Dodge Stress, Build Resilience! Script

Warm-Up: Stress Check-In (5 minutes)

"Good morning/afternoon everyone! Welcome. Today, we're diving into a topic that affects all of us: stress. Before we get started, let's do a quick 'Stress Check-In'. On your Warm-Up: Stress Check-In sheet, I want you to write down one word that describes how you're feeling right now, or one thing that might be causing you a little stress today. Don't worry, these are anonymous, so just be honest with yourself."

(Give students a moment to write. Collect the papers quickly or ask for volunteers to share a word if they feel comfortable. Briefly acknowledge common themes.)

"Thank you for sharing, or for reflecting. It sounds like many of us experience similar feelings or face similar challenges. It's totally normal to feel stressed, but it's important to know how to deal with it in a healthy way."

Introduction to Stress & Coping (5 minutes)

"Let's look at our first slide on the Slide Deck: Dodge Stress, Build Resilience!."

(Advance to Slide 1: "Dodge Stress, Build Resilience!")

"As the title says, we're here to talk about stress, but also about building resilience – that's our ability to bounce back from tough situations. So, what exactly is stress? It's our body's reaction to a challenge or demand. It can be good sometimes, like when it motivates us to study for a test. But too much stress, or not knowing how to manage it, can be tough."

(Advance to Slide 2: "What Stresses You Out?")

"Take a look at these common stressors. Do any of these resonate with you? School, friends, family, future plans, even social media can be big sources of stress for teenagers. What are some other things that you find stressful? You don't have to share specifics if you're not comfortable, but just think about it."

(Allow for a brief, open discussion if students are willing to share general categories of stressors. Encourage empathy.)

"It's clear we all face different stressors, but the good news is there are many ways to cope. Let's move to our next slide."

(Advance to Slide 3: "Coping Skills: Your Superpowers!")

"Coping skills are like your personal superpowers for dealing with stress. They help us manage those difficult emotions and reactions. We've got a few examples here: talking it out, listening to music, engaging in hobbies. But notice the last one: physical activity! Why do you think moving your body can be a great way to cope with stress?"

(Listen to student responses – e.g., releases energy, clears head, distraction, endorphins.)

"Exactly! Physical activity helps us burn off nervous energy, clears our minds, and even releases feel-good chemicals in our brains. Today, we're going to experience this firsthand with an activity."

Activity: Stress Ball Dodgeball (15 minutes)

(Advance to Slide 4: "Activity: Stress Ball Dodgeball")

"Alright team, it's time to get moving! We're heading to the gym for an activity I'm calling Activity: Stress Ball Dodgeball. The objective here isn't just to play a game, it's to actively practice using physical exertion as a coping skill. Think of those dodgeballs as little bursts of stress you're literally 'dodging' or throwing away."

"(Explain gym layout and rules based on your setup. Refer to Activity: Stress Ball Dodgeball for specific instructions.)"

"Are there any questions about the rules or the game? Excellent! Let's head to the gym! Remember, safety first, and let's have some fun releasing that stress!"

(Lead students to the gym, facilitate the game, ensure active participation and safety. Keep time.)

Cool-Down & Reflection (5 minutes)

(Gather students back to the classroom or a designated cool-down area. Advance to Slide 5: "Reflect & Recharge")

"Great job everyone! You all did fantastic. Let's take a moment to cool down and reflect. How did that feel? Did moving your body, running around, and throwing those 'stress balls' help you feel a bit lighter or more focused?"

(Allow for a few brief student responses.)

"Physical activity is just one powerful tool in your stress management toolkit. Before we wrap up, I'd like you to complete this short Cool-Down: Reflection Exit Ticket. It asks you to think about what we did today and what coping strategies you might use in the future."

(Distribute exit tickets and allow time for students to complete them.)

"Remember, stress is a part of life, but how we respond to it makes all the difference. You now have another strategy – physical activity – to help you 'dodge stress' and build your resilience. Keep exploring what works best for you. Thank you!"

Warm-Up: Stress Check-In

Instructions: On the line below, write one word that describes how you are feeling right now, or one thing that is causing you stress today. This is anonymous.

Optional: If you are comfortable, you may share your word with the class.

Activity: Stress Ball Dodgeball

Objective: To physically release stress and practice active coping through a fun, engaging game.

Materials:

• Soft dodgeballs (or foam balls)
• Gym mats (to define boundaries or safe zones)
• Hula Hoops (optional, to define zones or targets)

Setup:

1. Divide the gym: Use gym mats or tape to create a clear dividing line down the center of the gym, separating it into two team areas.
2. "Safe Zones" (Optional): Place additional mats at the back of each team's side as designated "safe zones" where players can temporarily retreat if they catch a ball, or for specific rules (e.g., if hit, go to safe zone, perform an exercise, then re-enter).
3. "Hula Hoop Zones/Targets" (Optional): Place hula hoops on the ground within each team's area or the opposing team's area as targets. Players can earn points by throwing dodgeballs into these hoops, or use them as a temporary 'safe zone' for a quick breath.
4. Starting Balls: Distribute an equal number of dodgeballs along the center dividing line.

How to Play:

1. Teams: Divide the class into two equal teams.
2. Start: On the teacher's signal, players race to the center line to grab the dodgeballs. Players must retrieve the balls from their own side of the center line.
3. The Game: The goal is to eliminate players on the opposing team by hitting them with a dodgeball below the shoulders. If a player is hit, they are "out" for that round.
4. Catching: If a player catches a ball thrown by an opponent, the thrower is out, and one player from the catcher's team who was previously out may return to the game.
5. Boundaries: Players must stay within their designated team area. Stepping out of bounds or across the center line results in being out.
6. Optional Rules / Coping Focus:
   • "Stress Release Zone": If a player gets out, they go to a designated side area and perform 10 jumping jacks or 5 deep breaths before re-entering the game (if playing continuous rounds).
   • "Team Huddle for Stress": If a team is feeling overwhelmed, they can call a brief (30-second) timeout for a quick team huddle to strategize and regroup.
   • Hula Hoop Bonus: Successfully throwing a dodgeball into an opponent's hula hoop target could earn a bonus point for your team or bring a 'downed' teammate back into the game.
7. Winning: The game can be played in rounds, with the last team with players remaining winning the round. Or, simply play for a set amount of time, focusing on continuous movement and engagement.

Teacher Notes:

• Emphasize safety, especially throwing below the shoulders.
• Encourage participation and focus on the physical release aspect.
• Remind students that this is a fun way to use physical activity to manage stress, not just a competition.
• Monitor energy levels and adjust game time as needed.

Cool-Down: Reflection Exit Ticket

Name: ____________________________

Date: ____________________________

Instructions: Please answer the following questions to reflect on today's lesson.

1. What is one thing that typically causes you stress?
   
   
   
   

2. How did moving your body during the "Stress Ball Dodgeball" activity make you feel? Did it help you release any stress or energy?
   
   
   
   
   
   
   

3. Besides physical activity, what is one other healthy coping skill you could try when you feel stressed?
   
   
   
   

4. On a scale of 1-5, with 1 being "Not at all" and 5 being "Very much," how confident do you feel now about using physical activity as a stress-coping tool?

   1      2      3      4      5

   Circle one.