Session One Lesson 1- Introduction

One 1.1. Warm up: The goal is to recall all information in the order it was given.

  • Begin in a circle, standing or sitting in a neutral position. Standing is preferred. Remember the goal is to safely challenge participants.

  • A participant speaks their name and a one-word occupation ("Janice, teacher").

  • Moving right, the next participant repeats the first person’s name and occupation, then states their own name and occupation.

  • Continuing right, the third participant repeats the first and second participants in- formation, and adds their own name and occupation. This pattern continues until each person in the circle has added their name and occupation. Skills Developed/Enhanced: working memory, vocal strength, discipline

GRADE A: Able to recall 100% of the information

GRADE B: Able to recall 80% of the information

GRADE C: Able to recall 50% of the information

GRADE D:Able to recall 20% of the information

Grade: ______

Group Discussion: Was the group successful? Within the given parameters, what changes can be made to facilitate success? Journal Response: Were you successful at recalling information? If you had difficulty, were you able to stay engaged in the activity (eyes focused on the speaker, standing or sitting in a neutral position, focus on the goal, etc.). Notes:

1.2 Gaze: The goal is to determine habitual gaze and its impact on gate. Structural integrity refers to holding the body in proper alignment allowing the skeleton to support the body with ease. The level at which a person's gaze habitually falls effects the rest of their body. Therefore, addressing habitual gaze quickly corrects posture and strengthen muscles, ligaments and tendons. If no facilitator, work in pairs.

  • Participant selects an object 10-15' away (a picture on a wall, a window, etc.). If imagined, object should be imagined at eye level.

  • Participant focuses on this object (what does it look like: color, texture, weight, etc.).

  • Participant closes their eyes and creates a mental image of the distance between themselves and the object.

  • Participant estimates how many steps it will take them to reach the object.

  • Participant opens their eyes.

  • Facilitator records participant's estimate.

  • Participant walks to object, speaking aloud a memorized passage or mathematical calculation.

  • Facilitator counts and records the number of steps actually taken.

  • Compare the estimated steps to the actual number of steps taken.

  • Record your results. Skills Developed/Enhanced: kinesthetic awareness, physical perception structural in- tegrity. Journal Response: How interesting was the object? How important to you? If imagined, were you able to hold the image in your mind while reciting the passage aloud? How easy or difficult did you find it to maintain your gaze? What effect did this have on your gate? You may feel taller, larger, and more confident. In what way did this exercise change your visual perspective? How can the effects of this exercise transfer to your daily life? In what way? As you expand your awareness, what precautions might you take to safe guard against balance issues or “stubbing” your toe? As the level of gaze improves so does struc- tural integrity and awareness of environment. Notes:

1.3: Ball Toss: The goal is to keep the ball in play. • Begin in a circle, standing or sitting in a neutral position. Standing is preferred. Remember the goal is to safely challenge participants. • Toss the ball around the circle continuously. • Exercise is silent. Once the goal is achieved consistently, increase the cognitive load (CL) by adding a commonly known, memorized passage (Pledge of Allegiance, Mary Had a Little Lamb, etc.). • Decide if passage is to be divided by word or phrase. • Toss the ball and speak one word or phrase when the ball is tossed. This pattern continues, until the entire passage is spoken in sequence or the ball is dropped. • Limit speaking to the passage. Next, say the word or phrase when catching the ball and compare any difference. Abdominal muscles automatically engage when tossing the ball. Speaking when you toss the ball encourages proper breath support for your voice, and often results in stronger, clearer intonation. Skills Developed/Enhanced: mental flexibility, interdependence, physical perception, group goal achievement, social interaction and camaraderie. Group Discussion: Does increasing cognitive load compliment or detract from the primary goal? How can the two be integrated? Did the agreed upon text sound con- versational or robotic? Why or why not? Journal response: When the exercise was silent, were you successful using visual cues only? Why or why not? How did your breathing change? Notes: