Finding the Fun in Movement

Which sounds like more fun: relaxing quietly in lotus pose on a yoga mat or gliding smoothly above the clouds on a magic carpet? Performing Warrior 3 pose or spiraling through deep space in an X-Wing Fighter?  Reaching towards your toes in a seated forward bend or steering a speeding Jamaican Bobsled through an icy winding track ?

Most adults give up exercise after an enthusiastic start simply because we are bored. Sure, we know its good for us and it helps us stay strong and healthy. We tell ourselves its because we just don't have time/money but the real reason we give it up is because its not compelling, interesting nor is it any fun.

At our deepest core, we don't want to work hard at exercising & staying healthy. We literally want our cake and to eat it [all] too. If we knew we could stay healthy, build muscle, reduce cholesterol and lose weight by posting jokes on Facebook, or Re-Tweeting a flour-less brownie recipe, or "Pinning" a photo of our kid's dance recital, well then we'd do it all day long, because what we all really want is to have it easy, to play, to laugh & to be entertained. Yet, when our children don't want to eat 'healthy' foods or do their homework, or 'exercise', we get frustrated and scratch our heads as to why. We don't need to wonder. Its because they want the same things we do: to not work hard, to play, to be entertained & to have fun!

When we tell our children "Time to exercise," it sounds too much like a threat to their fun-and suspiciously like "work" so they will do everything in their power to avoid it. But if you tell them you are going to see how good they are at playing "Simon Says"-now they might sense the implied challenge and take you up on that. So now as Simon you can direct their activities-hopping 10 times on one foot, swaying like a tree, jumping like a frog as high as they can, etc. The "exercise" is now hidden in the game and games=fun.

Finding the fun in movement is not difficult. It requires that you know and understand your child and children in general, and it requires a little bit of being like a child yourself. Be willing to be silly, creative & vulnerable by taking a few minutes to not take yourself or exercise so seriously and just play with your children.

Teachers & therapists can incorporate movement into any classroom or lesson. I know there are core standards and lesson plans and procedures and policies to follow, but find a way to work the fun into what you are already teaching rather than feeling like you have to squeeze in a completely new & unrelated activity. Yes, the kids get gym and recess (some do) but they still need to move throughout the day. Movement improves learning readiness by releasing stress and tension, integrating the senses and strengthening the connections in both sides of the brain for better concentration.

So how do we find the fun and easily incorporate it into our day?

Easy Ways  to Incorporate Fun Movement Activities into a Child's (or Your) day:

• Simon Says: Play just as described above. Each day allow a different student to be "Simon". No one gets "out". Its just for fun!
• Leap Day: Have a fun and friendly competition to see who can Leap the farthest. Place a piece of masking tape on the floor or carpet (or make one outside with chalk) and mark off in 1 foot increments. Mark off a starting line and have them each take turns and leap! (best out of 3 or just one big leap. ) Give them cloth tape measures to calculate how far each student has leaped. Give a prize for the longest and shortest leap,or give a prize to the class for cooperating. (If you do this, be sure each student gets a prize and no one gets left out "because you were talking" or it defeats the whole purpose of the cooperative activity.) *(With this activity you just taught math concepts, teamwork and helped release muscle tension.)
• Hopscotch: You can again use masking tape if you don't have access to an outdoor play area. Have the children make chalk hopscotch boards. Use stones or pennies for markers. Each child completes the game by moving their marker to each block. *( You just reinforced counting & math skills, concentration, turn taking, visual processing, hand-eye coordination and helped release muscle tension.)
• Hooping: Lots of ways to use the hoop. The regular way we hoop, or rolling the hoop to a classmate and back again. You can also have the children jump in and oput of a hoop in patterns (left, right, forward, back, one foot, etc.). , My favorite way is to make a large circle with many hoops. (Preferably outside on grass)  Play some music, and have children move from hoop to hoop. When the music stops, everyone must be inside a hoop. Remove one hoop and play again. each time the children must "share" a hoop with the classmates so no one is "stuck" out of the hoop. Continue play until there are only 3, 2 or 1 very large hoop left and every child has at least one foot inside the hoop. Children must not push or shove. *(You just taught motor planning, balance, sharing, cooperation, body awareness, how to stand still in a group, listening skills and problem solving.)
• Interactive Storytelling: Take a few minutes and read (or tell) a story to the class and have each student "act out" a character or a action in the story through movement. Many stories, myths, legends and fables exist about animals and have many opportunities for yoga postures or creative movement to be incorporated. Not only is this a fun way for children to remember a concept or a story sequence, but it is also a good way to start introducing new science concepts. Yuo can even apply some of these concepts to video games scenarios to make it more relevant to what children are familiar with. *(You reinforced literacy and language skills, listening /auditory processing, helped with learning transitiining skills, released stress and engaged the whole child in learning.)

NASPE ( National Association for Sport and Physical Education ) recommends that school age children get at least 60 minutes of movement each day, and do not sit for periods of more than 20-30 minutes. (I know there are second graders expected to sit for periods of 80 minutes and listen!)  If we lean to use our children's natural enthusiasm, movement rhythms, imaginations and energy cycles, we can harness this energy properly and direct it in postive and effective ways for everyone. It does not have to be difficult nor over-structured. All we have to do is find the fun in movement


*What are the ways you make exercise/movement fun for you or your students? Leave a comment below!

 

Contact: barbara@bodylogique.com

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A Tool for Self Control: Mountain Pose

"Tall Mountain" Pose

Earth and sky, woods and fields, lakes and rivers, the mountain and the sea, are excellent schoolmasters, and teach some of us more than we can ever learn from books.   ~John Lubbock

What do earth, sky, lakes, rivers, mountains and the sea teach us? Or more accurately, what do they teach us about our own nature?

My OT partner Lisa and I recently selected  mountains as a teaching imagery for our Thursday night yoga therapy group.

One 9 year old student was having difficulty standing still in line during dance recitals and practices and was given constant reminders to stop fidgeting. This made her anxious and she would forget her routine. It was a cycle that was becoming very stressful for her and she could not enjoy her dance events. We wanted to give her a useful tool so she could self-regulate while waiting for her turn to dance or in line at school or anywhere she felt fidgety.

We selected "Mountain Pose" because of the versatility, adaptability & ease of execution. Most children can learn it quickly & practice the posture with success. The posture is a transitional pose, easily executed. Its benefits & effects are immediate and yet so underestimated.

Lisa has a huge photographic mural of a lake surrounded by mountains so we showed the group one evening and asked them each to give a brief description of how the mountains looked to them. Some words they used were: tall, strong, large, quiet, pretty, snowy (at the top) graceful, peaceful and green. We gave our own descriptions, and pointed out that the mountains were all of these things, and also very sturdy and stable at the bottom (the 'base') and very light and graceful at the top. The middle was just right-nice and strong holding the top and bottom together.

We demonstrated to them how to "be like a mountain in [their] bodies" by showing them "Mountain Pose". As each of them practiced Lisa used their descriptive words for reinforcement & pointed out key areas for them to think of:

• *feet slightly apart and even with each other toes pointed straight ahead
• spine straight
• tummy strong
• head lifted high
• eyes facing forward
• arms at sides
• heels and toes pressing down into the ground

*(Normally the pose is done feet together. However, the adapted version,  feet slightly apart, makes it easier for children with poor balance. Feet are gradually moved closer together as the student demonstrates he or she is ready.We use 15" diameter circles cut from regular yoga mats and have the kids place their feet on either outer edge of their"Peace Circle"). 

We had the children practice while on their mats. The mats gave them a boundary to work within. Then came the test to see which mountains were 'sturdy'. I walked around to Lisa then to the students and stood behind each to gently push the upper arms sideways to see if I could "Move the Mountains" left or right. As I began to apply pressure, each student responded by "pushing" back equally to stabilize against the amount of pressure I was applying. We used this opportunity to get feedback from the children themselves asking:

• Could I move them or Were they sturdy/stable/strong?
• If they moved when pushed, what could they do to be more sturdy?
• How could they put their feet (their 'base")  to be more sturdy?
• How could their arms help to be more stable? etc.

If they didn't know the answer then we made suggestions. The kids were aware and insightful with self-evaluation & did well with adjusting their own postures to be stronger immovable mountains. We even showed them how to practice "Mountain Pose" while seated in a chair.

Breathing was emphasized. "Breathing into your feet" and "back out your nose again" reminded the children to keep their breath flowing and be aware of their feet (sturday base) connecting them with the ground.

'Tiny Mountain' Pose

We talked about examples of when to use this posture, such as in line for the bus, in the cafeteria, at the grocery store and of course we specifically addressed dance recitals. (I said that my daughter used it when she got really nervous and it helped her stay calm and feel confident.) We reminded them that each one of them had a strong, beautiful, peaceful mountain inside and could remember to be like it whenever they needed to.

Our relaxation that evening reflected a "Peaceful Mountain" themed imagery for reinforcement.

Last night, our student's mother told us that this simple imagery and posture tool was a very useful one for her daughter and that she remembered to use it unprompted during a dance event last weekend. It kept her calm, focused, less nervous and able to stay in line waiting to perform. She made the connection between the strong peaceful nature of a mountain, and that of her own strong peaceful self  & she really enjoyed herself at the event.

The students continue to use the tools we give them and to teach us different ways to apply them in everyday life. Each class as I learn more about the group, I learn more about myself too.

I learn to be as trusting & willing to try new things as they are.

I learn that the analogies & words I use to teach them are also ones that I need to hear and remember for myself.

And I learn how to move mountains.

Or not.




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Senses, Stims and Stress

We tend to take our sensory system for granted until something goes wrong with it. We are all sensory organisms! Our sensory system provides us with the ability to interpret information about our body & environment through a variety of sensory receptors. Most of us have been taught that there are five senses: visual, auditory, gustation (taste), tactile & olfactory (smell). There are in fact three more: the vestibular (balance), proprioception (motion of the body ) & interoception (internal -hunger, heartbeat, breathing, bladder, etc.) that help us learn about ourselves and the environment.

Many OTs agree that vestibular & proprioception tops the list respectively, in priority in terms of human development. The sensory system develops before the ability to utilize the muscles & bones effectively for purposeful movement does. Ironically, movement is the only way to strengthen sensory/neural connections & strengthen the brain’s ability to process information and retain it in the long term.

If the neural connections are weak or not there, the brain will not know what to do with the stimulus it is now receiving through the senses. Science tells us that neural connections are created & strengthened through movement. A variety of daily movement & stimulation to each sensory system will improve the body’s/brain’s ability to refine movement, improve cognitive processing & reduce “stim behavior”. (This is the purpose of a Sensory Diet/ Sensory Integration Therapy.)

Stim Behaviors occur for a specific reason-as a sign of sensory, physical or mental stress. The sensory challenged, ADD or ADHD child is not being 'non-compliant'. They are telling you they are 'hungry' just as a grumbling stomach or dry mouth tells us we need nourishment. When we are hungry or thirsty, we eat/drink. Why then, when a child needs sensory 'food' do we deny them by prompting them to stop? To these students, this is the equivalent to withholding food and water.

Stims tell us that the body is imbalanced, the brain is overwhelmed and both are trying to re-engage. A stim is telling us that there is a bodily “craving” for something that child’s body & brain needs. (We all have stim behaviors. You are probably doing one right now as you read this.) If the brain/body cannot re-engage it will result in a stress response or as a full blown 'meltdown'. Once this happens, the child (and the brain) is no longer capable of learning-he is now in “Fight or Flight” /survival mode and the body/brain is in adrenalin shock-He cannot stop himself from the effects & cannot engage/cooperate/learn/comply until the adrenals get back to normal. This is what is called a stress response. Its vitally important to understand this effect and address it properly. Sensory diets are put in place for exactly this reason.

S.M.Art Kids® programs aim to assist sensory integration & minimize the Stress Response through 3 aspects: Stories, yoga based Movement & Art. Together, these tools help encourage stronger neural connections, a calmer central nervous system & improved focus.

Stim & Stress Strategies You can use:

• Learn to read warning signs- (body language) Staring, yawning, fidgets, tapping, teeth grinding, etc. are all signs of the brain trying to re-engage. Try to determine which sensory system is 'hungry' and feed that one first. You will find that in most cases, if you address the sensory needs, the behavior will take care of itself. Learn as much as you can about each child's responses and rather then try to de-sensitize him or her, try to address it by giving them the input they need. You will find that they eventually will pay better attention.
• Help children Release muscle tension-through self massage or “Squeezing Lemons” (help children imagine they are making lemonade-and squeezing the lemons into a glass. Imagine they are using each part of their body from head to toe to squeeze them-hands, elbows, armpits, knees, toes, etc. Its okay to be a little silly. If they want to imagine they are squeezing a lime, an orange, a Pink lemon-or even a blue one, go with it! The object is to get them to squeeze and release muscle tension.) This will help with body awareness and deep muscle input that helps the nervous system stay calm for longer.
• Imagery is a simple and versatile tool where you will suggest a calming scenario for the children to follow. (Let's imagine we are on a beautiful beach, with big swaying palm trees, sparkling sand and crystal clear water....") Speak slowly, dim the lights and have them put their heads on the desk and follow your voice for 3-5 minutes. Always bring the "back" gradually by having them "wiggle fingers, wiggle toes, take a big breath and on the count  of 3, slowly lift your head and stretch..." always take a minute to get feedback. )  Works well as a transition or at the end of a test.
• Employ other calming techniques- breathing in patterns (To calm, breathe in while counting to 3 and out while counting to 4), art (simple coloring pages-geometric patterns or mandalas are the most calming. ) music (instrumentals such as Native American Flute music or ocean sounds, thunderstorms, etc will calm children while keeping them alert.)
• Re-engage in activity using different creative approaches to keep students actively  interested.
  

Summary:

In order to learn anything, the brain must be calm, focused & engaged. Our capacity to learn is greatly improved through sensory motor stimulation. Hands-on learning, incorporating movement breaks, experiential and group projects are the best way to to address these needs. We receive information through the eyes, ears & other senses for our brains to process it, recognize, organize & respond to it. When a child “stims” he is really trying to integrate the senses, to receive & process the information, regain focus, re-engage or transition to another activity & get the brain back in gear to complete a task.

For a fantastic detailed overview of the sensory systems go to: SPD Life


*This article is excerpted from our professional development course:

"S.M.Art Kids @ School: Engaging The Whole Child Through Stories, Movement & Art (Yoga Based Tools for Teachers)

To schedule a staff workshop for your school or organization, please contact: barbara@bodylogique.com

3 Minute Neck Massage

I was watching my daughter do her homework yesterday, and I noticed her posture. She was leaning to one side, her one leg folded under her and her head resting in her free hand. A little while later she told me she had a headache. Instead of giving her an aspirin, I asked her to sit down and I placed my hands on her shoulders. Just as I thought: her neck and upper back muscles were completely constricted and hard as a rock!

I placed one of my home made hot packs around her neck and then I spent about 10 minutes kneading out the knots with my hands. She started to relax and told me about her day, which was a particularly stressful one for her. At the end of the 10 minutes I asked her how she felt and she said she was much better. She didn't have a headache any more. When she went back to her work, her posture was much better.

My daughter had not even realized that she was stressed, and her outward posture and headache were her own body's signs of a stress response. The most useful skill I have learned through yoga practice over the years is how to recognize the signs of stress in my own body and how to head it off before it gets out of control. I believe that this is a vital Life Skill that we can easily teach our students and children.

Stress related illnesses count for at least $300 billion each year in health care costs &  missed work. About half of Americans (48%) report lying awake at night due to stress. (Source: American Psychological Association study, 2009). To combat this, Americans fill more than 50 million prescriptions for sleeping pills and spend more than $600 million on over-the-counter sleep-inducing supplements.

Stress in children is now on the rise with and estimated 45% of school age children reporting feeling worried & stressed and 61% of teens reporting feeling stressed. All of these children reported physical symptoms such as stomach or headaches and nightmares. However, only 17%-28% of  the parents polled acknowledged that their children's behavior or symptoms could be stress related. These numbers show the huge disconnect between our own views of stress and how we view the effects of stress on our kids.

It’s difficult for both adults and children to concentrate on work and be/do their very best when their mind is racing and body is aching. Physically, the upper back, spine, back of head, shoulders and neck seem to be the areas where the most stress and tension builds up, so those are the areas of the body that need the most relief. When we are more relaxed, we stay well longer and accomplish more.

Exercise, hydration and monitoring the types and amounts of foods that are eaten are 3 ways to relieve stress. Another option is a simple 3 minute massage.

While getting a professional massage can do wonders for reducing stress levels and clearing one's head, it may not be logistically or economically practical on a regular basis. No worries. You can learn to do this yourself.

So here is the simple process that I showed my daughter. You can learn it for yourself and teach your students how to do it for themselves too.


3 Minute Neck and Shoulder Massage Video

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Teachers: 99 Reasons to Love Them

This weekend as Jay and I were moving my office to a larger room in the house I found a box of old school work and photos. As I began going through these treasures, I recalled many of my classmates & all of my teachers from K-College and was filled with so many memories, some sad, but mostly happy.

There was a photo of one of my teachers (also my neighbor) who was killed in a car accident when I was in 6th grade. I was surprised at how much I rememembered about him, and that awful day that I have not thought about for so long. So may details came back in an instant.

There were also letters (HAND-written on lemon 'scratch and sniff' notepaper) that my best friend from 4th grade wrote to me. The words were carefully written and so innocent and genuine.

There were ribbons from field day, diplomas and awards, my high school jacket (my daughter has claimed that as hers now even though it has my name on it) and year books with signatures of classmates & teachers-some no longer with us- and as I looked through it all I was taken by how quickly Life flows and how many people have blessed my life in 47 years, with their friendship, their influence and their knowledge.

Many of these men and women influenced me enough to do my best in every situation and to think creatively to solve problems and leave my own signature on the world around me. Every one of them helped make me the person I am now. They all lit a fire in me that made me want to learn & to teach others to learn too. I can only hope that if they knew me today and saw my work, they would be proud of me.

I found this light-hearted article a while back and saved it. I decided that today would be a good day to post it and share it with all of you.

Many teachers still influence me today. They come to me in many forms: my students, my friends, my colleagues, strangers and even as adversaries. I have learned to appreciate every single one of them.

So to all my teachers, past, present and future: Thank you for being hard on me and not letting me do just enough to get by. Thanks for sparking interest, enthusiasm and a love of learning and for reminding me that we are all responsible for our own attitudes about learning. Thank you for making learning fun, not only through the lessons in class, but through Real  Life experiences. Thank you for helping me make so many fantastic memories.
99 Reasons Teachers Rock

*Do you have a teacher that has influenced you in a positive way? If you could see them today, what would you tell them? Tell us about him or her below (or leave them a personal message!)

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Lighting A Fire

One of the most challenging aspects to being an educator is getting (and keeping) students engaged in learning. We have all had it happen: we walk into a studio or classroom, ready to teach a unit that we find exciting & interesting, and our students are only lukewarm and barely paying attention at all. This can dampen that enthusiasm we felt as we put the materials together.
 
W.B. Yeats said that : "Education is not the filling of a bucket, but the lighting of a fire." So the question to ask is how do we do that? How do we make our lessons more interesting and 'light a fire'?
 
For many years, I have been able to use stories as a versatile medium to keep younger kids interested in science, world cultures, health, nutrition, yoga and creative movement. We "tell" the story together by using the postures in a sequence. I use interactive movemment games that mirror the story themes, and imagery of the characters they can relate to and these characters overcome challenges and solve problems just like we all do in real life. They identify with those qualities they want to emulate and remember the lesson better this way.
 
As they get older, I have have noticed that they want time to 'zone out', so I place them in a relaxed but active listening state and give them time to 'zone' on a specific imagery that I lead them through verbally and musically. They come out of the imagery relaxed, full of creative ideas and insights, and fully aware of their inner and outer worlds. (This is also known as meditation.)
 
Maybe none of these methods will work in your specific environment, however there are some other techniques that you can use. The key is observing and knowing your students. Below are some ideas that can be adapted to a traditional classroom or therapy setting:

• Develop a Unexpected Introduction: A riddle, a joke, or an effective warm-up activity that can draw interest into the class content is one key to keeping students engaged. The first five minutes are crucial and should draw students into the lesson and set the tone for the rest of the class. 
• Incorporate a Variety of activties: Use varied activities to meet the diverse interests, sensory & cognitive levels and learning styles of your group. Think of the sensory systems and use visual, auditory and movement based activities or props and imagery to keep the group engaged. (Example: one student loved challenges & she also enjoyed video games-so I created a yoga set based on her favorite, "Zelda" .)
• Find the element of Fun: Find anectdotes and the element of fun in what you are teaching and infuse it into the lesson. I like to use modified games and stories. For example, if you are learning about dinosaurs, play "Freeze Dinosaur" (variation of "Freeze Dance")  or have the children go on a "Dinosaur Dig" in some sand; or have them create their own dinosaurs out of clay, sidewalk chalk or colored pencils. Games bring learning to life, reduce stress, encourage cooperation & are more effective in teaching lessons.
• Remain Flexible:  Always allow some flexibility in the lesson plan. If you planned for 3 objectives, but you only got to one, and the students are enagegd and having fun, that's okay! Children are spontaneous and energetic when we create the right environment for learning. Let them lead you sometimes.
• Link activities to the topics in a meaningful way:  Incorporate multi-curricular and multi sensory activities, such as reading stories while practicing yoga poses or journaling or doing an art project while listening to relaxing music. This will not only add variety and interest but will help concentration, attention span & overall success.
• Allow Full Participation: Let your students take attendance, select a topic (within reasonable choices) for the next class, and lead the class in a portion of the content.
• Gather Feedback: Listen to your students! Learn about what they like to do for fun, what interests they have, who they look up to, what music they like, sports they play etc. Ask them to assess your lessons with a informal survey so you can see what's working and what's not.

*What are some ways that you "light a fire" & make your classroom or therapy room more engaging for students? Please tell us in the comments below!

Making it Personal

Jedi Warrior Pose builds confidence!

One of my favorite aspects of my work is the family interactions during private yoga sessions. The students and the families give me such insight and it is a great thing for me to learn something unique and personal from every family I work with.

Last summer, I created a customized, adaptive yoga program for a young man based on "Star Wars", something he loved and understood. He responded so well to many of the activities and characters, especially the imagery of the "Stormtroopers" (disrupters)  "Jedis" (restorers of Peace). I made up a daily sequence for him to practice to help him build strength, balance and to feel more in control of situations and transitions.

The set was a series of  "Warrior" poses, and I called it the "Jedi Sequence".  There was a poem that went with it that we called the Jedi Chant. Jack has used this set and its imagery in situations at school, as a familiar way to maintain or regain a sense of inner calm during turmoil or when he needs time to process a situation.

Sometimes, when working with children on the spectrum, its a challenge to explain the deeper concepts and self-evaluation that goes along with the asana (pose) practice. This is where family support is so vital to the process of learning yoga or any therapeutic/educational activity.

Jack's mother was recently telling someone about a situation:

"Monday afternoon, Jack explained to me that kids at school were being mean. Kids were butting in the bathroom line. I asked him if he told them to stop, they were being rude. He said no. I told him to stand up for himself, that it's okay to assert himself and say that something isn't right. If that doesn't work, then go to the teacher.

I was reminded of his 'Warrior Poses' from Barbara, Jack's "Jedi Sequence & Chant":

"I am Strong, I am Bold, My Own Power I can hold, I open My Heart, I protect My Soul, I spread Peace Wherever I go."

We've discussed this as a family many times before, but I think it's a mantra that can work for many of us, not just those with Special Needs.

We've explained it like this:

• I am Strong (in my brain and body)
• I am Bold (without fear, courageous)
• My Own Power I can hold (I can keep my emotions appropriate & not let anyone take my power from me. If I let a bully or a negative situation get to me, I am letting him take my power from me)
• I open My Heart (be loving)
• I protect my Soul (don't let anyone take advantage of you)
• I spread Peace Wherever I go (talk nicely, respect others).

This is what it means to us and our family."

This mom was able to help Jack understand a stressful situation, ways to navigate it and reduce his anxiety about it by beautifully personalizing the "Jedi" imagery.

The important thing to understand about yoga or any other method of  learning, for adults as well as children, is not so much to learn the activity, (in this case the poses) or even the rhyme. The "Chant" is just a way for the poses to be remembered in order. The poses or movements are a way for the body to understand the words. But the most powerful thing of all is that this family sat and talked about what it personally meant to them. They applied it to their life and a specific situation in such a way that the child could effectively use these tools.  This adds much more value to a generic lesson. Without that support and insight, the movement sequence is just that-another movement sequence. It must be meaningful to the individual practicing/doing it or they will not be engaged nor motivated to try/do it again.

This week, in every aspect of life, look for more ways to 'make it personal': build personal meaning into the activities, lessons and tools that you give to yourself , your students and children. This is ultimately how they will learn to broaden their problem solving skills and understand how to better navigate through the rough spots and overcome life's bigger challenges.

*I would be happy to send a copy of the "Jedi Sequence" to anyone who would like one. Please e-mail your request to:

barbara@bodylogique.com


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Breathing Games for Kids



Proper, steady & deep breathing makes all the difference in the way we move, think, recover, heal, & interact with others. In yoga, the breathing component is called pranayama.
When we hold or constrict the breath, we hold on to physical muscle tension, as well as mind tension & emotions that no longer serve us. When we release our breath, we also release physical tension, and emotions like fear, frustration, anger and resentment that prevent us from healthy growth, moving forward and enjoying our experiences and relationships. Yoga teaches us how to properly move and breathe together for optimum body/brain function, relaxation and to prepare the mind for extended periods of concentration.

From a sensory standpoint, breathing "into the belly" can help develop the sense of proprioception, (outer body awareness) and interoception (inner body awareness-what's going on inside of the body.) It can also be used as a tactile exercise: blowing on the hands after hand sanitizer has been used will give the skin a "cool" feeling.)

The other benefits of proper breathing are numerous. Here are just a few:

•improves oxygen flow
•Improves functioning of all body systems
•relieves congestion
•addresses muscle (and mind) spasms
•increases energy
•reduces fatigue
•enhances concentration
•eliminates toxins from the body more efficiently
•builds body awareness and self-control


The breath is a vital tool we all have with us at all times and it can be directed to self-regulate when needed. Teaching kids how to use their breath for relaxation, smooth transitions, concentration & stress management does not have to be boring. It can be very easy and fun, with a few simple props and a bit of imagination. 

*Here are some tips and ideas for 'Breathing Games' for kids:

Puff Ball Race
Photo ©2009 B.Gini

*(The following activities are designed to help teach children breath & energy control.

Remember that with bigger/stronger breath, energy will increase. With smaller/lighter breath, energy will calm.

Use "Strong/Big" breath for motor activity, & "Light/Little" Breath for calming/concentration.

Please take care that the children use their noses to breathe. The nose will warm, moisten and filter air as it goes into  the body, and it will also stimulate the appropriate receptors in the nasal cavity for energy/focus/calm. Deep

breathing should be rhythmic and taken a few breaths at a time to avoid dizziness & hyperventilation.  Keep some tissues handy when you play! )

•blow cotton balls (or colored pom-pom balls) through straws -(as in a 'snowball race' or racing over a 'goal line' )

•blow soap bubbles - teaches how to direct the breath and improves oral motor skills for language

•blow dandelion seeds off the stem or blow gently so NO seeds fly off the stem

•pretend you are blowing out one tiny little birthday candle (you can sing "Happy Birthday"-singing also helps develop breath control too!)

•pretend you are blowing out 10 BIG birthday candles...(or even 20!!)

•smell a flower or cookies baking (use real flowers or pretend. Please do not put artificial fragrance on the flowers as his can cause allergic reactions!)

•have a puff ball race (pictured above)

•hum or sing! (loudly and then softly)

•blow on wind chimes or pinwheels

•play wind instruments or kazoos

Breathing Ball
Photo ©2009 B.Gini

•breathe very quietly-(like a little lizard or a butterfly)

•use a "Breathing Ball" pictured at right  (See video here)

* Download a copy of our Breathing Ball activity here!

Breathing Ball Photo Card Download


We welcome your feedback! Tell us how you use breathing games in your classroom or therapy room by leaving a comment below!



.Contact Barbara at: barbara@bodylogique.com

Connect with Your Inner Groundhog



Punxsutawney Phil

February 2 is Groundhog Day in the United States and Canada. According to folklore, if it is cloudy when a groundhog comes out of its burrow, then spring will come early. If it is a sunny day, the groundhog will (supposedly) see its shadow and go back into its burrow, and winter weather will continue for six more weeks.

The celebration started as a Pennsylvania German custom in southeastern and central Pennsylvania in the 18th and 19th centuries and has its origins in ancient European weather lore. A badger or sacred bear was central to the prediction of weather, based on their hibernation habits. How the Groundhog got caught up in it is unclear.

The Groundhog custom is similar to the Pagan festival of Imbolc, (the seasonal turning point of the Celtic calendar,) which is celebrated on February 1, halfway between the Winter Solstice and the Spring Equinox.

Groundhog facts:

 •"Groundhog" and "woodchuck" are different names for the same animal, from the ground squirrel family.

•Using only their teeth, claws and strong limbs, groundhogs dig  burrows up to 5 feet deep and 45 feet long.

• Their noisy reactions to being disturbed, includes whistling, squealing, barking, chattering and grinding their teeth.

•While most squirrels eat seeds and nuts, groundhogs mainly graze on grass and leaves, & sometimes insects, snails and bird eggs

•Groundhogs are one of the few true hibernators, relying entirely on body fat to make it through winter. Their heartbeat slows from 75 beats per minute to as few as 4, and body temperature drops from the 90s into the 40s (F).

•Groundhogs have an average lifespan of ten years in captivity and six years in the wild, with a maximum lifespan of 14 years in captivity documented

•An internal biological clock controls when wild groundhogs wake up from hibernation, but coming out of the burrow depends more on temperature than intuition.

• Groundhogs have been known to be aggressive & usually try to avoid contact with people.

•According to records kept since 1887, Punxatawney Phil's predictions have been correct 39% of the time

Native American Legends

Native American lore tells us that the Groundhog is a symbol of understanding the power of cycles, knowing when to hibernate, building & the ability to go underground. Groundhog inspires us to pay attention to our dreams, dig beneath the surface to get to the truth, study a specific subject or area of interest, such as yoga, or  meditation and learn to relax. He is a reminder to not  paint ourselves into a corner and always have several ways to exit from negative situations, add more vegetables to our diet, study the seasonal changes and apply the wisdom of changing cycles in daily life.

Groundhog Pose
Photo ©B.Gini 2008

To help you find your inner Groundhog, I've included a 'Groundhog Pose' image (at right) a resting posture for you and your students to practice between activities and to settle nervous energy after recess or tests.

To modify, you can practice this posture by remaining in your chair, & setting your head on your desk. Arms can relax at sides (in this photo the Groundhog was "digging".) Close your eyes and breathe deeply into the belly and then breathe deeply into the back of the body. Breathe in relaxation and breathe out all the thoughts that don't serve you any more.

Imagery:

Imagine you are a little groundhog, safely hibernating in your warm, comfortable burrow.

Benefits of this pose:

•Gently stretches the hips, thighs, and ankles
•Calms the brain and helps *relax stress and fatigue
•Relieves back and neck pain when head and torso are supported on pillows

*(Enhance the relaxing effect of this posture by playing nature sound music or Native American Flute music such as N.Carlos Nakai or Mary Youngblood. Students may rest foreheadon hands, and use shawls or warm, heavy blankets to cover themselves to create their own"burrow". Blankets help create a sensation of body awareness, and of safety and security, which further relaxes the body and brain.)

 
*Download a free "Groundhog Pose" Photo flash card here!


Tell us your "Inner Groundhog" experience in the comments below!
 
 
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Social Strategies: Goals & Expectations for Play

Photo by Barbara Gini ©2011

I've been writing lesson plans for the upcoming adaptive yoga session with Lisa (KidsPlayWork) that begins later this week. This 8 week series will focus on basic social skills, calming anxiety and  movement sequences to improve concentration.

Its easy to get enthused and caught up in all the things that  we want to teach our students. Yoga is such a versatile and wide reaching activity that its sometimes hard to pick just one or two things to teach each class. Working with children on the spectrum has given me a great opportunity to understand the importance of selecting specific goals & to learn to narrow my focus to objectives that are challenging, obtainable and provide meaningful achievement for each child.

A common question I am asked when working with parents is: "how many skills should I teach at any one time?"

The answer will depend on the ability of the student, but in general, between 1-3 and one at a time is recommended. Any more than three is way too much for everyone involved.

Place a list of one to three learning objectives on your refrigerator or blackboard and focus on helping your child learn each one before the next one is tackled.  The goals should be relevant and meaningful to thechild's daily routines and activities. Some examples:


■ Learning three new vocabulary or spelling words

■ Thinking of three new ways to use vocabulary words

■ Learning how to play with a new toy or game

■ Making 1 new friends

■ Learn how to play with 2 new people

■ Or any combination of new ideas or skills-but remember, 3 is enough

Put a star or a sticker next to the achieved skill so the child can see his or her accomplishment.

You children will most likely learn more than 1-3 things a day, because that is the nature of our Life experiences. Skills, numbers, math facts or vocabulary words that you were teaching last week will naturally work their way into the here and now, presenting an opportunity of reinforcement of learned skills.

If your child seems resistant to learning the set of skills you have chosen, try breaking them down into smaller more meaningful goals, teaching them in a more interesting, fun way or select different skills to work on. Remember that progress is progress, no matter how slow or tedious. Some children witll learn slower than others and that is okay. The important thing is to see progress!

Games

Games are a naturally engaging way to teach children a variety of sensory and social skills. In our group session we use movement games (and modified board games) to teach not only yoga theory and postures, but also health, self-control, social courtesy, character development, problem solving and more.

Lizard Faces
Photo ©2010 Brian Mengini for BodyLogique

Games can be adapted, modified and simplified so that all children can be included in play. (You can always adapt & play games that are easier with any child.) Most kids love "Chase and Tickle" games or "Make a Funny Face" games where they get silly reactions from grownups. "I Spy" games both indoors and out are also a simple way to start to build the foundation of a connection between the players.

Keep in mind, that the reason children with autism have difficulty in social play is often because the play partner is playing at a higher level and the child becomes confused. Start simply-and with pairs or triads (1-3 players) and gradually add more elements & players to games (but not at the same time) as skills are obtained. Many games can be made to be more difficult by adding variations after a specific skill is mastered. (Example: Simon says: stand up. Then Simon says stand on tippy toes....stand on one foot...stand on tippy toes on one foot....etc.) This makes it possible for you to introduce a child to a simple game and then add a challenge to keep them engaged in learning new skills over time.

Competition

A word about competition: many educators, children & those of us in the yoga community have been taught that competition is bad for children and I disagree. While I don't condone behavior that implies that one child is "better than" another, I feel that  if we don't challenge children, and let them overcome and master those challenges, they will not learn. They will not stay motivated to improve their skills and become more independent.

By over-accomodating & taking away challenging, competitive opportunities, we take away the child's chance to interact in a meaningful way. We limit their opportunity to build confidence. Its as if we are saying to them that we don't trust them enough to handle themselves. This is a bad message to send any child, especially one trying to build skills and gain social confidence.

Special Olympics
Photo ©2010, Barbara Gini

If every game we play with them is cooperative, and every game allows everyone to win, we are setting them up for failure & an unrealistic interaction with the rest of the world. Its not very pleasant to think of, but in reality and for the most part, we do not live in a very accommodating society. There are rules and laws that we are expected to abide by, whether or not we agree with them, and there are expected and appropriate behaviors that we follow. Children need to be taught this lovingly, and that sometimes its our turn to 'win' and other times its someone else's turn to 'win'. They need to be taught that winning doesn't make you better than another person, and losing doesn't make you less. I think its much better for them to learn this in a caring, nurturing & supportive environment, with  a teacher, friends or family around them, than from a total stranger, in an environment and situation that is foreign and possibly very scary to them. 

Don't be afraid to use games that encourage cooperation, but also that teach and challenge them to overcome obstacles & do their very best!


Some tips for selecting games:

■ Use simple 'Beginner' Games for children who are not yet verbal or are just learning their first words. Keep the duration short and as few players as possible to start.


■ Use 'Intermediate' Games for children who are putting at least a few words together. Be clear with instructions to build on vocabulary.

■ Use 'Intermediate/Advanced' Games for children who are starting to put sentences together. Facilitate play along side while allowing the players to communicate and apply skills among each other.

Broaden the Experience

When selecting games and activities, we can strive to strike a balance between a child's current interests and helping him broaden those interests to include new experiences. Play can be used creatively and on purpose to expand & broaden interests. A wide mix of different kinds of play allows a child to learn much more than even the most creative play of a single activity. (You might want to consider making a simple video model of the selected game. It is amazing how fast most children learn after watching. )


One of my students was very much into trucks, buses, cars, etc. I was told to not allow him to discuss them or perseverate on them. Instead of censoring him, first I used his love of trucks to gain his trust and then to expand his interests.

Got Large Bugs?

My first session with him I mirrored his play along side of him and let him direct the truck activity.

On the 2nd & subsequent sessions I added interesting and different elements to this 'game'. I brought a bag of huge plastic bugs, and hid them around the room. I told my student that we would definitely play with the trucks, but first we had to find the bugs because they all wanted to go for a ride.  This was not taken well at first, but after a brief discussion & transition phase, he thought this "Hide and Seek" idea made sense, so he played along, a bit reluctantly. We reassured each big bug that he or she would be going to ride on a truck/bus/airplane as soon as we found all the others.This reassurance helped him sustain the activity. I started with 3, and each week I added a few new bugs.

Over the next few weeks, I introduced car, truck, airplane and bug poses, created a yoga sequence just for him and played guessing games with him. We added art (tissue paper mosaic bugs) and then a labyrinth (maze) where he had to get to each bug. The activities became a much better mixture of interactive games and less about the cars and trucks as this child learned to confidently enjoy a variety of activities, movement games & toys.

* In an upcoming post, I will take you through the steps of helping your child set up a sucessful play date.

Tell us in the comments below what types of games you find to be effective  for helping children learn social skills.

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