1. Developing Resilience through PE
Damian Hodge
MSc in Applied Sport Psychology

2. About me
I am the Sport Psychology Manager at Bristol City F.C. Academy where one of my focuses is on developing resilience in players from U9-U23s. I have designed and delivered resilience sessions across primary schools in B&NES in partnership with the schools sport partnership and BWB03. I have 20 years coaching experience delivering PE lessons and after school sessions, clubs and holiday courses. I am a F.A. and UEFA qualified coach with 15 years experience coaching at Bristol City F.C. Bath and Wiltshire District schools co-ordinator (BWB03).

3. Session Outline
1) What is resilience 2) Your experiences 3) Importance of resilience for children 4) Brief overview of resilience research 5) Developing resilience through PE 6) Session structure and session ideas Interactional – questions and discussion to make it relevant to your practice
Will be things you already know and possible do – confirm/reinforce your practice
Cover the rationale and try and apply to P.E. lessons

4. What is resilience?
1) Robust resilience - Maintain functioning when under pressure 2) Rebound resilience – Bounce back from minor/temporary disruptions to well being Perceived sense of threat – physical or mental

5. Why might a child lack resilience?
What are your experiences of children’s resilience levels in pe lessons & school?
Why might a child lack resilience?
Perceived lack of competence
Lack of self regulation / emotional control
Lack of social confidence
Negative past experiences
Lack of interest in P.E / sport
Lack of social support
Additional physical /learning needs

6. Why it’s important to Develop Children’s resilience levels
“The children came out with a message that would help them with other activities. They learned the importance of challenging themselves and taking managed risks; they enjoyed the session thoroughly.” Y6 Teacher, Saltford Primary.
Through my work I have observed that more children seem to demonstrate a lack of resilience. Many colleagues have also identified this as a growing issue in children and agree that more action is needed to help children develop this important life skill.
This lack of resilience can be most evident in children’s response to failure or when attempting something new or challenging.
Resilience is necessary for children to have a positive approach to new tasks, overcome setbacks and maintain their effort. Resilience is necessary during difficulty and in protecting their own emotional well being.
Society where so many things are done for us –
Not what can I earn (through effort) but what am I owed (without effort).
People want instant results, quick fixes

7. Research Key points
Resilience may be fostered by controlled exposure to manageable challenges or stresses, rather than through their avoidance.
Benefits may depend on mental features; such as planning, self- reflection and personal agency. Success in areas outside the family (such as schools) may foster these features.
Individual differences in response to challenges are influenced by genetic factors.
Resilience is not a fixed trait and can be developed.

8. Facilitative environment
research
RESILIENCE
Challenge mind-set
Personality characteristics are more stable and harder to effect (accounts for individual differences)
Psychological skills are learned strategies to help perceive situations as less stressful and be less inhibited when they do perceive stress.
Social environment will have an impact on resilience level
Personal qualities
Facilitative environment
Fletcher & Sarkar 2016

9. Personal Qualities and Influencing factors for developing resilience
Desirable outcomes
Commitment, Confidence, Concentration
Psychological Skills
Self-talk, Mental planning, Emotional regulation
Personality Characteristics
Optimistic, Goal orientation
Personality characteristics are more stable and harder to effect (accounts for individual differences)
Psychological skills are learned strategies to help perceive situations as less stressful and be less inhibited when they do perceive stress.
Social environment will have an impact on resilience level
Stressors and challenges
Social and environmental resources
Fletcher & Sarkar 2016

10. How we can use pe to develop children’s resilience levels
Focus should be on developing children’s psychological resources rather than concentrating on doing away with risk.
Reinforce the fact that feeling challenged is a good place to be – cognitive change.
Use experiential learning and reflection to increase self awareness
Redefine success
Watch out for Attributional bias

11. Challenge Learning zone
Panic Zone
Challenge Learning zone
Comfort Zone Me

12. How we can use pe to develop children’s resilience levels
PE lessons can be an excellent platform for promoting resilience.
PE offers opportunities for children to:
Try something new
Attempt something hard and challenge their current ability
Do something they don’t like/don’t feel comfortable doing

13. P.E lessons should include:
Resilience promoters
P.E lessons should include:
Autonomy to chose challenging activities.
Self-referenced improvement – the opportunity to demonstrate competence.
Opportunity to be challenged – to feel uncomfortable and respond positively.

14. Structure and Outcomes of pe lessons
Make the learning outcome ‘the response to challenge/failure’ rather than achieving physical skills/tasks.

15. Structure and Outcomes of pe lessons
1. Set the scene
2. Provide the challenge
3. Support the children in their reactions
4. Review their response

16. Structure and Outcomes of pe lessons
Set the Scene
Provide the challenge
Support them through their reactions
Review their response
Learning Objective
Individual/group challenges
Target thoughts and feelings
Increase self awareness
Netball Skills
Helpful vs unhelpful
Decisions to challenge and persist
Response to failure

17. 1. SET THE SCENE Today we are going to be doing…………
At some point you may do something you have not done before, something you find difficult or something you don’t like or something you find easy.
- You may feel uncomfortable
- You might not feel like trying
If this happens I wonder how you will respond? Will you chose to challenge yourself, will you keep trying even though you aren’t able to do it YET!
Success will not be whether you can do the skill but whether you can chose to challenge yourself and keep trying.

18. 2. PROVIDE THE CHALLENGE
Set up 3-4 skill challenges (i.e. hit ups) that children can practice each week and try and improve THEIR score.
Opportunity for objective feedback on improvement
Increase perceived competence
Increase confidence (self-efficacy)
Opportunity to persist and persevere

19. PROVIDE THE CHALLENGE
Catching challenge – how many catches can you make with your partner? Try and make 20 catches, using one of these options:
Option A – Two hands on two feet
Option B – One hand on two feet
Option C – Two hands on one foot
Option D – One hand on one foot
Ask children if they were in the Green (comfort), Amber (challenge) or Red (panic) zones?
Next attempt - Who can improve their score the most?

20. 3. SUPPORT CHILDREN THROUGH THEIR REACTIONS
Addressing thoughts, feelings and behaviours
Emotional regulation means being able to think constructively about how to cope with feelings.
‘We want children to have their feelings, but not be overwhelmed by them; to feel discouraged but not give up, to feel anxious but not stay home, and to be excited but not get so carried away in their enthusiasm that they use poor judgment in making decisions’.

21. 3. SUPPORT CHILDREN THROUGH THEIR REACTIONS
Children who excel may not challenge themselves as they have a reputation to uphold.
Children who do not excel may not challenge themselves as it reinforces their low perception of competence.
Autonomy – competence – relatedness (Deci & Ryan)

22. Control your thoughts & words and create a positive cycle
Emotional regulation
Thoughts
Words
Emotions
Control your thoughts & words and create a positive cycle
Performance

24. 4. REVIEW THE CHILDREN’S RESPONSES
Encourage self-reflection
Who challenged themselves?
How did they respond?
Who persisted?
How did they feel when it was difficult ?
How did they feel about themselves after they persisted?
Try and identify and reinforce times when children have demonstrated resilience.