Ensuring that all students can learn

Nechoma Schwab

Psychotherapist and Metacognitive Specialist

What if;

• There was a way to pinpoint exactly how your student learns, their strengths and their challenges
• There was a way to remove confusion over finding the best help for the learner
• There was a way for teachers and parents to ‘step into the child’s shoes’, really understand how they ‘tick’ and how to help them to improve in areas they are finding difficult
• The learner could understand their challenges and learn how to learn in a way that works for them so that they begin to believe in themselves

It is possible! The Cognitive Abilities Profile is a framework set up to do just that.

Introducing the CAP

The Cognitive Abilities Profile (CAP) developed by Dr Ruth Deutsch, is a framework to help teachers, parents and the learner to;

• Recognise the learner’s strengths and challenges
• Plan together how best to intervene to help the learner progress
• Systematically monitor development

Background:

CAP is a research based, psychological consultation tool that is robust, reliable and valid. It draws on developmental psychology concepts such as Vygotsky’s Zone of Proximal Development and Luria’s model of mental processes, as well as the Dynamic Assessment field of Feuerstein and Lidz which focuses on developing potential and future learning.

 It is possibly the first time that Dynamic Assessment (DA) concepts, usually delivered through lengthy, time-consuming direct testing, have been incorporated into a consultation-based, solution-focused framework. The CAP offers the benefits of the DA approach without having to actually do the DA testing.

This consultation/observation framework helps parents, teachers, therapists and anyone working with the student in question, to finetune their evaluation of the student’s approach to their learning. It shines a spotlight onto the elements of regular classroom learning and other activities, and how the school child finds them, without necessarily needing a lengthy individual assessment. It aims to remove the confusion around what is hampering the learner’s overall social, emotional and academic development, and how best to help them.

What the CAP can tell you:

• The conditions needed for successful learning to occur
• The amount and type of support needed by the student
• A profile of the learner’s thinking skills
• Information about learning processes
• How to highlight the school child’s cognitive skills in order to develop appropriate cognitive IEP’s
• Interventions and how to prioritise ‘what makes the difference’
• Reduce confusion over finding appropriate interventions
• Systematic monitoring of progress

Who is the CAP suitable for?

The CAP is not an age-normed psychometric assessment and is therefore appropriate to be used for learners of any age, both prior to school ages and well beyond. It can be used as a valid assessment of functioning across a full range of situations – both in and out of conventional learning settings.

The CAP is a flexible tool and can be used on its own or alongside other evidence from tests and reports or other forms of assessment. It is not designed to be used as a stand-alone clinical diagnostic tool but can contribute to evidence leading to clinical diagnoses.

The CAPs goal is to clarify the learner’s current learning abilities and experience. It removes confusion for parents, teachers and the learner themselves, as they all become aware of the learner’s cognitive profile – their strengths, challenges and how they meet their environment both in the classroom and beyond. The CAP then shines light onto the most appropriate interventions to support the learner’s development, based on their current baseline and systematically monitors their progress.

The CAP framework process

The CAP assessment evaluates:

• the learner’s cognitive abilities
• the learner’s response to different teaching strategies 
• the skills needed for the learning subjects and tasks that the learner is involved with

All three directly influence each other. The student, the teacher and the subject/task, together make up the sum-total of the learning partnership and experience. 

How it works

The CAP uses a structured consultation to enable assessment and scoring of the learner’s functioning by agreement of the key people working with the child/young person. Across each of the domains of learning, considerations are made over whether the learner can learn independently, sometimes independently, only with support, or not able, even with support.   

This leads to a detailed profile of the learner’s cognitive abilities as well as their current overall functioning, and the most appropriate interventions that could further their development.

The three sections making up the CAP evaluation:

Section A: The Learner

 Collaborative discussion and evaluation of the learner’s cognitive abilities in the seven key domains of functioning: Attention, Perception, Memory, Language/Communication, Reasoning/Logic, Metacognition (Strategic thinking), and Emotions and Behaviours affecting learning. Each of the domains are building blocks of learning which interlink with each other. When there are challenges in one or more of these domains, the learner struggles to learn. When they are helped with their weak domains of learning, they often make global progress.

This section of the CAP evaluation allows for a detailed learner’s profile to emerge. We can then begin to understand how the student is learning and quickly, easily identify where a struggle begins. For example, a child struggling to regulate his attention, won’t be able to take in (perceive) what he is learning properly and then won’t be able to remember it. A student who has language difficulties will struggle to build on what he learns, find meaning in it, and develop his thinking further.

 Behaviours affecting learning are explored in depth. These are symptomatic of how the learner views him/herself.  A student who has been struggling with learning will often find new learning a painful and distressing experience. They could struggle to be motivated, scared of their feelings of failure, ashamed and confused, believing they are different from their peers, blaming themselves for not managing and sometimes even cause large classroom disruptions in order to cope with their feelings.

Section B: The Learner’s response to teaching

Discussion and collaboration with parents, classroom teachers, mentors and others involved with the student, rating what they perceive the learner’s response to be to various teaching and learning strategies.

This helps to develop insights into possible reasons for the learner’s success and difficulties, what his/her preferred learning style is, what works best for them as well as giving reasoning for the most suitable strategies for success for this learner.

Section C: The Learning Material

A structured and systematic framework used to investigate the skills that would be necessary for performing requisite tasks both inside and outside of the classroom.

The CAP looks at:

• Content material of the task
• Complexity of the task: how many parts is this work made up of?
• Familiarity: how familiar it is to the student?
• Modality: what modality it is presented in and what modality does the student have to respond in. For example, a maths problem could be presented as a short story which the learner may be required to use to create a graph or chart or display in formulae form
• Level of Abstraction of the task
• Efficiency needed in the task. How necessary is speed and accuracy?
• Cognitive skills needed for the task

This analysis can be used to take note of tasks that the student can succeed in and notice what may present as a challenge for them. We can then make informed differentiation to learning tasks specifically catering to the student’s cognitive abilities profile.

A combination of the information gathered from all the three evaluations creates the learner’s baseline CAP, which is used to collaborate on the first set of cognitive targets to be worked on with the learner, across the board – both in and out of the classroom.

Baseline CAP results are just the starting point:

Monitoring progress:

Unlike other standardised testing, which are summative results of the students learning so far – used to show ‘yesterday’s learning’, the CAP assessment is about ‘tomorrow’s learning’, considering what the most appropriate ways are to help the learner progress.

S.M.A.R.T (Specific, Measurable, Achievable, Realistic, Timely) targets are used as goals for intervention, and they are systematically re-rated with time as the learner progresses, leading to new targets and goals.

Cognitive IEPS are developed based on the student’s current profile and are reviewed termly, often in tandem with curricular based IEPS. The student’s progress is systematically tracked, allowing for a collaborative reflection on their current progress and where to set further targets.

Ensuring that all students can learn

From an early age, children learn about themselves and their interactions with their environment through the feedback they receive from those around them. They very quickly pick up on which things they are judged to be ‘good’ at, and in which areas they are found wanting. All too often, this judgement, made by others, becomes a child’s reality, and they come to see themselves the same way that they believe others perceive them – that they are stuck with particular struggles (‘I’m rubbish at maths’) from which they can never escape.

However, when students experience their mind as being more like a muscle, which they have the capacity to develop and improve, they can begin to challenge these beliefs as they experience themselves making progress. They learn to self-determine, rather than be limited by the expectations of others, and self-identify what they can do to responsibly develop, both academically and socially.

Following a highly individualised approach to problem-solving and building intrinsic motivation, we can enable each child to find their unique ‘key’ to become successful in school, with their friends and, as they grow, in their adult life.

Learners who were struggling to learn develop self-awareness of their thinking processes and patterns, what is working for them, what is not, and what needs to be developed so that they can become effective learners. With this in place, huge improvements can occur across the full gamut of academic learning, executive functioning, social behaviours and classroom management.

As students develop their self-competence in learning and bridge this back into their academic work, they become solid independent learners, confident about their thinking skills. This in turn produces a motivated learning environment. Success breeds success.

Abstract: The author analyses the low levels of physical activity among teenage girls, and shows how an approach rooted in self-determination theory (SDT) can be used to educate girls regarding the convergence of the intrinsic values of physical exercise and their personal goals and values. This has been shown to lead to a higher self-regard, which is a motivator towards further independent engaging in physical exercise. A suggested programme is provided, based on short sessions conducted within the school day, which is felt to be the optimal way in which to achieve this goal.

The Benefits of Exercise

Physical exercise has an important role to play in the overall holistic development of adolescents. In addition to the obvious physiological benefits, studies have shown that teenagers who increased their levels of physical activity showed a concurrent improvement in their ability to manage stress, greater self-esteem, an improved body image, reduced levels of anxiety and depression and an improved self-concept both individually and within group settings. Physical activity (PA) is also one of the best predictors of long-term weight control and is one of the key components of obesity treatment.

Alarmingly, however, studies have shown a tendency for teenaged girls’ levels of activity to decline as they grow older; moreover, this decline tracks into adulthood, with a consequent increased exposure to longer-term health risks. In addition, overall obesity levels are on the rise across the country as a whole, and this is also reflected in increased incidences of obesity among children and teenagers . This is despite an increased focus on PA in schools by the Government, which suggests that the problem lies less with the facilities that are available to adolescents in promoting PA levels and more with the uptake of exercise among teenagers themselves. It seems clear that even as there is a greater emphasis on PA within school curricula, there remains a lack of motivation among teenagers to independently engage in PA. If we are to encourage greater participation in PA among adolescents, it is vital that we understand what is likely to motivate them most, over and above providing them with the necessary facilities, as well as what it is about the present state of affairs that is apparently failing to ignite their interest.

Self-determination theory

A motivational framework that has previously been applied to study this problem has been that of self-determination theory (SDT). SDT proposes that motivation exists in a continuum of self-determination ranging from amotivation (i.e. when a person lacks the motivation to act) through extrinsic motivation (when a person acts in response to external cues) to intrinsic motivation (when a person acts for the inherent pleasure derived from that particular activity), and that self-determined motivation (i.e. intrinsically motivated) leads to positive behavioural, cognitive and psychological outcomes, whereas behaviour low in self-motivation (i.e. controlled by external contingencies) leads to corresponding negative outcomes.

Studies have shown that teenage girls tend to view the imperative to exercise, and the benefits thereof, in terms of negatively expressed extrinsic goals, i.e. physical appearance and social pressures. Other work shows that extrinsic goals of weight management and appearance begin to emerge at or around puberty, largely as a result of the biological and associated social changes occurring at this time. Since goals such as these have been shown to be ineffective in promoting self-motivating behaviour, it would seem that for as long as they remain the primary motivational factor in terms of inducement to exercise, it is unlikely that PA will become a long-lasting part of the daily lives of teenage girls. Moreover, the social physique anxiety caused by the emphasis on physical appearance is frequently a demotivating factor, i.e. anxiety regarding the way in which they feel others view them is often strong enough to discourage girls from exercising altogether.

If, however, adolescents can be helped to perceive exercise in terms of working towards a set of intrinsic goals that conform to their own core values in life – self-development, the overcoming of personal challenges, moving past artificial growth-stunting barriers, and their own personal well-being – they will be far more likely to create motivational frameworks for themselves that are self-inspirational, and will lead to them independently coming to incorporate more exercise into their daily lives. This will help them to build an overall healthier lifestyle that they will take with them into adulthood, and will also foster an attitude of self-mastery that will serve them well in all areas of their lives.

It seems clear that in order for adolescents to become motivated to independently engage in PA, they must be self-motivated, a condition that will only be fulfilled when they are convinced of the intrinsic benefits to them in doing so. In order for this to occur, at least three conditions must be satisfied: they have to feel that they are making an autonomous choice to exercise, they have to feel that the exercise in which they engage is directly relevant to them, and they have to feel that what they are setting out to achieve is manageable, and not beyond them. In addition, there has to be persistent emphasis on the pleasure and personal benefits associated with PA, in order to temper the extrinsic cues to which they are constantly exposed. This leads to a reduction in social physique anxiety and an increase in self-determined motivation to positive exercise behaviour, which in turn leads to a higher quality of life.

In addition to shifting the motivational focus for exercise from extrinsic to intrinsic goals as described, it is obviously also essential that any factors that are cited as being an active impediment to exercise are similarly confronted and, where possible, removed as far as is possible. Lack of time and a deficiency in understanding the relevance of PA to their overall health have been cited by teenagers as the key barriers to incorporating more PA into their lives . Given that the lack of time is likely to be more a question of priorities than an actual time deficiency, it would appear that this factor is a follow-on from the cited lack of perceived relevance of exercise to their lives. This suggests that in order to encourage teenagers to exercise more, a twofold approach is necessary; they need to understand the importance and value of exercise, and the way in which it can contribute to their health in a more general sense, and they also, at least in the initial stages, need to have time for PA made available for them within their existing timetables in order for them to see how they can eventually incorporate exercise into their daily lives of their own volition. Moreover, as described earlier, the imperative for exercising needs to be presented to them in terms of its intrinsic value, rather than be viewed by them as an authoritarian imposition in which they have no say.

The imperative for school-based exercise intervention

I have in the past run after-school exercise classes for small groups of high-school girls that sought to inculcate these attitudes in group members, and have been fortunate to meet with some success in achieving these goals. However, I also felt that leading groups in these circumstances, i.e. as an extracurricular group activity, was less beneficial than it might otherwise have been, for two reasons. Firstly, given that the groups were being run in addition to the girls’ regular timetables, their focus by definition was on those girls who were already somewhat interested in exercise in the first place, and were therefore already motivated to some degree. In addition, since these sessions were not a regular part of the timetable, there was an unavoidable sense, even among interested participants, that PA was an optional extra that could be tacked on as an addition to their lives, but was not an intrinsic part of their normal timetables; it would therefore be the first thing in their timetable to suffer should any other demands on their time arise. The fact that they went out in the evenings to attend a class further reinforced the sense that exercise was not something that was incorporated into their lives by default. It was similarly a challenge to help them see that regular exercise is something that is intrinsically compatible with leading a Jewish lifestyle, since the sessions were not taking place in the same physical location as their religious education, i.e. their schools.

These issues could all be resolved at a stroke by the incorporation of targeted exercise sessions in schools that are run in tandem with the PE sessions that already exist. Since the sessions would be a part of the school timetable, all pupils would be invited to participate, providing an opportunity even to those who would otherwise be unable or unwilling to arrange out-of-school sessions. In addition, the implicit message of providing the sessions as part of the school day is that the ideals expressed within the sessions are compatible with, and should be incorporated into, daily living; in a Jewish school, the significance of this message is given further weight by the implication that there are religious benefits to a healthy lifestyle, as well as physical advantages. The aims of these sessions would not simply be the physiological benefits that are expected to accrue from standard school PE lessons. Rather, they will, in line with the ideals expressed above, aim to train pupils to become autonomous in making healthy lifestyle decisions. Instruction and practice are needed to achieve a reasonable level of competence in any new activity before it can become self-determined , but the ultimate goal is pupils’ self-determination.

An oft-perceived obstacle to introducing further PA programmes in school settings (and, indeed, to participation in exercise programmes out of school hours) is the idea that in order for exercise to be effective, it must be prolonged in terms of session times. However, research illustrates that the physiological and psychological benefits of exercise begin to be reaped from exercise sessions in as little as ten minutes .

Practical application

I therefore propose the introduction of short sessions of twenty minutes into the school timetable, in small groups. Smaller groups have been shown to have an increased motivational effect on their participants, more so than individually or in larger groups , as the members of the group encourage and support each other; pupils also benefit directly from the social engagement with their peers in a setting that is somewhat different to that in which they are used to interacting with them. Thus, the length of the sessions will be enough to show girls how exercise can benefit them, while simultaneously challenging their misconceptions of the time they would need to devote to PA in order for it to become effective. The reduced overall length of the sessions will also make them relatively easy to be incorporated into the school day.

These sessions will be split into two parts, each lasting ten minutes. In the first half, they will be guided through simple strength-based cardiovascular exercises, designed to work the entire body efficiently and effectively. The aim of this half of the session is twofold: firstly, the exercises themselves will be directly beneficial to the pupils, and secondly, the simplicity of the movements required will build a sense of competence within them that will give them the confidence to know that they are capable of engaging in PA such as this independently should they so wish. The second part of the session will be devoted to specific mind-body exercises which place an emphasis on the experiential component of exercise, rather than the outcome. For instance, pupils will be encouraged to notice, and be mindful of, how they feel within themselves as they move, embodying a sense of well-being and recognising how their bodies are working for them. The aim of this part of the session is to foster an increased awareness of the intrinsic benefits of exercising, which will in time lead to greater self-motivation to exercise.

Within each part of the session, girls will be encouraged to provide feedback regarding which exercises they feel are particularly beneficial (or otherwise) to them, and have the specifics of their individual programmes altered to them as necessary. This will promote a sense of autonomy and empowerment within them that is essential for them to be able to build the self-motivation that is a core component of this programme; in addition, it will foster a sense of the relevance of the programme to the pupils themselves. Moreover, responsiveness to their feedback will help participants to feel that they are being adequately supported in their participation in the programme. This feeling of being supported has been shown to be fundamental in helping girls to reap the greatest possible benefits from any exercise programme, in terms of their ability to practice and maintain healthier behaviours in exercise and nutrition, as well as in their psychological growth and wellbeing.

Building towards the future

I envisage two phases in this programme. The first stage involves introducing the pupils to the exercises and ensuring that they are proficient in engaging in the movements correctly. The second phase will involve encouraging independent PA and building on the confidence the girls have acquired through their participation this far. It will also explore various avenues that the girls deem relevant and worthwhile to themselves. Ideally the participants should reach a point where they engage in PA of their own volition with confidence in their own ability to exercise efficiently.

As discussed above, the mindfulness part of the session aims to nurture the identity of the pupils by emphasising the intrinsic experiential benefits of PA. Focussing on the holistic benefits accrued strengthens self acceptance. As the girls get in touch with the gains of their efforts they will begin to respect themselves for what they are accomplishing; this respect strengthens overall self-perception and raises self-esteem. I have observed a shift in self-perspective towards a healthier physical and general self-concept as the girls I have coached have learned to value themselves for what they have achieved. The unification of PA and internal values lessens the pressures the girls feel about their physical appearance in relation to others, and they learn to accept and respect themselves for who they are and for the efforts they make to live a healthy, active life in line with Jewish principles. This internal self-respect is expressed by the girls in their behaviour both towards themselves and in their dealings with others. Of particularly great impact is the more positive general attitude they engender towards their own physicality and the respect that they learn it deserves. I have found PA to be a potent force in increasing self-awareness and a more positive outlook on modesty, as the girls come to appreciate their own value and begin to treat themselves with more respect.

Conclusion

It must be stressed that the goal to which this article strives is not simply to get teenagers to exercise more. Rather, the goal is a deeper one; it is to create independent exercisers, who feel empowered and strengthened by their own understanding of the benefits of exercise, and are equipped to set their own goals and work towards them by their own track records of previous successful exercising. The aim is towards a qualitative rather than a quantitative change, in which teenagers become motivated to respect themselves and to actively take responsibility for their own welfare, both physically and spiritually. They will come to appreciate the unique role that they have in the world, in which the physical and spiritual elements within them combine to reach heights which neither could ever achieve on its own.

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Abstract: The author analyses how physical activity (PA) in schools can lead to positive youth development and an integrated realisation of the individual’s capabilities and uniqueness of personality. The recognition of one’s physicality as a vital dimension of the self leads to a greater self acceptance and healthier self concept. This in turn enhances self respect, a deeper understanding of modesty and the concept of body respect. She suggests that PA is a powerful medium to educate adolescents about the value of their physicality and to acknowledge it as a manifestation of their person within.

The Body, the Self Esteem Complex and Youth Fitness

In the decade that I have been involved in fitness training for adolescents, I have been struck by the externalised view that teenagers that I have met hold about their physicality. Most believe that they ‘have’ their body not that they in essence ‘are’ their physical selves. I have found that the teens tend to be scared of their physical state and have in a sense divested themselves of their bodies because they are confused. Many students feel that they are unable to live up to and achieve a global standard of a specific body type that they wish for although they concede for the most part that it isn’t actually a possible achievable outcome.

I have found that over time, with healthy reframing and understanding of who they are as people, adolescents develop a healthy self acceptance and a profound understanding of the two main components that make them who they are- their body and soul. Internalising their physicality with a Torah perspective has helped many to begin to cultivate a sense of modesty and self-worth. This brings a calmness and sense of peace, as well as the security of body acceptance to a potentially turbulent time in their lives.

Self Esteem and Physical Activity in a School Setting

Self esteem has been singled out for particular attention with regard to PA because it is the most readily available predicator of emotional adjustment and mental health and because much of our behaviour – both conscious and subconscious – is directed towards maximising our chances of feeling good about ourselves . Studies have shown that adolescents will likely only be motivated to engage in PA if they perceive that significant others in their lives endorse its importance and that they can exhibit a reasonable competence in that area. However if neither of these two factors are in place then given the opportunity, adolescents will tend to eliminate exercise and fitness abilities from their self esteem structure because these will pose a threat of failure. This is crucial because it is tied up with the imperative of intrinsic self motivation. Schools can be very powerful motivating environments for increasing the value of fitness as a socially desirable commodity and counteracting the emphasis that society places on certain self components, particularly when they are detrimental to self esteem. Physical appearance dominates self esteem throughout life ; evidence suggests that its influence far outweighs that of physical abilities, and it is a major source of low self esteem in females because of the high importance attached. Teenagers who rate themselves as low in fitness competence will avoid PA, whereas those that are happy with their abilities in exercise will voluntarily remain more active on their own volition. Because of the global importance put on appearance, the avoidance tendency that normally comes with those that view themselves lacking in that area does not apply to physical appearance. Many teenagers struggle with social physique anxiety, and their perception of lack of physical attractiveness is closely associated with poor physical and global self esteem. When schools promote healthy and active living, students internalise the importance of self care, and are more likely to engage in PA for the personal benefits that they will attain. This in turn builds a healthier self perception based on internality, effort and accomplishments.

PA has been shown to be a way to increase self esteem. Exercise programmes in school can help teens adjust positively to this time of change in their lives. Pupils learn of the value of self care through physical education, this then tracks into all areas of their current lives and into adulthood. PA has been proven to help teenagers reframe their focus on themselves and take a great pride in their skills, accomplishments and personality. They internalise their achievements in PA, physically, spiritually and emotionally. This helps them to accept themselves for who they are, and the efforts that they have made overall spill over into their daily lives.

Our Bodies- Our Souls

As I have worked with my students, both on a private basis and more recently in a school setting, I have worked on facilitating the reframing of the notions that teenagers have in relation to their bodies. I have observed them challenge their views of an externalised body that they have been allotted. At times they perceived their physicality as lacking in its requirements, which had in turn been set by some arbitrary standards. Reframing this belief has led them to view their form as a manifestation of their internal selves. This has resulted in the foundation of a much healthier self acceptance and a self respect which has shown itself positively in their daily lives.

Many of the girls that I have met had difficulties in relating to their self concept. Some were unhappy with their appearance and denied themselves of any pleasure because of their negative self perception. Others were confused about their physicality and preferred to escape their physical existence in a cloak of their concept of Tznius. Sadly, their idea of modesty was flawed, and it was far easier for them to deny their physical state completely rather than remain confused about the role that their bodies play in their lives.

I have discussed in a previous article how intrinsic motivation is essential for teenagers to involve themselves voluntarily in a healthier active lifestyle (which is their personal Mitzva). I discovered with my work with adolescent girls that in order for them to be able to self motivate they needed to have understood their physicality as it should be.

Today’s world sends out very confusing messages regarding our physical state. At best, unless challenged, we are left with the notion that we are our souls and we happen to have a body. At worst, a faulty perception of physicality can degenerate into a negative spiral of self destructive behaviours.

In truth the two are very much in tandem even as they conflict each other. Our responsibility is to elevate our physical state to allow our souls to self actualise – we need both essential parts of our humanity in order to achieve a level of growth unattainable by either one without the other in place (Derech Hashem).

Working with my students, I have understood from them that they are frequently very uncomfortable with their physical beings and often feel out of control and without guidance on how to perceive themselves in this regard. Rather than focus on their form at all, in the fear that this would negate the laws of modesty, they in a sense disown their bodies. This has meant that they are not in tune with themselves, and many have found this to be a time when they began worrying far more about others’ perceptions of them and how they appeared, rather than accept themselves for who they were intrinsically.

The Five Cs and Youth Physical Activity

I have found over time that the following guidelines have helped to foster a profound sense of self worth within teenagers. They have been able to focus on their inner person in tandem with their bodies as they engage in PA. This is crucial in nurturing self acceptance and integrating their bodies and souls. The five Cs help reframe the concept of PA and the benefits accrued to the students. They move away from considering their physicality in a divorced state from their being, and work on connecting all elements of themselves as they develop.

Competence, Confidence, Character, Connection and Caring are all needed in order for Contribution to take place. These are all areas that need to be addressed for a positive teenage self regard,. The five Cs are compatible with robust findings on why teenagers initiate and continue involvement in PA. They learn and develop a physical competence in the activities they are participating in. This leads to an inner confidence in themselves and a better self perception. They learn about themselves in relation to others – character, and learn to respect the societal norms around them. They connect with themselves both internally and externally, and others around them- their family, teachers and peers. This leads to a caring –embracing empathy and sympathy to those around them. All of these positive factors lead to their eventual contribution to the society to which they belong.

The five Cs make up a very healthy sense of self and begin to allow adolescents to view themselves as the sum of all of their multifaceted parts rather than as a disjointed jumble. This helps to foster a profound internalisation of their personality, physically, spiritually and emotionally. They learn to feel good about themselves in relation to their capabilities and in relation to others.

Physical Activity and the promotion of Tznius

Physical education involves teaching students life time activity skills through movement. Exercise can be extremely potent in enabling teens to come to terms with who they are, acknowledging their strengths and their soon-to-be strengths, as well as their limitations, in a non judgmental environment.

Positive Youth Development (PYD) is achievable when CARE is in place. When the students feel that they are Competent and are able to achieve, that they have some areas of choice – Autonomy, that they are developing positive Relationships with both peers and teachers, and that they are Enjoying the activity that they are involved in. With CARE occurring, teenagers are more likely to intrinsically self motivate themselves to lead healthier lives.

PYD allows teens to learn important life skills and core values through the medium of physical activity. The girls learn to attach so much more to themselves then their outer appearance. They learn to embrace their own unique personality and their place in their current society. This is a powerful counter -force to the notion the outside world projects of appearance being of utmost importance without regard to any other aspect of their personhood.

As the girls develop a confidence with their self recognition and self appraisal they begin to view their physicality in a very different way. This shift of their attitude towards their form begins when they start to view themselves as a whole. They come to understand that their body belongs to them and is a part of who they are, rather than just something that they ‘have’. This shift enhances the way that they perceive their bodies, and plants the beginnings of a very healthy self respect.

Empowered Living

I have found the following framework to be an exciting, effective and alternative approach to the model of promoting weight loss through exercise.

The basic conceptual framework of this approach includes,

• The acceptance of the natural diversity in body shape and size – just as we are all very unique internally.
• The importance of relaxed and healthy eating in response to internal body cues
• Crucial contribution to spiritual, social and emotional and physical wellbeing

My aim is to help the girls to be in touch with their own internal state so that they feel in control of themselves and trust themselves to lead a Torah true healthy life, even as global projections are in conflict with this. I have seen this approach to be an effective, compassionate alternative to the failures of traditional approaches. Recent research has shown this to be a much more sincere way to affect and maintain positive behavioural changes because it builds self esteem as the girls reinforce a sense of their unique value and pride in their efforts.

Conclusion

I have found that as I have worked with teens over extended periods of time, they have cultivated a sense of great inner respect towards themselves. In engaging in PA they have learned how their bodies are the vehicles for their personal growth, and reflect upon who they are and who they want to be. The girls allow themselves to acknowledge their bodies as a part of themselves, and they learn to accept all of who they are. I have witnessed the positive shift to a healthy self and body respect, take place once teenagers ‘step into their bodies’ and own them. They begin to take responsibility for themselves in a fundamental way, which translates into consideration and respect for their body and its needs. I have seen this play out practically – students reframe their focus on their Mitzva of Tznius and have a far deeper understanding of their value as a Bas Yisroel. They conceptualise Tznius as a practical application of their inner self acceptance and appreciation of their own uniqueness. Modesty is then neither a burden nor a willing cover up for a misunderstood physicality. The girls become profoundly cognizant with ‘Kol Kevudah Bas Melech Penima’ as they meet their internality in a very intrinsic way.

 

References

Bacon, L. K. (2002). Evaluating a’ non diet’ wellness intervention for improvement of metabolic fitness,psychological well being and eating and activity behaviours. International Journal of Obesity Related Metabolic Disorders, 854-869.

Bacon, L. S. (2005). SIze acceptance and intuitive eating improves health for obese female chronic dieters. . Journal of American Diet Association.

Campbell, R. (1984). The new Science:Self esteem psychology. LAnham, MD: University Press of America.

Fox, K. R. (1988). The Self Esteem Complex and Youth Fitness. Quest 40:3, 230-246.

Gruber, j. (1986). Physical activity and self esteem development in children: A meta analysis. American Academy of Physical Education Papers, 19, 30-48.

Harter, S. (1988). Causes,correlates and the functional role of global self worht: A lifespan perspective. In J. S. Kolligian, Perception of competence and incompetence across the lifespan. New Haven: Yale University Press.

Lerner, R. L. (2006). Toward a new vision and vocabulary about adolescence:theoretical, empirical and appliedbasis of a ‘Positive Youth Development’ perspective. In L. T.-L. Balter, Child Psychology: A handbook of contemporary issues (pp. 445-469). New York: Psychology Press.

Myers, J. S. (2000). The wheel of wellness counceling for wellness: A holistic model for treatment planning. Journel of Counceling and Development, 78, 251-266.

Schwab, N. (2012). Self determination: a new approach to encouraging physical exercise among teenagers.

Stuntz, C. W. (2010). Motivating children and adolescents to sustain a physically active lifestyle. American Journal of Lifestyle Medicine, 433-444.

Weiss, M. A. (2008). Motivational orientations and sport behaviour. In T. Horn, Advances in sport psychology (pp. 115-155). Champaign IL: Human Kinetics.

The importance of regular exercise is something most of us agree with, at least on paper. We’ve all read about the benefits of regular exercise time and time again. But have we – huff – started – puff – done anything about it?

“Exercise is loathsome,” said Mark Twain. And based on some exhausting experiences, many people might agree.

“Why on earth would I want to exercise? I’ve no intention of running a marathon any time soon.”

Our days are full to the hilt with commitments, family, work, appointments, and we need to sleep a bit, too! Who’s got time for extras? No one has. However, is exercise an ‘extra’?

Nechoma Schwab, a Holistic Personal Trainer based in North West London, puts it this way:

Regular exercise can dramatically reduce the risks of contracting major illnesses such as coronary heart disease, stroke, type 2 diabetes and osteoarthritis, as well as some cancers. It also reduces the risks of falls among older adults, hip fractures and dementia. In addition, exercise introduces mood-enhancing hormones into the body, and has been shown to boost energy and self-esteem (it also dramatically reduces the risk of depression). It even makes you sleep better! Exercise improves your concentration and ability to focus.

But my parents / grandparents never exercised and they lived long lives. Why should I?

In days gone by, exercise was built into the daily routine of almost everyone – you had to be active just to live your everyday life! Over the last 100 years or so, machines have gradually taken over much of what we used to do ourselves – cars, washing machines, cleaning appliances and even dishwashers – and so we are far less active than we used to be. Even our jobs may require no more physical effort than sitting at a computer all day. The way to counteract this is to look for opportunities to introduce physical activity into our everyday lives – walking rather than taking the car on short trips, for instance. Taking up an activity such as gardening can also be a great idea – it can give you a lot of pleasure, and is physically active without feeling like a ‘workout’!

(Our diets also tend to include more sugar, fat and food additives than previous generations’)

How will I manage to find time for exercise in my hectic schedule?

One shouldn’t feel that an exercise programme has to last a long time to be effective – experts recommend at least 30 minutes of moderate exercise 5 times a week, but this can be broken up into 10 or 15 minute ‘chunks’, making it easier to fit sessions into your timetable.

But I DONT WANNA EXCERCISE!

The thought of starting an exercise programme can be quite daunting, especially if it’s a long time since you’ve last done anything like it! You may also be put off by the idea that it’s hard, uncomfortable work, or the feeling that you just don’t know where or how to start. The good news is that any exercise is better than none, and simply being a bit more active each day – walking instead of using the car, or taking the stairs instead of a lift or escalator when you’re out shopping – will boost your morale and help you to feel better in yourself. Building yourself up gradually is the way to go – in fact, too much too soon is less likely to last in the long term, as we tend to slip back into our old behaviour as soon as we lose our initial inspiration.

As you become more active generally, you might think again about starting some kind of scheduled form of exercise. There is a huge range of activities that you can engage in, so you have the freedom to choose what suits you best! You should make sure that your chosen programme is something that you enjoy (whether it’s a class, some time at the gym, swimming or something else), and is at a time of day that’s convenient for you. You should also try to make it as weather-proof as possible (if you’re going outdoors, make sure you have clothing suitable for wet or cold weather). If you can exercise with friends, so much the better! The companionship will really boost your motivation to exercise, and is beneficial in itself as well.

Set yourself small goals to begin with, and make sure they are:

S – Specific (clear)

M – Measurable (you will know when you’ve achieved them)

A – Achievable (you can achieve them)

R – Relevant (they mean something to you)

T – Time-based (you set yourself a time limit to achieve your goals)

Setting goals and reaching them will help you to feel good about yourself, and motivate you to push yourself further!

Nechoma Schwab has a decade’s experience in holistic personal training both in Israel and England and has been heavily involved with training women through child bearing stages. Nechoma works with individuals or small groups and has a strong interest in promoting exercise and nutrition for optimum well being. She can be reached on 07956 553 494.