieved last week: 3. Gratitude – focusing on the things you can be grateful for. List below the 3 things you are grateful for: 4. Social Connections – Reaching out to our loved one. 5. Stress – finding ways to make life less stressful. What can you do this week that will make life easier and less stressful next week? © AQR International 2016

Thermometer Worksheet Ask the student to write two things/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

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 the 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 they… 1. Need to think of two things in each of the categories. The categories are - calm - frustrated - angry - furious 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 study 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 student 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. Coach/Advisor Review Ask the student 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: 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). This Cue card can be used with cue card to manage emotions more effectively. 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

TURNING ANTS INTO PETS? A Positive Thinking Exercise Running the exercise - Paper and pencil. 1. The student will need a sheet of paper. It’s an exercise which can be repeated. 2. Explain that they will do an exercise where they will look at tasks that are important but which they may not carry out or be at risk of not carrying out. We’ll look at their thoughts and show them how to turn negative thoughts into positive thoughts, creating a more positive mindset. 3. Explain that:  You are to identify a situation or task that you know you should do but are at risk of not doing. The task should be something you would be expected to do repeatedly – training, assignments, coursework etc.  Write that on the top of the sheet of paper.  Divide the rest of the paper into 4 equal quarters. Into successive quarters write:  ANTs – excuses and justifications they use beforehand which impacts on their decision not to do something  Consequences of ANTs and not doing what they should for themselves, for others, their Feelings about themselves  PETS – what they need to say to talk themselves into action  What will be the benefits of completing the task? 4. OPTION: Discuss with the student other possible ideas for PETs and for feedback. This can include offering to help and support each other. The exercise can be repeated where students are asked to select another task. Each cycle will re-inforce the process Coach/Advisor Review Review with the student at an agreed time (eg. Next coaching session). Ask them to describe what happened, how they felt, and did they complete the task. Repeat this a few times and then let students do this randomly in their own time with different tasks. © AQR International 2016

TURNING ANTS INTO PETS? Background This is an exercise rooted in Positive Psychology and a technique called “turning negatives into positives”. ANTs are Automatic Negative Thoughts which usually describe justifications and excuses people use before deciding not to do a desired task. PETS and Positive Enabling Thoughts, which describe what you need to do to talk yourself into action. There is an element of self-talk here too. Discussion Guides:  Why was your initial response negative? – what prompted these thoughts?  What would have the consequence been of holding onto those negative thoughts?  How difficult was it to think more positively?  Did it help to get the task done?  Did it make you feel that you had achieved something useful? And that you can achieve more?  Where else can you apply this in your work life and life outside college/university? Support Materials & Resources This activity can be done with plain paper, or a template is available for download. © AQR International 2016

What do you think I am good at? A Positive Thinking Exercise Running the exercise - Paper and pencil. 1. The students will need a sheet of paper. 2. Explain to the student that they will do an exercise which will help them to focus on their strengths, achievements and successes - creating a more positive mindset. 3. Explain that: You are to think about 6 people in your life that know you well (friends or family etc). Write down the names of these 6 people. During the next week, ask the student to contact these 6 people and ask them to email or write down for them 3 things that they think the student is good at. Then ask the student to collate these ideas into a positive mind map about themselves. Review this mind map with the student during their next session. Coach/Advisor Review Check to see how many students are (pleasantly) surprised with what they find? How many students find that they have strengths recognised by others but not so much by themselves? It’s common for students to say “I didn’t think that I was so good at...” Have they taken some of their positive qualities for granted? Check to see how students feel after this exercise. NOTE: An option is to ask students to self-assess mood on a scale of 1 – 10 before and after the exercise. See overleaf for a rating scale. For most, there will be a change in positivity. Ask the student to consider why that has occurred. © AQR International 2016

What do you think I am good at? Background This is an exercise in reflection. It picks up on what Robert Burns suggested: “O wad some Power the giftie gie us To see ourselves as others see us!” Although he meant it more cynically, reflection can focus on strengths and make us self-aware about our qualities that we might take for granted. Discussion Guides: How many were surprised with some of the feedback? What difference does this make for them? Has it improved confidence? Where and how can this feedback help in their university, college, work and life in general? Support Materials & Resources This can be done with plain paper. Pre-printed A4 sheets specially designed for this with double sided grids are available in pads of 50 from www.aqr.co.uk Coach/Advisor – Assessing Mood Students rate their mood/day on a scale of 1 – 10. Do this manually, guiding the assessment as follows: 1 - 3 I definitely don’t feel in control of my life and my work. 4 - 7 I feel in control some of the time but not all of the time. 8 - 10 I pretty much feel I am getting things done because I know I can. Ask the student – what have you learned about building confidence and the importance of feedback? © 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 the student 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 Ask the student to share their experiences and what they would do. Discuss these with the student and provide additional suggestions. Coach/Advisor Review Suggested questions: How did the first bit feel? Did the student 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. Psychologists however tell us that the experience can be as real as if it actually happened. We can also manipulate what’s in our heads (making it better, more positive, less threatening, etc). The student 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 the students have to tell the coach/advisor about their visualisations, and may also share their feelings about their visualised situation. The goal here is to show 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 the student has shared their ideas, 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 I will do tomorrow?” Exercise A Positive Thinking Exercise Running the exercise - Paper and pencil version - a short (10 minute) exercise which is run at the end of a coaching session. The exercise can be run frequently or occasionally to let a habit develop. 1. Students will need a piece of paper. 2. Explain that students will do an exercise which will help them to focus on their achievements and successes, creating more positive mindset. 3. Explain that: Day One You are to think of something that you must achieve by X time on the following day. It can be something you are already committed to doing or preferably something you will target yourself to do. It doesn’t have to be something big. It can be something simple. It should be achievable. You have 5 minutes. Then write down your action on the piece of paper. Day Two (or during the next session) If you have done what you said you would do, write a note underneath where you describe how you feel. Coach/Advisor Review Ask the student to describe how they feel. Do they feel good because they have achieved something? How does that compare to when they don’t deliver on time? Do they feel more positive and more confident that they will deliver on time with their next task whatever that is? It can be useful to do this every day for a week and then occasionally. NOTE: This exercise works well with introducing SMART goal setting and with Think Three Positives. It can be expanded to embrace bigger tasks, even assignments, and Linking it to one of the planning and organising exercises. © AQR International 2016

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

Flaw Fixer We all tend to make mistakes in our lives whether that be running into debt, leaving assignments until the last minute, or signing up to the gym and never going. This activity is aimed at assessing reoccurring issues that we keep making which stop us from reaching our goals. The aim here is to empower the student, to see where their issues lie and to set out a plan of action to tackle these problems, rather than letting these issues continue. By doing so, students will develop more of a sense of control over their lives. In the below table, ask the student to list as many reoccurring issues or problems they find they often face, this could be in relation to:  College/University,  Home life  Social life  Work life Then ask them to complete the second column, considering what activities they could do to fix these issues, and finally, what would the personal benefits be of them? For example, would they feel less stressed? Would it bring them closer to reaching their goals at work, or desired grade in college/university? An example is included in the table already. Coach/Advisor Review Once the student has completed the table, ask them to go through it with you. Ask the student to consider which issues are most important in tackling? Ask the student to rank them and focus first on the most important pressing issues. Ask the student to consider what might happen if they continue having these issues, what would the negative effects be? © AQR International 2016

Support Materials & Resources Issues/Problems What can you do to fix it? What would be the benefits of fixing this issue? How would you feel? I often leave assignments Put together a study plan for the month Better grades till the last minute. prior to the assignment deadline, Less stress scheduling specific time to focus on the assignment (eg. 1 hour per day). © AQR International 2016

Not To Do List Running the exercise – this is an exercise which can be completed on a monthly basis as part of a coaching session with a student. The aim is for the student to identify things that slow them down or distract them from achieving their true goals. Once the student can identify the things getting in their way, they should feel more capable, and more in control of achieving their goals (as well as more confident in doing so). Firstly, get the student to write down their Desired Goal. For example this could be; to be more focused on their university work, get an interview for an internship, be less stressed etc. Explain to the student that the aim here is for them to identify the things NOT TO DO. The student should think about a typical day in their life staring from the beginning of the day, working towards the end of the day, and considering the day to be in segments (morning, lunchtime, afternoon, evening). The student should then identify different distractors for each segment of the day. The more specific the better. Examples of distractors might be; checking their social media, replying to texts, checking their emails. Background There are usually activities in everyone’s life which distract or stop us from achieving our goals. In order to stop this, it is important not only to identify these distractors, but also to take action and do something else instead. By doing so, we can regain control over our goals and enhance our ability to achieve these goals. Desired Goal: © AQR International 2016

Not To Do List Distraction (be Impact My NOT TO DO I will instead specific) LIST. I will stop... Example: I keep Example: I lose Example: Stop Example: Turn off stopping my work to focus on my work, checking my my phone. check my social media and end up taking notifications as Schedule a specific notifications as they much longer than they come in. time when I can come in (facebook, necessary to check my instagram etc). complete a piece of notifications, eg. work. Every 2 hours for 10 minutes. © 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. Procrastination Dealing with “why I don’t do” 2. Think Three Positives Reframing 3. Affirmations Making positive thoughts 4. Self-Belief Builder Developing ones self-efficacy 5. Thermometer Exercise Dealing with irritants 6. Do Something Nice for yourself Developing Self-Esteem 7. Turning ANTs into PETs Reframing, Goal Setting 8. Compliments Game Confidence, Concentration, Self-Esteem 9. Recognising your Blockers Confidence building, overcoming barriers 10. Airwaves Confidence, Challenge, Self-Esteem VISUALISATION Theme 11. The Scent of a Lemon Core Visualisation Exercise ANXIETY CONTROL Theme 12. Progressive Muscular Relaxation Relaxation 13. Posing for Success Anxiety Management 14. Dealing with Pre-Exam Nerves Dealing with Stress 15. Making a Fist Relaxation, panic control 16. Take Nine Breaths Relaxation, panic control 17. Stork Stand A good ice breaker, “empties the mind” 18. BAC – Breathing and Calming A short relaxation / anxiety control exercise 19. Sarnoff Squeeze A short relaxation / anxiety control exercise

INDEX OF MENTAL TOUGHNESS DEVELOPMENT EXERCISES AND MATERIALS 20. 5 x 30 Anxiety control and wellbeing exercise 21. Ear Tapping A short relaxation / anxiety control exercise ATTENTIONAL CONTROL Theme 22. Number Grid Focus and Goal Setting 23. Colour changing card trick A Concentration Exercise – This is also an excellent icebreaker 24. Memory Card Games Getting Focused 25. US Basketball Exercise A positive thinking and concentration exercise 26. Pick a Card A concentration, attentional control exercise 27. Stroop Exercise An exercise in concentration and commitment GOAL SETTING Theme 28. Paper Tower Goal Setting, Communications and delivery 29. What is my goal? Goal Setting & Positive Thinking 30. How do you eat an Elephant? Setting Milestones 31. Not to do list Procrastination Buster 32. GANTT Chart Prioritising, Planning and setting milestones 33. Target Practice Goal Setting 34. SMART Targets Worksheet Goal / Target setting 35. 4-2-1 Planning Sheet Goal setting

Recognising Your Blockers A Confidence Building Exercise which shows the importance of overcoming barriers. Running the exercise – An exercise which typically takes around 10-15 minutes to complete. A blocker is a psychological barrier that prevents you from working. Blockers can be in the form of behaviour, thought patterns, or habits. It is important that we recognise, acknowledge and breakdown these blockers. There are four phases to identifying signs of blockers. Explain that: You are going to identify barriers that prevent you from working. 1. Initial lack of motivation The feeling that you don’t want to complete a piece of work. 2. Bypassing Conscience Most people will feel guilty when they put off completing a piece of work, but sometimes we can bypass that conscience by purposely re- thinking the situation to make us feel better. For example:  Other people in the class haven’t started their coursework either so it’s okay.  I have worked very hard. I deserve a break. I will go out with my friends instead. 3. Creating an Opportunity There needs to something nearby that can distract you. We often work near others, next to our phones or with the TV on. You are subconsciously looking for a distraction. 4. Getting away with it If you feel you have gotten away with it then the thought pattern will continue. © AQR International 2016

Recognising Your Blockers Coach/Advisor Review Ask students about the blockers they have identified. How does that make them feel? How can they change their thought patterns? How can they overcome and eliminate the blockers? How does that make them feel? What can they achieve if they overcome those blockers? Background This is an exercise which will help students to improve their outlook, to show them how to optimise their time, reduce distractions and show them what they can achieve. Support Materials & Resources Paper Pencil © AQR International 2016

Airwaves A confidence, challenge and self-esteem exercise Running the exercise – a blown up balloon will be needed and some space for students to get into a standing circle. 1. Ask the students to stand in a circle and hold hands with the people next to them on either side. 2. Explain to the students that the aim of the exercise is to keep the balloon in the air for as many hits as they can. 3. The main rule of the exercise is that the students can hit the balloon with any part of their body APART from their feet. 4. The students cannot break the connection of hands. If they do so, they need to begin again. 5. Explain that: By working together and moving as a collective they will become more successful in keeping the balloon in the air. This will require them to work in cooperation with their peers and communicate effectively. The total time for this exercise is 10 minutes. Coach/Advisor Review This exercise can be used with any age group. It can be made more interesting/difficult for students by adding more balloons into the circle. If the group have not taken part in this exercise before, you can show them ways of keeping the balloon in the air and get them to practice a little by themselves before creating a circle. NOTE: This exercise can be done with small groups or larger groups (depending on space available). You could have smaller groups competing against each other to get the highest score. Once students are used to the exercise it could be interesting to ask them to do it without talking to each other. Get them to think about whether it will be easier or harder to keep the balloon in the air in silence. © AQR International 2016

Airwaves Background The aim of the exercise is for the students to understand the benefits of cooperation and understanding. By linking hands they will have to work with each other to be successful. Adding elements such as additional balloons will initially cause confusion in the group – this will offer itself well to managing their interpersonal confidence and control. Focusing on communication is another benefit of this exercise. Students will be able to develop their skills in listening and talking with peers more confidently. Support Materials & Resources Balloons A space large enough for a circle of students © 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. 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 to the students that: The role of the 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 this 5 x 30 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. The total time for this exercise is 10-15 minutes. Taking the student through the diary. Coach/Advisor 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: If possible get the student to ‘buddy up’ with another student. By having a partner this may motivate them to continue and encourage them to 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 your sessions will be important. Support Materials & Resources 5 x 30 Diary Possible access to gym (if applicable) © AQR International 2016

US Basketball Exercise A Positive Thinking and Concentration Exercise Running the exercise – no materials are required Coach/Advisor 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 you 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

Not To Do List Running the exercise – this is an exercise which can be completed on a monthly basis. The aim is for the students to identify things that slow them down or distract them from achieving their true goals. Once the students can identify the things getting in their way, they should feel more capable and more in control of achieving their goals (as well as more confident in doing so). Firstly, get the students to write down their Desired Goal, for example this could be; to be more focused on their university work, get an interview for an internship, be less stressed etc. Explain to the students that aim here is for them to identify the things NOT TO DO. They should think about a typical day in their life staring from the beginning of the day, working towards the end of the day, and consider the day to be in segments (morning, lunchtime, afternoon, evening). The students should then identify different distractors for each segment of the day. The more specific the better. Examples of distractors might be; checking their social media, replying to texts, checking their emails. Background There are usually activities in everyone’s life which distract or stop us from achieving our goals. In order to stop this, it is important not only to identify these distractors, but also to take actions and do something else instead. By doing so, we can regain control over our goals and enhance our ability to achieve these goals. © AQR International 2016

Not To Do List Desired Goal: Distraction (be Impact My NOT TO DO I will instead specific) LIST. I will stop... Example: I keep Example: I lose Example: Stop Example: Turn off stopping my work to focus on my work, checking my my phone. check my social media and end up taking notifications as Schedule a specific notifications as they much longer than they come in. time when I can come in (facebook, necessary to check my instagram etc). complete a piece of notifications, eg. work. Every 2 hours for 10 minutes. © AQR International 2016

HOW DO YOU EAT AN ELEPHANT? Answer: A slice at a time An Exercise in Commitment – Particularly Goal Setting and Setting Milestones An Introduction to a technique that helps to plan the achievement of a big/bigger goal and in setting Milestones Running the exercise – It is most effective when run in conjunction with a real activity or challenge that has been set – an assignment or project. Explain that: I am going to introduce you to simple technique that will help you to plan the achievement of bigger tasks – like writing an assignment. You will apply it to the task that I have just set you. The 4-2-1 technique shows you how to create the slices. What you do is this:  Take a goal or target e.g. upcoming coursework. It has to be completed in 4* days or 4* weeks  Work out what you must do by the end of next 4 weeks if this is to be achieved- the different elements. These can be transferred to a Gantt chart later on.  Work out what you must do by half way through your task – i.e. the end of 2 weeks if this is to be achieved. List the tasks and activities.  Then using this as your end point, Work out what you must do by half way to this point (1 week) if this is to be achieved. List the tasks and activities.  You will now have a plan with milestones at 1, 2 and 4 weeks. Next  Work on what you must achieve before your first milestone. This should now be achievable – it’s not the big goal but an important step on the way. The actions will typically be small actions that are more easily handled.  When you get to your first milestone, check what you have done and, if necessary adjust your plan in the same way as above to re-set milestones. *It can be any time period as long as you can set milestones for the end goal, 50% of the way there and for the next 25% of the way there. © AQR International 2016

HOW DO YOU EAT AN ELEPHANT? Coach/Advisor Review: Ideally this should be done with a real activity. Check students understanding and get students to do the exercise in class. Check that they are happy and feel confident they will achieve their goals. Review use of the technique on completion of the activity. Where else can they apply it? Background This is simply a way of scoping and planning work that might be a little challenging or complex. It’s great for projects and team activities where activities might have to be allocated to others. It works well with Gantt charting and with SMART goals setting. Milestone should be SMART too. Support Materials & Resources Sample 4-2-1 template is available to download © AQR International 2016

GANTT Chart Exercise A Goal Setting Exercise Running the exercise – students will need access to the GANTT chart worksheet in order to complete the exercise. This exercise usually takes around 30 -45 minutes to complete – regular updates will be useful to follow progress on charts. Explain to the students that a Gantt Chart is a visual representation of a schedule that is used to ensure all components/actions are completed in time so the project runs smoothly. Let them know it is used widely in the world of work and is used in sectors from building cars to making sure shopping turns up at your doorstep on time! Explain that: The Gantt Chart Worksheet will act as their guide to getting from the start point of an activity, to the end point. This can be a project or a piece of coursework. The aim of the exercise is to 1. Identify a project or piece of work that needs to be completed within a specific timeframe. They can choose their project from any aspect of their life. Give them examples such as completing coursework, running an event, planning for the future etc. 2. Get the students to think about what actions need to take place and when. Ask them to think about which ones will have an impact on others if they are not completed on time. 3. Get them to think about how long each action will/should take. Use the chart to begin to plot these down. 4. Ask the students to think of any actions that will overlap in time. Will this have an impact on them? How will they deal with it? 5. When they have completed the chart get them to review it. Does it look achievable? If not, why? What will influence the outcome? 6. Ask them to think about the resources and external influences that might have an effect on the schedule. 7. At the end, ask them if they are happy with the plan and whether they believe they can complete the project/piece of work. The total time for this exercise is 30 – 45 minutes. © AQR International 2016

GANTT Chart Exercise Teacher Review This exercise will get students thinking about what they want to achieve and how they are going to do it. By identifying the elements that will get them to the end point, the task will seem less daunting and not as large. Offering advice around who could help them/where they could go for information and other prompts will allow them to see the task as achievable. Get students to think about how this will help with the stress of a big project. Will it make it easier? NOTE – Teacher review: Using the GANTT chart is a positive method of breaking down a larger piece of work into more manageable chunks. This will allow the student to realise that they can do small pieces of work and build that up into a larger outcome. Time management enters this aspect of work through the GANTT chart also. This will help with coursework and other areas of their life. Try to ensure that a student does not make the chart too overcomplicated. If this happens the chart can become daunting and have a negative impact. Background The Gantt Chart is a type of bar chart (lots of examples are downloadable from the internet) that is used to illustrate a project schedule. By breaking the work into pieces and showing their relationship between each other (their dependency) it offers a clear and efficient way of managing a project or piece of work. Heavily used in the world of work, this skill can be applied in most, if not all environments. Support Materials & Resources Pens and scrap paper (for writing ideas down) GANTT Chart worksheet © AQR International 2016

TARGET PRACTICE A Goal Setting Exercise Running the exercise – You need waste paper bins or small boxes plus a lot of small balls (like juggling balls). Position waste paper bins somewhere safe and mark out a line about 4 metres form the bin or box. Explain that: Phase One You will have 10 balls each which you will toss into the bin from behind the line. We want to see how many of the ten balls you get into the bin. That will be your score. Before we start you must estimate how many you will get into the bin. That’s your goal or target. Run the exercise. Coach/Advisor Review: How many of you did better than targeted, how many did worse and how many got the target? How did you feel about your result? (Some will have got more than others and yet been disappointed). What does this tell us about goals setting? (This works well with SMART goal setting). Addressing those who got good scores – what did you do that helps? Addressing those who got poor scores – what do you think happened? (One of the factors should be that some “tried too hard” or was “frightened” by the challenge/risk of failure and as a result tensed up). Try to relax a bit more when trying to do something challenging. Phase Two We’ll repeat the exercise now and this time you will set a new target. Let’s see how we do. Run the exercise Coach/Advisor Review: How many did better than before and/or got closer to their target? How do they feel now? What did they do that they didn’t do first time? How does it feel to set a realistic goal and achieve it or get close to it? © AQR International 2016

TARGET PRACTICE Background This is an exercise in goal setting – being realistic – and in doing something that carries risk. Setting realistic goals means that there is reduced risk of disappointment or feeling of failure. This can impact on positive thinking which in turn impacts on Control, Commitment and Confidence. Goals shouldn’t be easy – achieving easy goals can be equally unsatisfactory. The other element of this exercise is doing something challenging and doing it in front of your peers. This can cause some people to feel stressed. The lesson here is that relaxing and visualising success can help – and importantly learning from mistakes and failures is a positive. It’s how we all learn. Discussion Guides: Built into the exercise above. Explore the notion of learning how to do this better by having a go and not fearing the consequences. Explore the idea that setting goals too high and too low can result in disappointment – even if your score might have been OK. Support Materials & Resources Bins. Small balls or perhaps bean bags. (If using the juggling exercise, these work well). © AQR International 2016

SMART Targets Worksheet Specific What am I going to do? Why is it important to do this at this time? What do I want to ultimately accomplish? How am I going to do it? S Measureable How will I know that I have reached my goal? M Attainable Can I see myself achieving this goal? Can I break it down into manageable pieces? A Realistic Is the goal too difficult to reach? Too easy? R Timely What is my target date for reaching my goal? T © AQR International 2016