Game

Motivation Stations

Learners participate in circuit stations to practice self-regulation of emotions.

 

Children practicing tree pose yoga - Sanford fit

Key Message

Take control of your mood and make a fit choice!

Objectives

  1. Identify various feelings and emotions that influence mood.
  2. Describe healthy decisions to motivate mood (e.g., choose to recharge energy, get active, do something fun, and/or do something with a friend).
  3. Apply a variety of locomotor and manipulative skills to game play.

Preparation

  • Safety: Allow enough space to move freely and minimize collisions. Determine boundaries that are a safe distance from obstacles and walls.
  • Determine how you will group learners, using best practice guidelines from the Teacher's Guide.
  • Use cones to section play area into four motivation stations.
  • Separate the “I won’t” mood cards from the “I will” cards.
  • Be prepared to demonstrate fitBoost brain break activity and fitFlow yoga.

Warm Up

Begin with a fitBoost.

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Captivate

Say: Let’s be actors! We will act out a fit choice for each situation.

  1. The weather is icky and is influencing me to feel bored. Should I stare at the TV or ask a sibling or friend to practice dribbling and passing a ball? (Pause to allow learners to show actions for the choice.) I will decide to motivate my mood and make a fit choice. So I will call a friend!

  2. I stayed up late last night. Now, I feel tired and grumpy. Should I play a video game or do a quiet activity without a screen, like drawing or playing with LEGOs? (Pause to allow learners to show actions for the choice.) I will decide to motivate my mood and make a fit choice. So I will do a quiet activity.

  3. I did not do well on my schoolwork, and I feel disappointed. Should I sit and pout or take 10 slow, deep breaths to relax and try again? (Pause to allow learners to show actions for the choice.) I will decide to motivate my mood and make a fit choice. So I will do breathing exercises.

  4. My friend is ignoring me, and I feel left out. Should I go find something super sweet and sugary to eat or grab a jump rope and get moving? (Pause to allow learners to show actions for the choice.) I will decide to motivate my mood and make a fit choice. So I will get moving!

Educate

Feelings put you in a mood, and your mood influences your choices. Your mood is either “I will” ("I will make a fit choice.") or “I won’t” ("I won’t make a fit choice.").

If your mood is “I won’t,” you can decide to do something and not let it influence your fit choices.

The number one thing you need to know is that you have power to manage your mood.

When you decide not to let an “I won’t” mood influence your choices, you are motivating your mood! Today we are going to learn about fit choices you can make when you decide to motivate your mood.

Activate

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  1. Groups begin at color-coded motivation stations:

    Purple – Do something with a friend. Play catch; toss a ball back and forth.
    Blue – Kick back and relax. Just breathe; inhale like you are smelling flowers, and exhale like you are blowing up a balloon.
    Green – Stretch. Do a fitFlow.
    Red - Get moving! Jump rope or hop side to side over a rope.

  2. One learner at each station turns over the top “I won’t” mood card. The rest of the group briefly acts out the emotion on the card. Alternatively, the teacher calls out an "I won't" feeling or emotion, and all students act it out before going to a motivation station.

  3. Play music to signal players to begin the motivation activity for their station. Continue for two to three minutes.

  4. Pause music. Place completed card at the bottom of the deck, then groups rotate clockwise to the next station, where another card is drawn.

  5. Repeat steps 1-4.

Close the Lesson

  1. Partner learners. 

  2. Select a fitFlow card and complete the poses.

  3. While stretching, partners discuss choices they can make when feelings put them in an “I won’t” mood.

  4. Show a mood card, then ask partners to talk about fit choices they can make when they decide to motivate that mood. Use consistent phrasing for your examples:

    "When I am feeling (mood card example), I can motivate my mood and decide to (fit choice)."

  5. Assess understanding with the following questions:

     Q: What can you do when your mood is “I won’t”?
     A: Recognize that your mood is influencing your fit choices.)

     Q:  How would you explain "Motivate Your Mood" to a friend or family member?
     A: “Motivate your mood” means to recognize your mood, then decide on a fit choice instead of letting your mood keep you from making fit choices.)

     Q: With a partner, demonstrate what you will do when you want to “Motivate Your Mood.”
     A: Learners give examples of fit choices they can do alone or with family and friends.)

  6. Use the Assessment Rubric (see Teacher's Guide) as a checklist to assess understanding, skill development, and personal responsibility.

Challenge

What is one thing you can do when you decide to motivate your mood?

What You'll Need

Resources

Materials
  • fitBoost Cards
  • fitFlow Yoga Cards
  • Music
  • Foam Balls
  • Jump ropes
  • Cones or Place Markers

Health Education Standards

  • Standard 1: Core concepts-Self-control and impulse-control strategies
  • Standard 2: Analyze Influences 
  • Standard 4: Interpersonal Communication 
  • Standard 5: Decision-Making

Social and Emotional Learning Competencies

  • Self-Awareness
  • Self Management
  • Responsible Decision-Making

Extend the Lesson

Adaptations and Modifications

  • Adjust locomotor skills and movement patterns to match the developmental levels of the children.
  • Modify game setup so that all children, regardless of age, size, ability, or disability, are able to participate.
  • Play a fit Workout video for activity warm up and cool down.