Practices

Teaching a child to fight works better when it comes with a plain rule: you defend, you never start it. The rule is doing as much work as the training.

A child whose brakes are slow benefits from having the decision made in advance, out loud, many times over. Then it is not something to work out in…

Do not stop dead. Give the end of anything energetic a few minutes of winding down, so the change of gear is a routine rather than a demand.

Stopping is a transition, and transitions are where things fall apart for a lot of people. A short unwinding phase, the same one every time, takes…

Before you decide a club is out of reach, ask. Some let children earn the uniform through the levels, and plenty have quiet arrangements for families who need them.

Cost keeps more children out of these things than lack of interest does. A single phone call is worth making, and the answer is often better than the…

A scheduled break does not break concentration. It is the unplanned wandering off that does that, and a known break tends to replace it.

Teachers usually expect movement breaks to shatter the lesson and find the opposite: children come back more easily because the break is part of the…

A promising study can be very small. Thirteen teenagers, teachers doing the rating, and a fortnight of follow up is a good start and not a settled answer.

The clever part of that design is the follow up, because it asks whether anything survives after the classes stop, which is where a lot of attention…

When nobody has checked whether a benefit lasts, that is not the same as finding out it does not. Following people up for a year costs money that most studies never had.

Two mistakes sit either side of this. One is reading a gap in the evidence as bad news. The other is assuming something lasts because a trial…

The lift from a morning run does not last all day. It fades by the afternoon, which is information about when to move rather than a sign it failed.

People often notice they are sharp through the morning and gone by three. If your hardest hours are later, put some movement in before them: a walk…

Move just before the difficult task, not after it as a reward. Five minutes of skipping, stairs or running on the spot, then sit down to the thing.

The window straight after moving is when focus is at its best, so that is the bit worth spending on whatever you have been dreading. For a child,…

Moving first does not only help you concentrate. It takes some of the heat out of being stuck, which is often the thing that ends the task.

For a lot of people the problem is not the maths, it is what happens inside them when the maths does not come immediately. That surge of frustration…

Almost nobody needs convincing that exercise helps. The gap is between knowing it and doing it, so spend your effort there.

More facts will not close that gap. What closes it is arranging things so the session happens with fewer decisions in the way: kit by the door, a…

Chasing the big hit is a trap. Aim for the quieter satisfaction you can have most weeks, because that is the one that lasts.

If you are built to seek out intensity, exercise can turn into another place to chase it: further, faster, more extreme, until you are injured or…

Hours of nothing, then panic, then three hours locked onto the wrong task, then dread, then a promise that tomorrow will be different. If that is your day, it is a known pattern and not a character flaw.

People post this shape as a joke and clinicians recognise it as an accurate description. Seeing it written down is often the moment something…

Speech has a beat inside it. When a child cannot hold a steady rhythm, that often sits alongside difficulty with reading and with the flow of talking, so time spent clapping or tapping a beat together is doing something real.

You need nothing for this. Clap a slow pattern, ask them to clap it back, then keep it running while you both count or walk in time to it.…

Start the movement slow enough that it is almost boring. Speed it up once it has gone smooth, and only then add the thinking part.

Throwing a beanbag back and forth, bouncing a ball, drumming on the table: pick something plain and let it become automatic before you make it…

When you are low, the thing most likely to help is the thing you have least appetite for. Make the first step small enough that appetite is not required.

Getting as far as the front door can be the whole task on a bad day. Standing up, putting your shoes on, then deciding, is a fair plan. Anyone…

A movement practice comes apart into pieces: the shapes, the breathing, the noticing. On a day when the whole thing is beyond you, take one piece.

Just the breathing, sitting where you already are, is a practice. So is one stretch held for a minute. Doing a fragment keeps the thread going, and…

When somebody does not take up the movement you suggested, ask what got in the way before deciding they did not want to. Usually it is money, childcare, transport or time.

Cost, an awkward class time, nobody to watch the children, a room full of people you would have to make conversation with. None of that is…

If you are the therapist, you do not need to become the movement teacher as well. Sending somebody to a person trained for it is the better version of helping.

The evidence is for movement alongside therapy, not for therapy with a few stretches added by someone who picked them up from a video. Handing it…

You can take someone's fear entirely seriously without walking through the frightening story with them. Say you can see how frightening it feels, and leave the plot alone.

It reads colder written down than it lands in the room. What the person needs is to feel believed. What they do not need is a second person weighing…

Offer choices rather than instructions. With a problem that runs on control, being told what to do gives that control somewhere to dig in.

Two or three real options, the trade-offs said plainly, and then the pick is genuinely theirs. That holds for the big decisions too, like moving to a…