Image found at https://mindfulintheclassroom.files.wordpress.com/2015/02/how-healthy.jp
Techniques
1. Before PE begins, lay out an agenda for all students to let them know what they will be doing, and what skills will be required. This may be something to tell your anxious students at the beginning of the day, so they have time to process it before everyone else.
2. Set clear expectations for students; let them know what you are looking for (eg. cooperation, respect, etc.). As much as possible, take the emphasis off of skill, and place it on effort. Students need to know that it is okay to lack athletic ability, but it is not okay to stop being active.
3. Create a "safe space" in the gym itself (this may be a corner, on the bleachers, just outside the door, etc.) for anxious students to go and take a minute to gather themselves. Have this option available for all students so those that are anxious don't feel singled out. Present this to students as a privilege and watch out for students that will abuse it. It is a good idea to put a time limit on this space-a sparkle bottle would be a good tool to use here.
4. Demonstrate or use capable students to demonstrate activities or skills you are asking of your students. If students know exactly what they are supposed to be doing, they will be less likely to become anxious.
Activities
There are many different activities focused on mindfulness that can be done during Physical Education. Here are a few examples:
Yoga
Calm down
1. Before PE begins, lay out an agenda for all students to let them know what they will be doing, and what skills will be required. This may be something to tell your anxious students at the beginning of the day, so they have time to process it before everyone else.
2. Set clear expectations for students; let them know what you are looking for (eg. cooperation, respect, etc.). As much as possible, take the emphasis off of skill, and place it on effort. Students need to know that it is okay to lack athletic ability, but it is not okay to stop being active.
3. Create a "safe space" in the gym itself (this may be a corner, on the bleachers, just outside the door, etc.) for anxious students to go and take a minute to gather themselves. Have this option available for all students so those that are anxious don't feel singled out. Present this to students as a privilege and watch out for students that will abuse it. It is a good idea to put a time limit on this space-a sparkle bottle would be a good tool to use here.
4. Demonstrate or use capable students to demonstrate activities or skills you are asking of your students. If students know exactly what they are supposed to be doing, they will be less likely to become anxious.
Activities
There are many different activities focused on mindfulness that can be done during Physical Education. Here are a few examples:
Yoga
Calm down
(Image found at http://www.kidsyogastories.com/calm-down-yoga-poses-for-kids/)
Physical Relaxation
Progressive Muscle Relaxation: This involves the deliberate contraction of muscles followed by a greater relaxation.
Deep Breathing: This has calming effects on the mind as well as physiological effects such as reducing heart rate.
Biofeedback: Observing physiological measurements such as heart rate and breathing rate allow the student to focus their attention on reducing these measures.
Imagery
Imagery is the use of mental images and scenarios to help relax the mind. This can be either internal (seeing your performance from within your body) or external (viewing your performance as if you are someone or somewhere else). Imagery can be used to relax by picturing a favorite place or calming scene or to rehearse the up-coming performance. Mental rehearsal is thought to be effective on three levels:
Neuromuscular: Thinking through a movement produces the correct order and force of muscular contraction, much like a dry-run.
Cognitive: Thinking through and planning an event in the mind can help the student to deal with scenarios as they arise.
Confidence building: The certainty in the student's mind of what they are going to do during the event, game plans etc. can help reduce anxiety and increase motivation.
Goal Setting
Goal setting is a highly useful and worthwhile technique. Having set goals helps the student to:
(Information retrieved from http://www.teachpe.com/sports_psychology/stress_management.php)
Progressive Muscle Relaxation: This involves the deliberate contraction of muscles followed by a greater relaxation.
- Here is a great video for students on progressive relaxation.
Deep Breathing: This has calming effects on the mind as well as physiological effects such as reducing heart rate.
Biofeedback: Observing physiological measurements such as heart rate and breathing rate allow the student to focus their attention on reducing these measures.
Imagery
Imagery is the use of mental images and scenarios to help relax the mind. This can be either internal (seeing your performance from within your body) or external (viewing your performance as if you are someone or somewhere else). Imagery can be used to relax by picturing a favorite place or calming scene or to rehearse the up-coming performance. Mental rehearsal is thought to be effective on three levels:
Neuromuscular: Thinking through a movement produces the correct order and force of muscular contraction, much like a dry-run.
Cognitive: Thinking through and planning an event in the mind can help the student to deal with scenarios as they arise.
Confidence building: The certainty in the student's mind of what they are going to do during the event, game plans etc. can help reduce anxiety and increase motivation.
Goal Setting
Goal setting is a highly useful and worthwhile technique. Having set goals helps the student to:
- Direct their attention to the task in hand
- Structure training to meet goals
- Increase their confidence once goals are achieved
- Evaluate their performance and progress
- They must be challenging enough, without being out of reach. The general rule is to set the goal just beyond the previous performance level
- There must be a long-term, end goal. These can be reached with short and intermediate goals.
- Goals and achievements must be measurable. The skill/task must be measured when the goal is set and then continually re-measured so the student knows when the goal has been achieved.
- Goals must suit both the student and the teacher in order to get the best out of both individuals.
(Information retrieved from http://www.teachpe.com/sports_psychology/stress_management.php)