SEL Capacities
The ability of a young person to regulate their emotions and behavior, take positive risks, and persist through life's challenges
Self Management
A person/youth who we are teaching / or coaching. This is a title of honor and respect
Scholar Athlete
The bottom part of the brain, the ___________, is in charge of things that you don't have to think about, the things that keep you alive
the brainstem
_______ and _______ seemingly small dramatic demonstrations during group interactions, have a lot to say about cooperative workings of a team ands whether that team WINS or LOSES
high fives and fist bumps
We must provide visual _____ in the class and on the field so youth have visual cues for routines and expectations
aids
A Scholar Athletes desire to engage with and contribute to family, community, and society
Contribution
A sport environment in which the conditions for healing, like safety, relationships, and agency, are present. Also known as "trauma informed", to be a type of program that is asset-based and culturally responsive
Healing-Centered Sport
The middle of the brain, the diencephalon and the limbic system are where you interact with the world, where you experience feelings. There are the _________ parts of your brain
Emotional
When a young person exhibits challenging behavior we often label it as "attention seeking" when what the young person is really asking for is ____________. It is the thing we we need most to feel safe.
Connection.
Ensuring the Academy has a safe space set aside for _________ emotions is vital
strong
The ability of a Scholar Athlete to take others' perspectives into account and to develop a sense of caring and empathy
Social Skills
__________ is the ability to effectively manage and respond to an emotional experience. When we are this way we are able to access our cortex and make more rational decisions
Regulation / Regulated
The upper, "smart" part of your brain is called the _________
Cortex
To compare, you despair. Keep our Scholar Athletes from comparing themselves to one another and instead focus on individual _______
growth.
Having snack breaks, social breaks, nature breaks, and bathroom breaks are essential in preserving a __________ - centered environment
healing
A Scholar Athletes internal sense of who they are and there confidence to explore the multiple facets of their identity
Positive Identity
__________ happens when the stress response is activated and causes us to engage the lower, less smart, parts of the brain.
Dysregulation
The cortex is where rational thinking, creativity, and decision making come from. It is one of the last parts to mature. When does is stop developing?
Late 20s.
Predictable, Moderate, and Controlled patterns of stress create what?
Growing and healing OR resilience building
"Attn. Scholar Athletes. In five minutes the red group can stand up, push their chairs in, and line up for lunch. In five minutes the red group does what?" These instructions are an example of what...
repetition, reminders, message bombardment, restating expectations
A Scholar Athletes motivation and mastery over their own learning, school performance, and potential to attain academic success
Academic Self-Efficacy
An approach to coaching in which coach behaviors and decisions are influenced by an understanding of how the brain works, including the ways in which brain responds to trauma and adversity
Brain-Based Coaching (or teaching)
Physical activity helps our brain manage ________. When we move our bodies and engage in patterned, repetitive, rhythmic activity --it supports regulation because of the foundational association between fetal development and hearing our mothers _________.
Stress, Heartbeat
Trust is the antidote to stress. Nothing makes a Scholar Athlete feel safer than __________ __________
Positive Relationships
Setting up a "chill zone" or other safe, opt-in space is an example of proactive strategy for when Scholar Athletes become
dysregulated / too emotional to participate in programming