Relaxation Participant Handouts

Washer Activity (For teaching the concept that when you think a thought your body responds)

This is a learning experience that can be used as an introduction to any relaxation program, both for

students and adults. It can be used as an introduction to the Ready Set R.E.L.A.X. Program. It is a simplified explanation for children to explain the effects of stress. It is useful to give people the “right to pass” on this or any activity that is presented during relaxation

activities. Introduction: First discuss that stress is anything that happens that is out of the ordinary. We experience stress from

positive and negative things happening in our lives. Ask students/teachers; “What happens inside your body when you get nervous, anxious or scared?” Explain Fight or Flight or Freeze Response when your hands might get clammy and your body gets

ready to defends itself, heart rate increases ect. Discuss examples of what might cause this. For example tests, argument, moving to a different school,

ect. For some kids it might be being touched unexpectedly. Talk about the negative effects of prolonged stress such as headaches, stomach problems, sleep

disturbance ect. For teachers: Can discuss the many effects of stress, see Brochure-Signs of Stress in Children Prolonged stress can cause generalized anxiety, problems with learning, concentration, problem

solving, attention-seeking behaviors, decreased self-concept and a decreased immunity resulting in sickness.

For both teachers and students: Establish why it is important to learn how to relax:

Counteracts stress Helps people stay healthy, don’t get sick Helps people learn better

Example of relaxation: get to sleep at night, improved concentration ect. The Washer Activity: The washer activity is to show you the power of your mind, show you that your thoughts

influence your body. Directions:

Hold a washer in one hand, elbow in at side and forearm parallel to the floor Hold your arm and hand perfectly still. Start with your washer still. Then think about your washer going:

Front to back. Stop. Side to side. Stop. In a circle. Stop.

Shows that when you think a thought, your body responds. After this is a good time to introduce a relaxation activity.

Participant Handout #1

Relaxation Activities The following can be presented to either elementary or middle/high school students (If students have any health concerns, use your judgement as to whether to get parental or medical clearance before doing these activities. Health concerns include having a diagnosis of Down Syndrome or other developmental delay, or having arthritis, asthma, or high blood pressure.) It is important to explain why the students will be practicing relaxation breathing. A short talk about stress and its effects, and why it is important to relax is essential when introducing these activities. For students in the early elementary grades, presenting that it is important to relax when they are stressed so that they stay healthy, and can learn and think better. Older students, of course, are capable of more complex explanations. Research suggests that evoking a “Relaxation Response” is extremely simple if the following four essential elements are included: 1. A quiet environment. 2. A mental device such as a word or phrase which is repeated in a specific manner over and over again. 3. Assuming a passive attitude. And 4. A comfortable position. 1. Relaxation Breathing A. Instructions: Have students sit in a comfortable position. Introduce the term relaxation breathing and have the students focus on their breath. Have them practice breathing in and then out slowly. Suggest that they breathe in through their noses and out through their mouths with slightly pursed lips. Some may prefer breathing both in and out through their nose. Either way of exhaling is okay. Do this for several minutes; first talking them through the breath cycle and then letting the students breathe at their own pace. The basic goal is to create a “Relaxation Response” that can be used during the day when students need to calm down or reorganize themselves. It is easiest to practice this on a regular basis when students are calm until they “get it.” Then they will be more able to do this when the class is overexcited and really needs calming. B. Variations on the Breathing: “Bird Breathing”- Have students interlace fingers and place the back surface of their

interlaced fingers under their chins. The hands stay in position under the chin during the entire exercise. When students breathe in, have them lift their elbows up in the air. This can help expand their chests to take in more air. When they breathe out, have them bring their elbows down and together in front of their body. Students can actually help push out their air by gently pressing their elbows into their abdomens to push out the air.

Breathing while Counting. Have students breathe in for the count of 5, hold their breaths for

the count of 4, and breathe out for the count of 6. If they can hold the “in” and “out” breaths for longer, try having students breathe in for the count of 6, hold for the count of 4 or 5, and them breathe out for the count of 7,etc. This can be done in sitting. This can also be done with students positioned on their stomachs, if space permits. The resistance of breathing against the floor helps make this technique be even more relaxing and effective.

Arms up and Down while Breathing- Have students reach up while breathing in and lowering

their arms while breathing out. Have students think of a word such as “Calm” when they breathe in, and “Relax” when they

breathe out. Yoga programs for children include instructions for breathing.

Participant Handout #2

2. Progressive Muscle Relaxation Have the students get in a comfortable position, and do relaxation breathing. Tell them that

they will be practicing tensing and relaxing their muscles. Ask them to pay attention to how is feels when their muscles are tight/working hard and how their muscles feel when they are loose/relaxed. A good beginning activity is to have the students pretend that they are squeezing out the juice from a lemon by tensing their hands and arms. After holding this tension in squeezing, tell them to let go of the lemon and shake their hands out gently, relaxing their hands. Adult can talk students through several practice rounds using one hand and then the other. After the activity, discuss with the class how it feels to be both tense and relaxed.

Have students lift shoulders up towards their ears and hold the position for awhile, then relax

their shoulders. Discuss as described above. There are many resources on the Internet and in books that will provide additional

progressive muscle relaxation ideas. 3. Additional Relaxation activities Repetitive activities, especially when combined with relaxation breathing, offer the focus and opportunity for kids to relax, especially if practiced regularly. Neck rolls,

There are precautions with this one. Have students sit in a stable position in a chair or cross-legged on the mat. Have them slowly move their heads down so that their chin touches or nearly touches their chests, then flex their heads to the side so that their ear goes down toward their shoulder. Then have students gently extend their heads back a little distance, AVOID BENDING THE HEAD BACK IN AN EXTREME MANNER. Then have students gently flex their heads so that their other ear touches their other shoulder, and then back to the front position. You could ask students to “draw” a circle with their noses with the circle being parallel to the plane of the face and front of the body.

Shoulder rolls: Have students move one or both shoulders forward, downward, backward and

then up to make a circular motion. While students are sitting, have them gently twist their bodies from side to side. Their hands

could alternately touch each knee, or hands could grasp forearms or elbows while they rotate back and forth. Rotation activities can be relaxing when they are done slowly.

Participant Handout #3

Calming Music and Relaxation Auditory System Inner ear contributes to learning, attention, and emotion in addition to the body’s homeostatic

functions Inner ear is responsible for converting sound energy to brain energy for focus and attention

Numerous studies in the last decade have confirmed the influence of music on human regulatory function and muscle activity. Research has shown that music may have various effects as follows: Decreased heart rate Decreased pulse and blood pressure Decreased respiratory rate Decreased anxiety Decreased stress Shifts in mood and attitude Increased body’s production of serotonin Increased deep breathing Promotes effectiveness of other relaxation techniques Combining music with relaxation therapy was more effective than doing relaxation therapy

alone Students who listened to 10 minutes of Mozart prior to testing improved scores on measures

of spatial intelligence Characteristics of music that promote relaxation: Slow rhythm Low frequency rhythm beat Repeating or cyclical pattern Drumming – 60 beats per minute is said to best entrain healthy internal rhythm as it matches

the cadence of many natural events. The rhythm slows body functions (heart rate, respiratory rate).

Examples: Baroque for Modulation, Chakra Chants, Dolphin Dreams, Drum Medicine, Guitar Lullaby,

Mozart for Modulation, Sacred Earth Drums, Sacred Spirit Drums, No Worries (www.pdppro.com)

The Golden Voyage, Crystal Clear, Indian Summer, Crystal Suite, Spectrum Suite, Pianoscapes, Seasons, Musical Massage, The Fairy Ring, The Magical Elfin Collection, Silver Wings, Solace, Pachelbel Cannon With Ocean Sound, Bach, New Age of Classics (Allen, J., Klein, R. (1996), Ready, Set, Relax. Watertown, WI: Inner Coaching.)

Participant Handout #4

Movement Activities These activities can be used for quick movement and or calming breaks in the classroom. Pre-School/Elementary School 1. Chicken Dance- have children stomp as well as clap at the end. Beaks, wings, wiggle, clap and stomp. 2. Jar of Shakes - Reach up and get an imaginary jar of shakes and have the students put the “shakes” in one then the other arm, then one then the other leg, nose, face, and then whole body. Then return “shakes” to jar and release jar into the air. 3. Hokey Pokey- or any activity that involves shaking arms and legs. 4. Popcorn -students become popping kernels of corn by holding the edges of their chairs and raising their seats up then lowering down. Do first fast, then slow. 5. Rocking puppy-have students on all fours rock back and forth. 6. Animal Walks 7. Yoga-refer to books available regarding yoga for children. 8. Carrying heavy books or materials from one place to another. You could have children pass around books or heavy items while they are in a circle. 9. Star- have students sit with legs out straight putting their feet together. Have the group all do the same motions at the same time such as leaning back till their backs are all on the floor, then sitting up, or lifting up hips with the hands behind them. They can do a leaning back and sitting up activity with or without group holding hands. This can also be called a flower. 10. Brain gym activities- www.braingym.com 11. Deep breathing during practice times and also during times the class needs to calm down 12. Progressive muscle relaxation- children tense then relax various muscle groups, starting with hands arms and shoulders, then legs, feet, face, etc. 13. Massage- have children sit in a circle and turn 90 degrees so that they face the next child’s back. With supervision to use a reasonable amount of pressure, have them do the following: a) gently massage their friend’s shoulders and neck. b) “erase” the back surface and draw first a letter (cap or small letters) and then perform an action or draw a picture relating to that letter. Numbers could also be used. Students seem to really enjoy this activity. Examples: A-Alligator creeping across the swamp. B-bee buzzing from flower to flower, with sound effects, C-Car on a figure eight race track, etc. 14.Do same as above, only teacher or student makes up stories that students can “draw” the action in sequence as one reads the story out loud. 15. Group sit- One child sits on a chair and the adult helps each student to sit on the seated child’s thighs until all are sitting in a line. Students should sit on the front half of their peer’s thighs. 16.Dancing to music: Twist, old “disco” moves, macarena, etc. Participant Handout #5

Movement Activities Middle and High School 1. Reach and stretch in their desks, any combination of arm motions. 2. Shoulder rolls- move each shoulder up, down, to the front and back, then circle around in either direction. 3. Deep breathing- breathing in through the nose, out through the mouth. 4. Roll neck and head slowly, avoiding extending the head back far. 5. Chewing gum or chewy foods. 6. Allow water bottles (especially with straws). 7. Listen to music 8. Allow the students to fidget with the following: a straw, paper clips, rubber bands, koosh balls, stress relief squeeze balls, other fidget items 9. Turn off fluorescent lights for a calming effect if needed. 10. Twist in seat 11. Clasp hands and reach up and forward, then twist side to side 12. Have each student make up a stretch that kids can do in their seats. 13. Stand up and stretch next to desks 14. Desk or Chair push-ups Participant Handout #6

REFERENCES YOGA REFERENCES American Yoga Association, 20-Minute Yoga Workouts Austin, Miriam, Yoga for Wimps: Poses for the Flexibly Impaired Bersma, Danielle, et al., Yoga Kit for Kids Fun and Fitness Instruction book, Yoga Cards with individual poses and sayings, music CD). Available through Imaginazium at (800) 800-7008, or www.imaginazium.com Buckley, Annie, Kid's Yoga Deck: 50 Poses and Games Coulter, H. David, McCall, Timothy; Hardcover, Anatomy of Hatha Yoga: A Manual for Students, Teachers, and Practitioners Komitor, Jodi B., Adamson, Eve Complete Idiot's Guide to Yoga with Kids Luby, Thia, Yoga for Teens: How to Improve Your Fitness, Confidence, Appearance, and Health-And Have Fun Doing It! Mehta, Mira, Health Through Yoga: Simple Practice Routines and a Guide to the Ancient Teachings Sivananda Yoga Center, et al., Yoga Mind And Body (DK Living) Sumar, Sonia, et al, Yoga for the Special Child: A Therapeutic Approach for Infants and Children With Down Syndrome, Cerebral Palsy, and Learning Disabilities Vishnu-Devananda, Swami, et al, The Sivanda Companion to Yoga: A Complete Guide to the Physical Postures, Breathing Exercises, Diet, Relaxation, and Meditation Techniques of Yoga Yee, Rodney, et al., Yoga: The Poetry of the Body Yoga Games for Children: Fun and Fitness With Postures, Movements, and Breath AROUSAL / RELAXATION REFERENCES Campbell, Don G., and Brewer, C. (1991). Rhythms of Learning. Tucson, AZ: Zephyr Press. Dennison, Paul E., Ph.D. and Dennison, Gail E., (1989). Brian Gym Teacher’s Edition, Edukinesthetics, Inc. Ventura, CA Hannaford, Carla. (1995). Smart Moves: Why learning is not all in your head. Arlington, VA: Great Ocean Publishers, Inc, Participant Handout #9

REFERENCES continued Henry, Diana. (1996). Tools For Teachers (video), Tools for Students (video), Tools for Parents (binder) and Tool Chest: For Parents, Teachers & Students (binder). Henry Occupational Therapy Services, Inc. (They can all be ordered from Pocket Full of Therapy, www.pfot.com, 1-800-736-8124. and MMSD's educational reference library has the two videos (Tools for Teachers and Tools for Students). Jensen, Eric 1998, Teaching with the Brain in Mind Alexandria VA: ASCD. (Can be found in our Educational Library) Klein, Roger, PsyD and Allen, Jeffrey S. M.Ed., Ready... Set... R.E.L.A.X. by * Tools for Teachers Kranowitz, Carol Stock (1998), The Out of Sync Child, New York, NY: The Berkley Publishing Group Kranowitz, Carol Stock (2003), The Out of Sync Child Has Fun, New York, NY: The Berkley Publishing Group Rauscher, Shaw, and Ky, (1995). Listening to Mozart enhances spatial-temporal reasoning: Towards a physiological basis, Neuroscience Letters, 85, 44-47. Schneider, Catherine Chemin, O.T.R. Sensory Secrets (How to jump-start learning in children), Stewart, Georginia, Cool Aerobics for Kids (CD) available through: Kimbo Educational P.O. Box 477 Long Branch, NJ 07740 Williams, Mary Sue, Shelfenberger, Sherry, (1994) How Does Your Engine Run, Albuquerque, NM: Therapy Works, Inc. Music Therapy. www.holisticonline.com (www.integrationscatalog.com) has 3 different Mozart CD's-one is entitled Relax, Daydream and Draw.