What is Mental Toughness Mental Toughness is how you deal with stress, pressure, opportunity and challenge.
The Mental Toughness Coaching Toolkit The Mental Toughness Coaching Toolkit is an array of experiential exercises which can be run with students in one-to-one sessions. 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 scores correlate closely with Performance; Well-being; Positive Behaviour and Aspirations. It has a significant impact on most key outcomes in the world of education. It applies to leaders, staff as well as to students. As a concept, Mental Toughness embraces other well known concepts and ideas such as resilience, grit, mindset, learned optimism and learned pessimism, as well as most definitions of character. Research shows that Mental Toughness has four elements often called the 4 Cs. Each has two sub-scales. This is shown below: MT Scale What this means … 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. We are able to assess mental toughness in terms of these components in individuals and groups through a unique 48 item high quality psychometric measure called MTQ48. It is normative which enables users to assess mental toughness before and after a programme of interventions. There is a version of MTQ48 available for use with secondary school students. 1 © AQR International 2016
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 becoming very mentally tough. There does seem to be some valuable advantages in life and work for those who are more mentally tough than most. The value of the model and the MTQ48 measure is that it can help to identify which aspects of one’s mental toughness are preventing or hindering them from attaining, achieving wellbeing or leading a more positive life. Self-awareness is the key here. How does the coaching 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 other is to approach it from the perspective of “enablers”. These fall into six 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. Many of these can impact on more than one of the 4 Cs. 2 © AQR International 2016
The tools have been written so that they can be delivered to a group or coaching tools to be used in a one-to-one situation. Using the Exercises The start point should be an accurate and realistic assessment of the individual’s Mental Toughness and their potential development needs ideally based on the use of the MTQ48 measure. This enables the user to direct interventions appropriately. One useful indicator to examine is an individual’s challenge score. Individuals who are mentally sensitive on this scale (typical scores of 1 – 3 perhaps 4) are less open to learning than individuals with higher levels of Mental Toughness. They may require more attention. Mental Toughness is developed as a result of experiential learning Mental Toughness is learned – it is not easily taught. It is about developing a mindset. One can’t learn this just because you follow a process. For the Individual– they may need to be supported to persevere until they “get it”. Practice is important. For the Coach/Tutor – facilitation and coaching skills are important. Trialling and practising these skills is important. There is nevertheless an underlying process: Stage one - Experience Introduce the exercise to the individual and explain its purpose. The Student carries out the exercise and assesses what difference it made to their thinking Stage two - 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 produce 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! 3 © AQR International 2016
Stage three - 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. Tutors Guidance Prior to running a Mental Toughness Coaching Session we suggest that the student is tested with MTQ48. As part of the preparation for a Mental Toughness Coaching Session the MTQ48 Development Report should be printed in respect of each delegate. Each exercise is supported with a cue card which provides full instructions for use, equipment required and guidance for managing reflection and learning. In addition, there is a coaching workbook that can be used during the session and a UCanPass workbook that can be given to the student as home based learning. 4 © 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. Heroes & Heroines Positive aspects of role models 5. Self-Belief Builder Developing ones self-efficacy 6. Thermometer Exercise Dealing with irritants 7. Confidence Booster Growing Confidence 8. Do Something Nice for yourself Developing Self-Esteem 9. Positive Thinking Planner Positive Thinking 10. Turning ANTs into PETs Reframing, Goal Setting 11. What do you think I am Good at Generating Positive Feedback 12. Flaw Fixer Bouncing Back VISUALISATION Theme 13. What does an Exam feel like Applied visualisation 14. The Scent of a Lemon Core Visualisation Exercise ANXIETY CONTROL Theme 15. Progressive Muscular Relaxation Relaxation 16. Posing for Success Anxiety Management 17. Dealing with Pre-Exam Nerves Dealing with Stress 18. Making a Fist Relaxation, panic control 19. Take Nine Breaths Relaxation, panic control
INDEX OF MENTAL TOUGHNESS DEVELOPMENT EXERCISES AND MATERIALS ATTENTIONAL CONTROL Theme 20. Number Grid Focus and Goal Setting 21. Colour changing card trick A Concentration Exercise – This is also an excellent icebreaker 22. Memory Card Games Getting Focused GOAL SETTING Theme 23. Paper Tower Goal Setting, Communications and delivery 24. What will I do tomorrow? Goal Setting & Positive Thinking 25. What is my goal? Goal Setting & Positive Thinking 26. How do you eat an Elephant? Setting Milestones 27. Not to do list Procrastination Buster 28. GANTT Chart Prioritising, Planning and setting milestones OVERALL MENTAL TOUGHNESS Theme 29. Managing Time – Urgency and The Urgent v Important Matrix Importance
Procrastination A Positive Thinking Exercise Running the exercise - Paper and pencil. The student needs a copy of the procrastination questionnaire which provides basic instructions and guidance for reflection. They complete the questionnaire individually. 1. Explain that the student will do an exercise which will help them to think how it makes them feel when they don’t do what they said they would do and how that impacts on their general performance and wellbeing. 2. Explain that: You have a procrastination questionnaire in front of you. This will help you to think about when and why you sometimes (or maybe often) don’t do what you are supposed to do. When you’ve completed the questionnaire, you will calculate a score. The instructions are on the sheet. You have 5 minutes to do this. *Then turn the sheet over and that will help you to think about how you might procrastinate less, get more done and feel better for it. You will have 10 minutes to do this. Review Check to see if student recognises themselves in this exercise and accept their self- assessment. Get them to think about two things: What does this do to their mood (positive thinking)? What does this mean for their performance and getting things done? Support Materials & Resources Pre-printed A4 sheets specially designed for this with double-sided grids are available in pads of 50 from AQR. © AQR International 2016
Procrastination Background This is an exercise which leads us to think about prioritising, planning and control. It works well as an introductory session to planning and control techniques – Urgent v Important; 4-2-1 planning technique; Gantt Charts; Force Field Analysis; Setting SMART Goals and Revision Timetables. Because there is a score generated it can be useful to re-run this exercise after a few weeks to enable students to see if they have made a difference – if so – how do they feel? If not – why not and what does that mean for the mood and their performance? Discussion Guides: Was the student surprised with some of the feedback? Are there things about which they procrastinate more than others? How do they feel when they don’t do what they should have done? Would they like to feel differently? What would be the effect of feeling more positive? Taking one step at a time – what would be the one thing they would want to do better in terms of keeping promises? What could they do to achieve that? © AQR International 2016
Common reasons for procrastination include: Poor time management Unable to prioritise or uncertain of priorities. Difficulty concentrating Too many distractions, bored. Fear & anxiety Fear of failure, and/or success. Personal problems Financial problems, family issues, etc. Perfectionism Unrealistic expectations. Dislike task Self-deception – make task not as important as it really is. Negative beliefs Lack of confidence in abilities; feel overwhelmed by the task/tasks, difficulty dealing with setbacks. Review When it comes to action planning, it can be a good idea to pair students as “buddies”, sharing their action plans and working together to monitor and implement what they have committed to doing. © AQR International 2016
Procrastination Questionnaire Consider each of the statements below and circle a number that represents your particular behaviour. Circle 1 if you agree your behaviour is very much like the statement on the left. Circle 2 if you agree your behaviour is often like the statement on the left. If you do not feel that both statements describe your behaviour, circle 3. Circle 4 if you agree your behaviour is often like the statement on the right. Circle 5 if you agree your behaviour is very much like the statement on the right. There are no right or wrong answers here – the idea is to give a guide to one aspect of your behaviour. This guide is purely for your personal use. It only works if you are honest with yourself. I always clean and tidy my workspace 1 2 3 4 5 Whenever I start a difficult task I rarely feel the whenever I have to start a difficult task. need to clear and tidy my workspace. Even when a task is going well I often 1 2 3 4 5 I am always confident that I will be able to doubt whether I will be able to produce a good piece of work. complete it satisfactorily. I am often guilty of delaying putting a plan 1 2 3 4 5 I never delay in putting a plan into action. into action. I am very fond of chatting and gossiping or 1 2 3 4 5 All the things I do during lessons are related to wandering around when I have no reason to getting my work done. Chatting and do so. wandering around are kept to a minimum. I always have to concentrate hard and 1 2 3 4 5 I start my work very easily and naturally. I always discipline myself to get started on a piece start early. of work. On many occasions I have avoided 1 2 3 4 5 Whenever I am faced with unpleasant, unpleasant, difficult, unfamiliar or difficult, unfamiliar or upsetting tasks I just get emotionally upsetting tasks. on with it without delay. I am often guilty of putting unimportant 1 2 3 4 5 I never put an unimportant task in front of tasks in front of important pieces of work an important one unless I have a sound reason for even when I know I shouldn’t. doing so. I often delay a piece of work because I fear 1 2 3 4 5 I never delay a piece of work because of the I will make a mistake. fear of making a mistake. When I miss a deadline it is normally 1 2 3 4 5 I very rarely miss a deadline. because I have delayed on the piece of work. I often leave difficult tasks until the last 1 2 3 4 5 I generally plan my work well in advance and minute or the end of the day. normally I do all the important work early in the day or when I am at my best. How to score this: When you have circled a number for each factor on the worksheet, add the numbers and divide by 10. My score is: © AQR International 2016
Procrastination Questionnaire Interpretation of Results If you have a number between: 1.0 and 1.4 You probably procrastinate a lot – and it will affect what you achieve 1.5 and 2.4 You probably procrastinate more than you should and work below your potential 2.5 and 3.5 You procrastinate about the same as most people although you may work hard not to do this, you still have room to improve 3.6 and 4.5 You don’t procrastinate a lot – you get things done most of the time 4.6 and 5.0 You have this under control – and it probably shows in your work What is procrastination? Procrastination is avoiding doing something that is urgent and/or important and something that you know you really need to do. It occurs when you Put off doing something that might seem difficult or time consuming. Do something less important than you need to do. Get distracted by something that is more pleasurable which distracts you from your purpose. Leave things until the last minute and don’t leave time to do the important things properly. We all do this sometimes but if we do it too often it means we are less effective. Some of us, unfortunately, regularly avoid difficult tasks and deliberately look for distractions. Examples include putting off coursework, avoiding revision, not preparing for class, etc. At home it might mean helping with washing up, the chores, helping round the house, looking after a brother or sister etc. The problem is that procrastination can lead to feelings of guilt, inadequacy and self-doubt which impacts on our positive mindset. Procrastinators may say they perform better under pressure but that doesn’t really work. That’s often just their way of justifying putting things off. The bright side? It's possible to overcome procrastination—with effort and prioritising, planning and organisation. The most obvious reason for procrastination is that we really don’t want to do what it is we’re putting off. So perhaps when you find yourself procrastinating, it’s time to sit down – now! – and look at what’s really important to you. My Action Plan What do I avoid doing that I know I must do What will I do to stop procrastinating © AQR International 2016
Think Three Positives Exercise A Positive Thinking Exercise Running the exercise - Paper and pencil 1. The student will need paper or a diary where they can record in writing. These can be used for students doing this on their own when the initial programme is finished 2. Explain that they will do an exercise which will help them to focus on their achievements and successes…Creating more positive mindset. Explain that: You are to think about what you have done today. Write down (3) three things that you think or feel you have done well. They have to be something you have done. It mustn’t be something that has happened to you – like you watched your team win. It doesn’t have to be something big. Did anyone say thank you or well done to you today? Did you learn something that you didn’t know yesterday? Did you do something nice for or with someone – even if they didn’t notice? Did you hand your coursework in on time today? You have 5 minutes Coach/Advisor Review When the student completes their 3 things, let them go but ask them to think about those things later on. Ask them how they feel about themselves. Have they recorded things that they would otherwise have taken for granted? At the end of each week ask the student to look at their week – how do they feel? At the end of the cycle ask again. This exercise can be usefully adjusted to focus on an issue: What three things have you learned today? What three problems have you solved today? What three things made you feel good today? Etc. © AQR International 2016
Think Three Positives Exercise Background This is an exercise in Cognitive Behavioural Modification. Most of us, when we encounter problems dwell on them. In turn this means that they can acquire significance out of proportion to their true value and can dominate our mood and our mindset. The reality is that we all get most of what we do right, but don’t see it as special. When we get things wrong, it feels like we get it all wrong. By focusing on the positives we can change our mood which impacts on our Mindset. The goal here is to show young people how to focus on their positives, their achievements big and small, rather than on the problems and difficulties they have encountered – and even if their achievements are small to build on these. Discussion Guide: Did the student think their score has changed (hopefully up)? Do they feel more positive and more in control? What difference does this make for them? E.g. when doing things that might be difficult to understand or do? Why do they think thinking positively helps performance, wellbeing and behaviour? Support Materials & Resources Worksheets specially designed for this with double sided grids are available to download NOTE –An option is to ask the student to self-assess their mood on a scale of 1 – 10 before and after a 4 week cycle. See below 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
Coach Review - Assessing Mood A student can rate their mood/day on a scale of 1 – 10. Do this manually guiding 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. Discussion: Ask the student, “what are the factors that lead you to this assessment”? This may bring up issues which can usefully be used for other MT development exercises. © AQR International 2016
THINK THREE POSITIVES EVERY DAY – DEVELOPING POSITIVE THINKING My Name is …………………………………… This short exercise helps to think about and appreciate what you have achieved each day. Too often we think about the things that have gone wrong and we let that dominate our thoughts. At the end of each day think about three things that you have done well. They don’t always have to be “big” things. They can be anything that you feel pleased about. This can include things that you have learned that you didn’t know before. Include comments made by your lecturers, parents, friends, etc. We all do lot of things well that we sometime take for granted. Write them into each box on the sheet below. My score is: Once you have got used to doing this your mood should begin to change and you should see the world more positively – it’s full of opportunities as well as problems and setbacks. Developing a positive mindset enables us to feel more in control, improve our confidence and see learning new things in a positive light. Before you start, assess how positive you feel about school and life on a scale of 1 – 10 with 10 being very positive: Monday Tuesday Wednesday Thursday Friday Saturday Sunday How do I feel this week?
My score is: You can see that you have achieved a great deal over this period. Re- assess how positive you now feel about school and life on a scale of 1 – 10 with 10 being very positive: You can continue to do this at home, in the evenings. It only takes a few minutes but helps you to think about your day and what progress you are making ©AQR International 2016 – 7 day version
Posing for Success A Confidence Building Exercise – which shows the importance of body language Running the exercise – It is useful to look at a short 5-minute video as preparation for this exercise. It can be shown to the participant before or, preferably after an initial attempt. See: http://www.academybridge.org/videogallery/power-posing-for-success/ 1. Ask the student to adopt a pose and then describe how it impacts on mood and feelings. 2. In the first brief explain that: 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? 3. Note: Individuals can easily do this themselves whenever needed. Coach/Advisor 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 the student feel the change in mood? Do they 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
MAKING A FIST A Short Relaxation/Anxiety Control Exercise Running the exercise - 1. The student can do this standing up or sitting down. 2. Explain that they will do an exercise where they will be shown a quick and easy way of releasing tension. When anxious the body reacts by tightening muscles or disrupting breathing. Bringing one or the other under control helps to release the tension. 3. Explain that: You do this exercise on your own. Sit comfortably with a straight back. Tell yourself that you are going to relax. Slow your breathing and allow a few moments to let muscles relax. With your arms down your side, make a tight fist with your right hand. You should feel your arm muscles tighten. Hold it for 10 seconds. Release the fist and feel the tension drain away (wait for 15 seconds). Repeat this with your left hand, making a fist and holding it for 10 seconds. Release the fist and feel the tension drain away (wait for 15 seconds). Repeat the sequence 4 times. Coach/Advisor Review Ask the student to describe how they feel. Can they feel the tension draining away from their muscles? Do they feel more positive? Remind them that this is a quick and easy exercise that they should practice whenever they can – at home, before sports or challenging activity, etc. An Option (as a second phase): You can extend this exercise to include the upper arm. Make a fist with your right hand and raise your right forearm slowly up to your shoulder to make a muscle”. Hold for 10 seconds. Bring the forearm back down slowly and release the fist. Relax for 15 seconds. Make a fist with your left hand and raise your left forearm slowly up to your shoulder to “make a muscle”. Hold for 10 seconds. Bring the forearm back down slowly and release the fist. Relax for 15 seconds. © AQR International 2016
MAKING A FIST Background One of the body’s responses to fear, anxiety and pressure is muscle tension and/or disrupted or faster breathing. This is a result of the “fight or flight response” humans developed thousands of years ago when dealing with threats from sabre toothed tigers and the like. Unfortunately we still respond like this even to imagined threats. It heightens our sense of “anxiety” and can help to create those “panic moments” – this impacts on our confidence, our sense of control, our response to challenge and our determination or commitment to deliver. Controlled breathing is especially important – most people only use 20% of their breathing capacity – a good and balanced supply of oxygen to the body is important for relaxation as well as response to activity. Discussion Guides: How did the student feel before and after the exercise? (An option is to ask student’s score anxiety on a scale of 1 – 10 before and after the exercise). If they feel the benefit, will they practice this regularly? Practice does make perfect. Did they feel more positive after the exercise? Support Materials & Resources No special materials needed. © AQR International 2016
“The Scent of a Lemon” Exercise A Visualisation Exercise Running the exercise – A simple exercise which illustrates to students how important and how powerful visualisation is. 1. Explain to the student that they will do an exercise which will demonstrate the importance and power of visualisation – “mind over matter”. 2. Explain that: I am going to do an exercise with you where, I will be able to make you do something you don’t expect. I will make you respond to an image I will create with you in your mind. Show or project a picture of a lemon. Read the script for the exercise adding to it as you wish. It should take about 3 minutes to read it all out. Coach/Advisor Review Suggested questions: Are you surprised at your reaction to the imagery? What do you think this means? Does this sometimes mean that we imagine things to be fearful when they are not? So, if you can imagine something differently, you could be more positive and maybe happier? 3. Now apply it to something at university. Now, think about something that you need to do that is challenging – an assessment that is coming up, an assignment or a project that you have to complete. Close your eyes and imagine that you have finished it on time and that it has gone well and you have got a better than expected mark. How do you feel? Do you like that feeling? Now…when carrying out that task hold that thought and remember (visualise) that feeling. You should find that it drives you and you feel more in control. © AQR International 2016
“The Scent of a Lemon” Exercise Background This exercise demonstrates visualisation- the ability to use the inside of one’s head to imagine and feel a situation that is not actually there. However, psychologists tell us that the experience can be as real as if it really happened. We can also manipulate what’s in our heads – making it better, more positive, less threatening, etc.). Students should be able to connect anxiety control exercises and good preparation as ways of dealing with and avoiding the panic moments. Discussion Guides: Describe situations when you have stopped yourself doing something because you think you can’t when you probably can. Do you approach assignments, tests and exams with a “can do” frame of mind? This is how athletes train their minds – they visualise success. Some athletes have small podiums in their houses and stand on them to imagine how it feels to win. They like the feeling and it helps to drive them. This shows that they can manipulate ideas in their head – making them positive and dealing with negatives thoughts. This is a very good exercise to run together with other visualisation exercises. Support Materials & Resources A model script which takes 3 minutes to read. Picture of a lemon or lemons. © AQR International 2016
Making Affirmations An exercise which shows you how to develop positive thinking which impacts on all components of Mental Toughness but especially Confidence and Control. Running the exercise – The student will need a sheet of paper. This runs in two phases: Phase One: Ask the student to draw a line down the centre of the sheet of paper. Tell them they have one minute to write, on one side of the line, five weaknesses they think they have. Then tell them they have one minute to write down five strengths on the other side of the line. (NOTE: this can be in general or could be discussed in relation to the student’s desired career goal/ career path, for example what weaknesses do they feel they may have which might hold them back from being successful in their desired field, vs what strengths do they feel they have which might drive their success forward?) Discuss with the student which they found easier to do? Discuss with the student why might that be? Coach/Advisor Review We find it easier to think about our weakness than our strengths. And that can hold us back. We are what we think! You have amazing power over yourself because everything you know, do or feel is based on what’s going on in your head. If we think negative thoughts or critical or demeaning thoughts these affect what we do. These are called self-limiting beliefs and they can build up. A way of dealing with this is to develop “affirmations”. Affirmations are positive statements that we adopt and keep in the mind to feel more positive, like a personal slogan! © AQR International 2016
Making Affirmations Phase Two - Affirmations Tell the student: On the back of your sheet of paper, I want you to develop and write short statements that you can hold in your head and that you can use every time you have to do something challenging, difficult or risky. Note: This can be done with the student if this is part of a coaching session or you can ask the student to do this on their own. Tell the student: You will have 15 minutes to develop two or three affirmations. To make a good one they need to be: In the present tense Be positively phrased (not “I won’t do this anymore”) Make you feel good when you think or say it (it’s called an emotional reward) Here are some examples (see over leaf) Coach/Advisor Review Is the student happy with their affirmations? Will they commit to using them? Ask them to run the phrases though their heads and check if they feel more positive. Lots of athletes use affirmations to deal with setbacks. Background This is an exercise widely used in sport to help athletes to either deal with setback or to prepare themselves for a challenge or a new situation which might take them out of their comfort zone. Support Materials & Resources None – other than sheet of paper. Participants should record their affirmations somewhere – a diary, on a phone etc. © AQR International 2016
Making Affirmations Sample Affirmations: I am a calm, methodical and efficient worker. I can make a difference. I can achieve difficult tasks. I work well under pressure. I enjoy solving problems. I love that feeling of having achieved so much in a day. I enjoy being calm when others around me are not. I am going to learn from what I do – even if challenging. I will rise to the occasion. I am going to learn how to enjoy doing new things. © AQR International 2016
GANTT Chart Exercise A Goal Setting Exercise Running the exercise – The student will need access to the GANTT chart worksheet in order to complete the exercise. This exercise usually takes around 30 minutes to complete – regular updates during your coaching sessions will be useful to follow progress on chart with the student. Explain to the student 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, assignment, or act as a guide for their revision. 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 or securing a summer internship. 2. Get the student 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 student 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 Coach/Advisor Review This exercise will get the student 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 the student to think about how this will help with the stress of a big project. Will it make it easier? NOTE: 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
“Confidence Booster” Exercise A Confidence Building Exercise Running the exercises – this exercise usually takes 40 minutes. Explain to the student that confidence is said to be like a muscle – the more you use it the stronger it gets. Explain that this activity will enable them to grow their confidence, and as it grows they will be able to challenge themselves more and more to ensure it keeps growing over time and that they reach more of their goals in life. Ask the student to: 1) Confidence List: Write a list from 1-10 of things that will take you just outside of your comfort zone. This could include speaking up in a lecture or class, nominating yourself to speak on behalf of your group during a team project, or joining a new gym class etc. Then, 2) Success List: Write down a second list of 1-10 things/activities which you think would help you reach your current goals, for example; studying for a certain amount of time per day, writing a certain number of words for an assignment etc. Encourage the student to start small with things that make them feel just a little bit anxious, or a small short term goal, and add more to each list as they can think of them. Tell the student: 2) Every day for the next month complete one of the items on either list. And every evening write down: “Today I was confident and I did…” Then add: “Tomorrow I will be confident and I will do… [Another item on the list]”. © AQR International 2016
“Confidence Booster” Exercise Or if it is an activity was from the Success List write down: “Today I was successful and I did…” then ask: “Tomorrow I will be successful and I will achieve… [another item on the list]”. If there is something you don't feel able to tackle yet, that is OK – just keep building your confidence and come back to it another day. During each coaching session review the student’s list of things they were confident doing and achievements they have completed throughout the course of the week. Coach/Advisor Review This is a simple task which will provide an overview for the students of their achievements both in trying new things and working towards their goals. It is important to review the student’s successes overtime to see how they are progressing. Ask them: How did you feel completing this new activity or completing a short team goal related activity? Did it feel good and enjoyable? Do you feel more confident in completing similar activities now? Support Materials & Resources There are no materials needed apart from pen and paper. © 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
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
“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
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
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
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
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
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