Project MOVE BEYOND No. ID 2019-1-NL01-KA204-060534
Project MOVE BEYOND No. ID 2019-1-NL01-KA204-060534
Contents 1 Introduction 3 2. Benefits of physical activity 4 3. Reasons for lack of physical activity 6 3.1. Several factors that influence young people specifically 7 32 How to overcome these reasons 8 4 The key elements of an effective physical activity 10 5. Some examples of the use of physical activity 11 5.1. Social circus................................................................................................................................ 11 52 Asylum seekers 12 53 Playworks 12 6. References .................................................................................................................................... 14
A framework for working on a physical-activity-based project 15 8. A collection of activities to promote physical activity 16 81 Icebreakers/Warm-Ups 16
8.1.1.Thetreeoflight 17 8.1.2.Flyingwithballoons 18 82 Focus-enhancing activities 19 8.2.1.Youaremymirror 21 83 Team building activities 23 8.4 Games/exercises/activities 30
8.4.1.Movewiththemusic 30 8.4.2.Twofires 31 8.4.3.Thethreeworlds 33 8.4.4.Makeyourmove 35 8.4.5.Moveyourname(country,animal,etc.) 37 8.4.6.BringSallyupsquatchallenge(Socialmediachallenges) 39
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1. Introduction
Sport and physical activity are opportunities for youth to develop competencies and to gainexperiencesthatcanbeusedinothernon-sportsettings.Theyarealsohypothesised tocontributetopositiveyouthdevelopment.Thisisespeciallytrueforsociallyvulnerable youngpeople.
Activeexercisestartedatayoungagecreatesabasisforlonger-termphysicalactivity,a healthylifestyle,andactivesociallife.Allformsofphysicalactivityhaveapositiveimpact on young people’s growth, development, health, school success, overall well-being, and prevention ofexclusion. Inaddition, physicalactivityservesasasourceofhealthyselfesteem for young people. From society’s point of view (as well as on a personal level), beingphysicallyactiveisveryimportantforyoungpeople.
Physicalactivityofyoungpeoplehasdecreasedconsiderablyoverthepasttwodecades and has increasingly been replaced by an entertainment culture coming through social media.Asaresult,youngpeople’sleisuretimehasbecomemoreandmoresedentaryin recentyears,andthetimespentoncomputers,mobileandconsolegameshasincreased significantly.AFinnishstudydoneforstudentsinsecondaryeducationconfirmsthis.This dramatic increase in the use of electronic media may paradoxically increase young people’s sense of social isolation as the physical connection is lost. Only 14% of young people in high school engage in physical activity for the recommended duration of one houraday.Twenty-twopercentofyoungpeopleinhighschooldophysicalexerciseonly for0-2daysaweek.Thereisacleardifferencefromthosewhostudyinvocationalschools: there, only 13% of young people exercise the recommended time. Reasons behind this differencewillbediscussedinChapter3.(Kokkoetal.,2020)
Young people’s enthusiasm for physical activity decreases markedly with age. The physicalactivityofyoungpeoplehasbeenfoundtodecreaseespeciallybetweentheages of13and15.Anothercrucialpointisduringthetransitionfromyoungadultsintoearly adulthood.(Telama&Yang,2000)
Lackofphysicalactivityisariskfactorforthedevelopmentofmanydiseasesinadulthood. Thelateadolescenceperiodoflifeisimportantbecause,atthisstageoflife,adolescents are independent in choosing their lifestyles and different habits which will affect their wholelife.Theyhavemorechancestodevelopunhealthyhealth-relatedbehaviours.
Therefore,itiscrucialtoofferyoungpeopleachancetotrytoremainactiveandreapthe benefitsthatcanbegainedfromphysicalactivities.
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2. Benefits of physical activity
Figure1–Recommendationonphysicalactivityforchildrenandadolescentsaged7to17 yearsfromUKK-instituutti.
Besides obvious health benefits, as described by this picture from UKK-instituutti, physicalactivityoffersmanychancesforyoungpeopletogainexperiencesanddevelop competencies which can be used in daily activities. As described in the Agora model, experiencesandcompetenciesdevelopedduringaphysicalsettingcanbetransferredto
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organisations), Vera Scholten (2015) presents thirteenessentialfeaturesforpositiveyouthdevelopmentthroughsport: 1. Physicalandpsychologicalsafety
structure
Supportiverelationships
Opportunitiestobelong
Positivesocialnorms
Supportforefficacyandmattering
Opportunitiesforskill-building
Opportunitiestofosterculturalcompetence
Activelearning
Opportunitiesforrecognition
Strength-basedfocus
Ecologicalandholisticprogrammes
Integrationoffamily,school,andcommunity
Aswecansee,theseareverycloselyrelatedto21st-centuryskills(flexibility,initiative, social skills and leadership, Critical thinking and problem solving; Creativity and innovation; Communication; and Collaboration). Physical activity is a great way of achievingresultsandlearningtheverycoreoftheseskillsbydoing.
3. Reasons for lack of physical activity
Swedish professor Göran Therborn (2013) describes in his book The Killing Fields of Inequality thatinequalityisnotjustaboutthesizeofour wallets. It is a sociocultural order which, for most of us, reduces our capabilities to function as human beings, our health, our dignity, our senseofself,aswellasourresourcestoactandparticipateintheworld. He considers inequality literally a ‘killing field’. He uses such a harsh expression for a reason: people with vulnerable backgrounds have a muchlowerlifeexpectancy.Hedefinesinequalityinthreekinds:vital inequality,existentialinequality,andmaterialinequality.
Vitalinequalitymeansthat peoplefrompoorercountriesandlowerclasseshavelower healthandloweraccesstofactorsthatbenefithealth.Existentialinequalityisaboutpoor treatmentofindividualsandvictimsofracismanddiscrimination.Itisimportanttonote herethat existentialinequalitydoesnot only taketheform ofblatantdiscrimination;it alsooperateseffectivelythroughmoresubtlestatushierarchies.
Also,materialinequalitymeansthatindividualshavedifferentaccesstoresources,both socialandmaterial.Alltheseinequalitiescausepeopletonotbeabletotakeadvantageof theopportunitiesprovidedforthembysociety.(Itkonen,2020)
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Researchhasshownthatfactorsinfluencingphysical activitycanbedividedintofivecategories:
1. demographic/biologicalfactors
2. psychological,cognitive,andemotionalfactors
3. behaviouralattributes/skills
4. social/culturalfactors
5. physicalenvironmentfactors.
Thefirstthreecanbebroadlydefinedaspersonalfactors.Itiscommonlyacombination of these personal, social, and environmental factors that determines physical-activity behaviour. Environmental barriers are related to costs, accessibility of facilities, opportunities, aestheticattributes, andsafetyofenvironments. Personalbarriersrelate to lacking confidence and competence in core skills and possible self-image problems. Social barriers relate to lack of time, other priorities, family commitments, and lack of exercisepartners.(Schipper,2019)
3.1. Several factors that influence young people specifically
Youngpeople’saccesstophysicalactivitycanbelimitedbyalackofmoneyinthefamily. Takingpartinactivitiesorganisedbysportsclubsmightbetooexpensive.Manysports requirealotofmoneytobepaidforequipment,travelcostsandinsurance.Thereisalso askill-basedbarrierinmanysports.Thereisaclearlackoflowthresholdsportsgroups for young people with lower physical skills and the ones that exist might not be communicatedproperlytothegroupsthatwouldbenefitmostfromsuchgroups.
Even if there are such groups, there might still be problems. A sports setting can be difficultbasedonsocialfactors:youarerequiredtomakeacontactandpresentyourself in a busy social setting where you do not necessarily know other people. This can be especiallydifficultforpeoplewhofeelanxietyinsuchsituations.Alotofphysicalactivity isdoneingroups,whichcanleadtoanonymityinsaidgroup.Thiscanbebeneficialfor some but can be troublesome for those who require more one-on-one style guidance. (Schipper,2019)
Onemorereasonforsomeyoungpeople’slackofphysicalactivityistheirpoorexperience ofphysicaleducationclassesinschools.Youngpeoplewhodolesswellinclassesareoften bullied. This experience can also weaken the motivation for many young people to do physicalexerciseatalaterage.
Such experiences can also weaken the general acceptance of the young person’s own body, as during adolescence the individual’s perception and self image take shape. If a youngpersonhasphysiologicalproblemswith coordination, motorskills, orvision, the experiencesoffailurecanbeenormous.Thiscanleadtofeelingsofshame,anxiety,and insecurity.Intheirbachelor’ sthesis Exercise as a Method of Preventing Young People from Exclusion, KristineLucianoandPetriPuumalainen (2015) describethat exerciseaffects
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theoverallwell-beingofyoungpeopleandprevents the exclusion of young people in many different ways. Physical activity has a positive impact onadolescent health, lifein general, management,concentration, andemotional and academic performance. Youth exclusion is the biggest risk factor for the failure of schoolandunemployment.Exerciseandphysicalactivitysupportarethemostimportant meansofpreventingtheexclusionofyoungpeople.
In a study done by Katja Rajala in 2021, it was found that there is a strong connection betweenself-perceivedsocialstatusinschoolandphysicalactivity.Thoseyoungpeople who viewed themselves with high social status and with a large circle of friends were muchmoreactivethanthosewithasmallercircleoffriendsandlowviewsontheirsocial status.(Rajala,2021)
Low levels of physical activity are more common among marginalised young people. Althoughlimitedornon-existentexercisingdoesnotalwaysleadtoexclusion,itisaclear riskfactorforexclusion.Increasingandsupportingyoungpeople’sphysicalactivityplay animportantroleinpreventingyoungpeoplefrombeingexcluded.
3.2. How to overcome these reasons
Inthepreviouschapter,wedescribedthevariousreasonsforlackofphysicalactivityand someoftheeffectsthatarecausedbyit.Inthischapter,wetalkaboutthefactorsthatcan help marginalised young people overcome these obstacles. Most of this chapter referencesamaster’ sthesisbyPuckSchipper(2019).
The most important thing is to have fun Often physical activity is related to competitiveness, which can lead to exclusion and feelings of inferiority. Reducing the competitiveatmosphereandfocusingonenjoymentisthekeymethodinhelpingyoung people to be physically active. This is especially important for those young people who havehadpriornegativeexperiencesregardingsport.
TheresultsofastudybyPuckSchipper(2019)indicatedthatphysicalactivitiesfocusing onjoyinsteadofperformanceandhavingtheactivityleveladjustedtoindividualscould reduce barriers like insecurity, lack of skills, a particular impairment, and energy shortage. Activities in a sports-based programme should not be about achievement or performance,butaboutfeelingbetterandenjoyingyourself.
Theroleofthetrainercannotbeoverstatedinachievingasafeandpositiveatmosphere. Apositive,supportive,andactiverelationshipbetweentheparticipantandthetraineris veryimportantforyouthengagementinactivities.
Thetrainercanlowerthebarriersthat preventparticipatingin aphysicalactivity.This canbedonebyguidance.Thetrainercanmakepeoplefeelcomfortableandsafe,which, in turn, contributes to reducing personal barriers such as fear and insecurity, but also socialbarrierslikeinteractingwithothers.
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Atrainercanmakevulnerablepeoplefeelat ease andmakethemfeelsafeby, amongst others,takingthemseriously,talkingandlisteningtothem,andgivingthemconfidence (whichcouldreducefeelingsofinsecurity).Makingpeoplefeelsafeandateasemayalso helpthemininteractingwithothers.Itisimportantforthetrainertobuildarelationship oftrustwiththeparticipants.
Inadditiontotheroleofthetrainer,multiplepsychologicalandsocialbarrierscouldbe reducedbyasafeenvironment.Asafephysicalactivityclimateshouldbefreeofobligation andsanctions.Itisimportanttoensurethatparticipantscanbethemselves,everybodyis equal,expectationsarenottoohigh,andpeoplearenotpushedintothingstheycannot do.
Theenvironmentcanalsobesafeinaphysicalway.Oftenaquietplacereservedjustfor the participants can help to reduce personal barriers like shame and anxiety of being watchedorbeingacentreofattention.Everyoneshouldhaveanopportunitytoexpress themselvesfreelywithoutthefearofbeingjudged.Easeofaccessalsohelpsvulnerable youngpeopleintakingpart.And,aswasmentionedinthepreviouschapter,thecostof manyphysical-relatedactivitiesishigh.Therefore,thecostofphysicalactivityshouldbe aslowaspossible,preferablyfree.
The physical environment also relates to the group in which the activity takes place. Besides the trainer, the other young people in the group should also do their part in creatingandupholdingasafeenvironment.Workingtogetherinthegrouphelpstobuild thespiritofthegroupandgettingsupportfromtheirpeershelpsvulnerableyoungpeople tremendously.
It is important for young people to be a part of the planning for the physical activity sessions.Thediscussionshouldbebaseduponthegeneralobjectiveoftheplannedaction. Itisalsoimportanttodiscusswhoistakingpart,wheretheactivitieswilltakeplaceand whattheactivitieswillconsistof.
In Schipper’ s study, fixed and small groups were found to be important in physicalactivity-based programmes to offer people safety and reduce barriers like anonymity, largeandbusysportscontext,anxiety,anddifficultymakingcontact.Thecompositionand sizeofaphysicalactivitygrouphaveaninfluenceonthesportparticipationofvulnerable people.Intermsofcomposition,itwassuggestedtostartwithafixedgroupofpeople(i.e. insteadofachanginggroup)sothetrainercanoffersafetytotheparticipants,whichcan reducebarrierslikeanxietyanddifficultymakingcontact.
Theimportanceofmixedgroups,i.e.adiversegroupofpeoplewithoutlabelledproblems ordisabilities,wasalsofoundtobeeffective.Inthisway,everyonecancomeintocontact witheachother.
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Itisbettertostartwithsmallergroups,10-12people pergroupisenough.Groupsofthissizenotonlyreducethefeelingofanonymitybutalso helpthetrainertoofferone-to-onecontactforthoseyoungpeoplewhobenefitfromit.
Itisalsoimportanttohaveanopenmindasatraineronthepossibilitiesandmethodsof physical activity. The spectrum of different things is very diverse and there are many thingsyoucandoasagroup.
The best way to offer physical activity for marginalised young people is to offer lowthresholdopportunities,suchassportsfacilitiesthatareeasytogotoandapproachand that are affordable or free for the young person themselves. These sports facilities can include,forexample,gymshiftsforyoungpeople,generalsportsgroups,bowlingalleys and golf courses. Also, many alternative sports such as wall climbing, parkour, street dancing, roller skating ramps, skateboard ramps and self-defence courses are not expensivetoorganisebutcanappealtoyoungpeopleinacompletelydifferentwayand inspire them to participate. The important thing is that the young people at risk of exclusion are identified and informed about the low-threshold possibilities which offer meaningfulphysicalactivities.
4. The key elements of an effective physical activity
1. Performinganeedsassessment
Everyoneisdifferentandhastheirownstory,theirownobstacles,interestsandwishes. The types of activities people enjoy can vary greatly, and it is important to ask the participantsthemselvesabouttheirinterests.Itisthereforerecommendedtoperforma needsassessmentbeforeimplementingaphysical-activity-basedprogramme.
2. Theroleofthetrainer
The trainer plays a very important role in physical-activity-based programmes for vulnerable people, both in reducing barriers and in creating positive experiences for participants. The trainer can create a different kind of energy appealing to vulnerable people.Anintensive,in-depthrelationshipwiththestaffisacriticalsuccessfactorinsuch programmes.
3. Supportivegroups
Multiplepersonalandsocialbarrierstophysicalparticipationforthevulnerablecouldbe reducedwhentheyfeeltheyareamongstpeopletheycantrustandbeateasewith.Earlier research on vulnerable groups and the general population has shown that having a companionispositivelyassociatedwithengaginginphysicalactivity.Usingthemethods describedinthisbookhelpsyouinbuildingthiskindofatmosphere.
4. Low-levelactivities
Itisrecommendedtoofferactivitiesonlowlevelsandadjusttheleveloftheactivitiesin consultationwiththeparticipants.Low levelactivitiesgiveyoungpeopleconfidencethat
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they can do it. Adjusting the level in consultation makes sure everyone (including people lacking skills, having an impairment or energy shortage)candosomethingattheirownlevelandpace.Itisimportanttocreateaclimate inwhichparticipantshaveahighchancetoexperiencefeelingsofsuccess.Itisimportant to plan the activities together with young people. Active participation is a must and it increasesthefeelingofownershiptowardstheactivity.
5. Smallsportsgroups
Itisrecommendedthat participantsinphysical-activity-basedprogrammesaredivided into small sports groups (maximum 10-12 people). Small groups may reduce multiple barriersforvulnerablepeopleandmakeiteasiertomakesurepeoplegettheattention theyneed.
5. Some examples of the use of physical activity
5.1. Social circus
Socialcircusreferstoteachinginwhichcircusservesasatoolforlearningsomethingnew andaccumulatingawiderangeoflifeskills.Thesocialcircusiscircuseducationtailored forspecificgroups.Itservesasatoolforlearningnewskills,suchassocialskillsandlife management,andaimstobringthejoyofsuccesstotheparticipants.Thetransformative powerofthecircusconnectseducation,physicalartandsocialdevelopment.SocialCircus ismorethanteachingcircusskills:itisatoolfortransformation,discipline,creativityand artisticexpression.
Initsmodernform,‘circus’hasgonebeyondmereentertainment:playandcircusartsare tools for teaching social skills, overcoming trauma, and developing essential capacities andtheabilitytotakeresponsibility.
Socialcircusnurturesacreativeenvironmentwhereyoungpeoplecanaccessqualityarts training, learn how to share these skills in their own community, benefit from social support,anddeveloptheircreativityandlifeskills.
Manygroupswho,foronereasonoranother,needspecialsupportcanparticipateinthe teaching. Social circus is a widespread operating model that is implemented in several circusschoolsandotherplacesofferingarteducationaroundtheworld.
SorinCircusinTampere,Finland,hasbeenapioneerinimplementingthesocialcircusin its teaching. The activities of Sorin Circus are focussed on children and young people. However,itssocialcircushasincludedgroupsofparticipantsfromothergroups,suchas asylumseekers,prisoners,theelderly,mentalhealthrehabilitants,andsubstanceabuse rehabilitants.
Inasocialcircus,itisessentialtocommittoparticipation,andformanygroups,thecircus hasbecomealong-termhobby,evenifthebeginningmightbeawkward.SocialCircusis
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accessible to all – participants do not need to have literacy skills to take part and fully engage. It is free at the point of access. It works effectivelywiththepoorestpeopleandempowersthemtoengage,learn,play,laugh,join agroup,sharetheirskillsanddothingsasateamacrosssocialboundaries.Itfeedsback positiveenergyintotheircommunity.
5.2. Asylum seekers
The sports project of the Helsinki Deaconess Institute (HDI) provides sports practice opportunitiesforminorasylumseekerswhohavecometoFinlandalone.Theprojectaims toincreasethewell-beingandlifeskillsofasylumseekersthroughphysicalactivityand toprovidemeaningfulthingstodowhilewaitingforanasylumdecision.
The project offers young people the opportunity to practise or try different forms of physical activity. Football is the undisputed favourite of the participants. In addition, wrestling, boxing, and taekwondo have been practised. In connection with the project, HDIcooperateswithsportsclubs:forexample,thefootballteamFCViikingithasinvolved young asylum seekers in its activities. Participation in events and competitions, where possible,hasalsobeenkey.
AccordingtoprojectmanagerPasiLehto,themostimportantthingforthewell-beingof youngpeople isnot competingorsucceeding in sportperse, butthe positiveeffectsof hobbies in general. It isgood for young people to learn about different sports and how servicesareorganisedinFinland.Inaddition,HDIhascollaboratedwiththe09Helsinki HumanRightsFoundation,whichhasofferedasylumseekersopportunitiestotryoutnew sports.Theprojectalsohelpsyoungpeopleseekingasylumtoencountermembersofthe nativepopulationinanaturalandsimpleway.(Tanttari,2016b)
5.3. Playworks
Youth Development Program Playworks is a non-profit based in the San Francisco Bay Area,U.S.A.Playworksprovidestrained,full-timecoacheswho:teachandcoordinatea variety of schoolyard sports and games during recess and lunch; work with classroom teacherstoreintroducephysicalactivityintotheschoolcurriculum;implementayouth leadership programme at each school; and employ play as a tool for generating communityandfamilyinvolvement.
GreaterexposuretoPlayworkswasassociatedwithsignificantlyhigherlevelsofphysical activity, problem-solving skills, meaningful participation in school, and goals and aspirations. Using physical activity as a vehicle for conveying supportive services has advantages. Play and sport introduce problems to besolved, such aswhat to play, who
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plays, and how to play, and thus provide the opportunity to learn skills in cooperation and conflict resolution and to promote connectedness.(Madsenetal.,2011)
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8. A collection of activities to promote physical activity
8.1. Icebreakers/Warm-Ups
CORPIINAZIONE/BODIESINACTION
The aim of the activity:
● togettoknowone’sbodyasatooltobuildarelationshipwiththespaceand otherpeoplearoundoneself;
● toextendtheuseofone’ssensesandexploretheirpossibilities;
● tocooperatewithotherpeoplewithoutusingverbalcommunication.
Skills developed: Socialskills,communicationandcollaboration
Number of participants: 7-25
Time needed: 15minutes
Instructors needed: 1
Other requirements:
● aspacedelimitedbywallsandproportionatewiththenumberofparticipants;
● conicalhatsmadeof70x50cmcardboardsheets.
Instructions:
1.Instructtheyoungpeopletowalkaroundintheroomastheypleasebuttoremain silent.Changingdirectionisallowedbutwithouttouchingeachother.Waituntil everyonehascalmeddownandalltheparticipantsareabletowalkatthesametime withouttouching,withoutstoppingandataconstantspeed.
2.Theinstructoraskseveryonetowearaconicalhat.Thehatcanbemadebeforethe beginningoftheactivity,usingalargesheetofcardboard,70x50cm,rolledintheshape
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ofaconeandfastenedwithclipsoradhesivetape.Thehatmustbequitetalland wearingitmustrequireattentiontoitsbalance.
3.Wheneveryonehasputonthehat,theinstructoraskstheparticipantstowalkaround theroomagainmaintainingaconstantspeed,withouttouchingeachother,andtryingto keepthehatinbalance.
4.Theexercisegoesonuntileveryonehasreachedaconstantspeedandfounda relationshipwithspaceandwithotherssoastobeabletomovewhilekeepingthehatin balance.
5.Thelastpartoftheactivityrequireseveryonetokeepmovingaroundtheroom,with thecone shapedhatbalancedontheirheadsandwiththeireyesclosed.Itisimportant thateveryonefindstheirownspeedandthatthesensesareveryfocusedonbalanceand whatsurroundsustoavoidbumpingintoothersanddroppingthehat.Theinstructor maydecidetofinishthispartafterthegrouphasmanagedtostayinmotionforatleasta coupleofminuteswithoutdroppingthehats.Participantsaresilentforthedurationof theactivity.
6.Attheendoftheexercisewesitdowntolistthedifficulties,thenegativeandpositive feelings,thesurprisesandthepossibleusefulnessoftheexercise.
8.1.1. The tree of light
The aim of the activity:
• toprepareyourbodyforotheractivities;
• towelcomeexternalstimulicarefully;
• tobuildacalmbutalertstateofmind.
Skills developed:
Communicationandcollaboration,creativityandinnovation.
Number of participants: 1-100
Time needed: 10minutes
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Instructors needed: 1
Other requirements:
• aspacelargeenoughforparticipantstoliedownontheground
Instructions:
1.Participantsliedownontheirbacksonthegroundandtheireyesclosed.
2.Wheneveryoneissilent,theinstructor,withacalmvoice,beginstodescribealight thatcomesfromthecentreoftheplanetandslowlyapproachesthefeetofeach participant.
3.Theinstructorcontinuestodescribethelightthat,likeafluid,entersfromthetoes andslowlyinvadeseveryotherpartofthebody:thetoes,thebodyofthefoot,theheel, theankle,andsoon,uptothehair.
4.Theinstructoriscarefultolingerwithslowandrhythmicwordsoneverypartofthe body,allowingeachparticipanttovisualiseintheirmindthelightthatfillsthevarious partsofthebodyastheyarementioned.
5.Thisexerciseismeanttoprepareforsomeotheractivitieswhereacalmmindsetand aresponsivebodyareneededoratleastrecommended.
8.1.2. Flying with balloons
The aim of the activity:
• towarmupthebody;
• toincreaseattentionandcreateafeelingofsatisfaction.
Skills developed: Flexibilityandcollaboration.
Number of participants: 10-50
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Time needed: 20minutes
Instructors needed: 1
Other requirements:
• alargespacewhereyoungpeoplecanmovefreely
Instructions: Warm-up
A warm-up prepares young people for movement. Isolated body parts and full-body movementsincreaseelasticityandbodyexpression.Whenthebodyiswarm,itincreases attentionandfocus(thebrainiswelloxygenated).
Thewarm upstartsbycreatingacirclewiththeyoungsters.Oneyoungpersonisselected tobeinthecentre,andallmovementsthatpersondoeswillhavetoberepeatedbythe rest.Whenthewholebody(fromthefeettothehead)isexploredwiththosemovements, anotheryoungpersonreplacesthefirstuntilfiveminuteshavepassed
Braindance
Each young person carries a balloon, moving to the sound of different types of music. Whenthemusicstops,eachonemustswitchtheirballoonwithanotherwithoutdropping it. Several moments of silence must happen. This activity can create a beautiful spatial compositionwithmusic,movements,andtheslowmotioncausedbythelightnessofthe balloonsandtheircolours.
8.2. Focus-enhancing activities
Walkyouremotions
The aim of the activity:
• togettoknowone’sbodyandfeelingsandemotionswithoutusinganywords;
• tohelpidentifyemotions.
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Skills developed: Flexibility,socialskills,andcreativity.
Number of participants: 1-30
Time needed: 10-15minutes
Instructors needed: 1
Other requirements:
• alargespacewhereyoungpeoplecanmovefreely
Instructions:
1. Instructtheyoungpeopletowalkaroundintheroomastheyplease.Thereisno needtocontacttheotherortheinstructors.Waituntileveryonehascalmed downandiswalkinginasteady,neutralmanner.Thisisthewalkthatyoung peoplemustreturntoinbetweenthedisplayofemotions.
2. Instructordescribesanemotion,saying,forexample:Now,you’rereallyangry, everythingismakingyoumad.Someonehasfailedyouorhasmadeyoureally angry.
Trytobeasconcreteaspossibletohelpyoungpeoplefindtheemotion.
3. Continue:Whatdoesthefeelingofangerdotoyourbody?Howdoesitaffectyour stepsandtherhythmofyourwalk?Onwhatpartofyourbodydoestheanger feel?Isitinyourhead,inyourchest,inyourarms,atthebottomofyourfeet?
Focusonthepartofyourbodywhereyoucanfeelitmostandexaggerateitin yourmovement.
4. Letyoungpeoplefindtheemotionandexpressitforawhileandthenreturnto theneutralwalkagain.
5. Useotheremotions:scared,inlove,stressedout,happy,busy,etc.
6. Toclose,haveashortfeedbacksession.Talkaboutwhereandhoweachemotion manifesteditself.Notethattherearedifferences.Itmightalsohelptonotethat whenyouknowyouremotionsbetteritiseasiertotakecontrolofthemwhenit isrequired.
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8.2.1. You are my mirror
The aim of the activity:
• towarmupthebody;
• toincreaseattentionandfocus.
Skills developed: Flexibility,collaboration,andcreativity
Number of participants: 2-30
Time needed: 10minutes
Instructors needed: 1
Other requirements:
• alargespacewhereyoungpeoplecanmovefreely,oroutdoors.
Instructions:
1. Youngpeopleareorganisedinpairs,onestandinginfrontoftheother.
2. Ayoungpersoninitiatesasetofmovements, slowlyandexploringseverallevels in space (above, middle, on the floor). The other must repeat exactly the same gesturesasiftheywereinfrontofamirror.
3. Aftersomeminutes,therolesareswitched.
1–2–3
The aim of the activity:
• tofocusandstimulatethebrain.
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Skills developed: Flexibilityandcommunication.
Number of participants:
Atleast2.Thereisnolimitastothenumberofparticipants.
Time needed: 10minutes
Instructors needed: 1 Other requirements:
• alargeenoughspacewhereyoungpeoplecanoperateinarelaxedmanner.
Instructions:
1. Youngpeopleareorganisedinpairs,standinginfrontofeachother.
2. Thepersonwhostartssaystheword‘ one ’aloud Thepairtothispersonresponds withtheword‘two’ Thepersonwhostartedrespondswiththeword‘three’ The pairrespondswith‘ one ’.Thentheycontinuesayingthosenumbers,inturn,always endingwith‘three’beforestartingagain.
3. Oncethisgoeswell,theword‘two’willbereplacedwithahandclap,ie.theorder goes ‘ one ’->CLAP->‘three’
4. Afterthis,thepaircanreplacetheword‘three’withanothersoundormovement iftheywish.
5. Aftertheexercise,haveasmallfeedbacksessiononhowtheparticipantsfelt,ifthe exercisewasdifficultandwhattheycouldlearnfromanexerciselikethis.
8.3.
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