Lesson Plan
Session 1 Lesson Plan
Introduce students to somatic experiencing and the SIBAMs framework in a gym setting, using free‐weight stations to build body awareness and self‐regulation through movement in small groups supported by therapists.
Embedding core techniques and SIBAMs (Sensation, Imagery, Behavior, Affect, Meaning) in a therapist-supported, group-oriented free‐weight circuit helps IBI students deepen interoceptive awareness, reduce challenging behaviors, and practice self-regulation in a real-world gym context.
Audience
High School IBI Students (Grades 9–12) in small groups
Time
30 minutes
Approach
Therapist-facilitated station circuit
Materials
Gym Mats, Cones and Markers, Stopwatch, Light Dumbbells (5–10 lb), Weight Rack or Storage, and Session 1 Body Awareness & SIBAMs Worksheet
Prep
Assign Groups & Prepare Stations
7 minutes
- Divide students into 3 small groups (2–7 per group).
- Assign one therapist to each group.
- Print the Session 1 Body Awareness & SIBAMs Worksheet for each student.
- Set up four free-weight stations (squat, overhead press, hinge, curl) with mats and dumbbells.
- Place cones marking walking paths between stations.
- Ensure each therapist has a stopwatch or timer.
- Review core somatic techniques: Grounding, Resourcing, Pendulation, Titration, Movement, Somatic Tracking, Breathwork.
- Review SIBAMs definitions: Sensation, Imagery, Behavior, Affect, Meaning.
Step 1
Welcome & Group Orientation
3 minutes
- Therapists greet their assigned small groups at designated station areas.
- Distribute Session 1 Body Awareness & SIBAMs Worksheet and a pen to each student.
- Explain today’s focus: exploring core techniques and SIBAMs through a group-led free-weight circuit.
Step 2
Dynamic Warm-Up with Coaches
5 minutes
- Each therapist leads their group in 2 rounds of light dumbbell arm circles (8 forward, 8 backward) while cuing Breathwork (inhale 4, exhale 6) and Somatic Tracking (“Notice warmth in shoulders”).
- Guide gentle dumbbell-supported neck rolls (3 each direction) and Grounding (“Feel your feet on the mat”).
- Ask students to record one Sensation and one Affect in the Warm-Up section of the worksheet.
Step 3
Therapist-Facilitated Station Circuit
12 minutes
- Under therapist guidance, each group rotates through four stations: Goblet Squat, Overhead Press, Hinge Deadlift, Bicep Curl.
- At each station, therapists support students to:
- Perform 8–10 reps with light dumbbell (Behavior).
- Pause and take one deep Breathwork breath.
- Complete a SIBAMs reflection on the worksheet:
• Sensation (e.g., “burn in quads”)
• Imagery (e.g., “roots anchoring me”)
• Affect (e.g., “steady calm”)
• Meaning (e.g., “I can handle challenge”)
• Note any slight tension shift (Pendulation).
- Groups rotate every 2½ minutes; therapists cue transitions and ensure mindful pacing (Titration).
Step 4
Group Sensation Relay
5 minutes
- Each therapist oversees a mini-relay within their group:
• Students carry a light dumbbell to the cone, pause to Ground and use Breathwork.
• Name one SIBAMs element aloud (e.g., “Image: flowing water”) before returning.
• Tag the next teammate; repeat until all have participated. - Therapists model gentle Movement (rocking) to release residual tension.
Step 5
Group Reflection & Discussion
5 minutes
- Reconvene groups on mats; each therapist facilitates:
- “Which station produced your strongest Sensation and what did it mean to you?”
- “How did your Imagery or Meaning shift your Affect during lifting?”
- “Which core technique (e.g., Resourcing, Pendulation) did you notice using?”
- Therapists invite 1–2 students per group to share insights.
- Close: “Next session, we’ll build on these reflections to practice releasing stored tension through rocking and shaking movements.”
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Worksheet
Session 1: Body Awareness Worksheet
Use this worksheet during the Body Awareness Activity and Reflection portions of Session 1 Lesson Plan.
Student Name: ____________________________ Date: ____________
1. Warm-Up Reflection
After the arm circles, neck rolls, and deep breaths, describe any sensations you noticed in your body (e.g., tight, warm, tingling):
2. Body Scan Stations
As you walked slowly between cones, you paused and did a quick body scan at each station. In the space below, write one sensation word you noticed at each station.
- Station 1 (feet/legs): ________________________
- Station 2 (torso/shoulders): ________________
- Station 3 (neck/jaw): ________________________
- Station 4 (full-body check): ________________
3. Sensation Relay
When you paused, took a breath, and named a sensation aloud, did you notice anything new or different? Describe it here:
4. Reflection Questions
- Which movement (warm-up, slow walk, cone pause, or relay) made you most aware of tension? Why?
- How might noticing and naming sensations help you stay calm during stressful activities or moments? Be specific.
- What is one thing you want to try next time to help release tension in your body?
Great work noticing how your body speaks to you! We’ll build on these observations in Session 2 to learn movement strategies for releasing stored tension.
Discussion
Session 1 Discussion
Purpose:
This discussion helps students deepen their understanding of somatic experiencing and body awareness by reflecting on today’s movements and sensations. It also builds a foundation for applying these tools in stressful or challenging moments.
Discussion Guidelines
- Listen respectfully when others share.
- Speak in complete sentences and explain your thinking.
- Use “I noticed…” or “I felt…” statements to describe personal experiences.
- There are no right or wrong answers—focus on honest reflection.
Materials
1. Think-Pair-Share: Warm-Up Sensations
- Think (1 minute): Look at Question 1 on the Session 1 Body Awareness Worksheet. Recall the sensations you noticed during arm circles, neck rolls, and deep breaths. Write down one word that stood out to you (e.g., tight, tingling).
- Pair (2 minutes): Turn to a partner. Share your word and explain why you noticed that particular sensation. Listen as your partner shares theirs.
- Share (3 minutes): Volunteers share one pair’s observation with the whole group.
Follow-Up:
- What helped you notice that particular area of tension?
- Did focusing on your breath change the sensation you felt?
2. Whole-Group Discussion: Naming and Noticing
Prompt: In the Sensation Relay, each person paused, took a breath, and named a sensation aloud. How do you think the act of naming a feeling (like “warm” or “tight”) might help someone stay calm or feel more in control?
- Invite 2–3 students to explain how naming sensations affected their awareness or emotions.
Follow-Up Questions:
- Have you ever named or labeled a feeling in a non-workout context (like before a test or performance)? What happened?
- What challenges might come up when trying to name a sensation under stress? How could you overcome them?
3. Application: Grounding and Body Scans Beyond the Gym
- Small Groups (4 minutes): In groups of 3–4, discuss one everyday situation (e.g., taking a test, starting a new class, speaking in front of others). Describe how you could use either grounding or a quick body scan from today’s session to help yourself feel more centered.
- Group Report (2 minutes): Each group shares one concrete idea with the class.
Follow-Up:
- Which strategy feels most realistic to use on your own? Why?
- How might remembering today’s session help you practice these strategies when you’re not in gym class?
Closing Reflection
- Return to your worksheet Question 4: “How might noticing and naming sensations help you stay calm during stressful activities or moments?”
- Write one sentence summarizing your key takeaway from today’s discussion.
Tomorrow: We’ll build on these observations by adding movement exercises designed to help release the tension you’ve identified today.
Activity
Session 1 Sensation Relay Game
Purpose:
Energize students while reinforcing mindful naming of bodily sensations. This relay helps students link movement, breath, and interoceptive awareness in a fun, team-based challenge.
Time: 5 minutes
Materials:
- 2–4 cones or markers (one per relay lane)
- Stopwatch or timer
Setup
- Arrange two parallel lanes in the gym, each with a cone placed 10–15 feet from the start line.
- Divide students into two even teams behind their respective start lines.
Instructions
- On the signal (“Go!”), the first student in each line jogs to their lane’s cone.
- At the cone, the student pauses:
- Takes one deep diaphragmatic breath (inhale for 4 counts, exhale for 6 counts)
- Names aloud one bodily sensation they notice (e.g., “warm,” “tight,” “tingling”).
- After naming, the student jogs back and tags the next teammate.
- The relay continues until every student has run, paused, and named a sensation.
Focus is on mindful naming and steady breathing, not on speed.
Reflection (1–2 minutes)
- Gather students briefly and ask:
- How did pausing to name a sensation affect how you felt?
- Did you notice any new or different sensations when it was your turn? Why might that be?
- How did pausing to name a sensation affect how you felt?
- Emphasize that naming sensations can anchor awareness and help release tension in moments of stress.
Next Up: In Session 2, we’ll explore simple gym movements designed to help actively release the tension you’ve learned to notice today.
Project Guide
Culminating Movement Project
Material ID: #culminating-project
Purpose:
Over the course of this 14-session series, students will integrate the somatic experiencing tools and movement strategies they’ve learned to design, practice, and lead a personalized “Calm-Down Workout.” This culminating project empowers students to take ownership of their body-awareness skills, supports self-regulation, and fosters leadership and reflection.
Project Overview & Objectives
- Apply key somatic experiencing techniques (grounding, body scans, breath regulation, tension release) in a coherent workout sequence
- Demonstrate understanding of how each movement supports self-regulation and reducing stress
- Practice clear instruction and leadership when guiding peers
- Reflect on personal growth and the impact of movement on emotional well-being
Timeline & Process
| Session(s) | Task |
|---|---|
| 1–4 | Explore & Journal During each session, jot one movement/strategy that felt calming and note its effect in your project journal. |
| 5–8 | Experiment & Refine Test different grounding or release exercises in small groups; record observations (what helped most?). |
| 9–10 | Plan Development Create a draft workout plan: list 5–7 exercises, order, duration/reps, breath cues. Use the Workout Plan Template below. |
| 11–12 | Practice & Peer Feedback Lead your draft workout in a pair or small group; collect feedback on clarity, pacing, and effectiveness. |
| 13 | Revise & Finalize Incorporate feedback to polish your workout plan; prepare any visual aids or cue cards. |
| 14 | Presentation & Reflection Lead the class through your 3–5 minute Calm-Down Workout. Afterward, complete the Project Reflection Questions and share key takeaways. |
Materials Needed
- Project journal or digital document
- Pen or pencil
- Cones, mats, and any small gym props (e.g., resistance bands) - Workout Plan Template (below)
- Peer Feedback Form (session-specific handout)
Workout Plan Template
Student Name: ______________________ Date: ____________
- Workout Title: ___________________________
- Objective: What will this workout help someone do? (e.g., “Release neck tension and ground before a test”)
| Exercise # | Movement Name | Duration/Reps | Breath Cue (e.g., inhale/exhale) | Somatic Focus (e.g., grounding, release) |
|---|---|---|---|---|
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 | ||||
| 5 | ||||
| (Optional) | ||||
| Transitions & Timing Notes: | ||||
| Verbal Cues/Script: |
Peer Feedback Form
(Use during Sessions 11–12)
Leader Name: ____________ Date: ____________
- Clarity of Instructions (1–5): _____ Why? ___________________________________________________
- Pace & Flow (1–5): _____ What worked? _________________________________________________
- Somatic Focus Effectiveness (1–5): _____ Which movement helped you feel calmer? ___________
- Suggestions for Improvement:
Project Reflection Questions
(Complete after your presentation in Session 14)
- Which movement in your Calm-Down Workout had the biggest impact on reducing tension? Why?
- How did planning and leading this workout deepen your understanding of somatic experiencing?
- In what situations outside of gym class could you use your Calm-Down Workout? Be specific.
- What is one takeaway you’ll continue to practice to help regulate your body and emotions?
Congratulations! You’ve completed the Culminating Movement Project, demonstrating leadership, self-regulation, and mastery of somatic movement strategies. Keep this workout plan as a personalized tool for future stress-management.
Lesson Plan
Session 2 Lesson Plan
Guide students through gym-based rocking and shaking movements with free weights to release stored tension, reinforcing core somatic techniques and SIBAMs reflections.
Actively releasing stored tension through targeted movement helps IBI students regulate their nervous systems, reduce challenging behaviors, and build on body-awareness skills introduced in Session 1.
Audience
High School IBI Students (Grades 9–12) in small groups
Time
30 minutes
Approach
Therapist-facilitated rock & shake circuit
Materials
Gym Mats, Cones and Markers, Stopwatch, Light Dumbbells (5–10 lb), Weight Rack or Storage, and Session 2 Tension Release Worksheet
Prep
Assign Groups & Prepare Stations
7 minutes
- Divide students into 3 groups of 2–7; assign one therapist per group
- Print the Session 2 Tension Release Worksheet for each student
- Set up four stations with mats, cones, and light dumbbells:
- Side-to-Side Rock (hold dumbbell at chest)
- Overhead Shake (hold dumbbell overhead and gently shake shoulders)
- Rock-to-Squat (rock heels/toes then goblet squat)
- Dumbbell Pulse (small pulsing taps in a hinge position)
- Ensure each therapist has a stopwatch
- Review core techniques: Grounding, Resourcing, Pendulation, Titration, Movement, Somatic Tracking, Breathwork
- Review SIBAMs: Sensation, Imagery, Behavior, Affect, Meaning
Step 1
Welcome & Orientation
3 minutes
- Therapists greet their small groups by their first station
- Distribute Session 2 Tension Release Worksheet and pens
- Remind students that today we’ll use:
- Core Techniques: Movement (rocking/shaking), Pendulation, Breathwork, Somatic Tracking, Grounding, Resourcing, Titration
- SIBAMs: Sensation, Imagery, Behavior, Affect, Meaning
- Explain the four stations and how they build on noticing tension and releasing it
Step 2
Dynamic Warm-Up
5 minutes
- Each therapist leads 2 rounds of light dumbbell arm swings (8 each direction) while cueing Breathwork (inhale 4, exhale 6)
- Guide 5 gentle rocking lunges (no weight) to practice Pendulation
- Prompt Somatic Tracking: “Notice the feeling in your hips—warm, tight, or soft?”
- Have students jot one Sensation and one Affect in the Warm-Up section of the worksheet
Step 3
Rock & Shake Station Circuit
12 minutes
- Groups rotate through the four stations in 3-minute intervals; therapists cue transitions (Titration)
- At each station, students (Behavior):
- Perform the movement for 10–15 seconds (rock, shake, squat rock, or pulse)
- Pause, take one deep Breathwork breath
- Complete a SIBAMs reflection on the worksheet:
• Sensation (e.g., “vibration in shoulders”)
• Imagery (e.g., “tree swaying in wind”)
• Affect (e.g., “lightness”)
• Meaning (e.g., “I can let go”)
• Note any shift (Pendulation)
- Therapists model Resourcing by briefly inviting students to recall a safe memory between stations
Step 4
Group Shake Relay
5 minutes
- Each therapist leads a mini-relay within their group:
- Student A holds a dumbbell overhead, rocks side-to-side twice (Movement), then shakes arms for 5 seconds (Release)
- During the shake, student A names one SIBAMs element aloud (e.g., “Meaning: I am supported”)
- Student A passes the dumbbell to Student B; repeat until all participate
- Focus on mindful naming and steady Breathwork, not speed
Step 5
Reflection & Discussion
5 minutes
- Reconvene groups on mats; refer to the worksheet’s reflection section
- Guided prompts:
- Which station helped you release tension most effectively? Why? (Sensation & Meaning)
- How did your Imagery or Resourcing anchor shift your Affect during the movements?
- Which core technique (e.g., Pendulation, Breathwork) felt most helpful?
- Therapists invite 1–2 students per group to share insights
- Close: “Next session we’ll layer in dynamic free-weight movements to build strength and regulation.”
Worksheet
Session 2: Tension Release Worksheet
Use this worksheet during the Rock & Shake Circuit and Reflection portions of Session 2 Lesson Plan.
Student Name: ________________________________ Date: ____________
1. Warm-Up Reflection
After the arm swings and rocking lunges, record one Sensation and one Affect you noticed:
Sensation: ___________________________
Affect: _______________________________
2. Rock & Shake Stations
At each station, complete the SIBAMs reflection and note which Core Technique you practiced.
Station 1: Side-to-Side Rock
Behavior: Rock side to side for 10–15 seconds while holding the dumbbell at chest.
Breathwork: Inhale ____ / Exhale ____
Core Technique: _________________________
SIBAMs Reflection:
• Sensation: ___________________________
• Imagery: _____________________________
• Behavior: _____________________________
• Affect: _______________________________
• Meaning: _____________________________
• Note any shift (Pendulation): ____________
Station 2: Overhead Shake
Behavior: Hold dumbbell overhead, gently shake shoulders for 10–15 seconds.
Breathwork: Inhale ____ / Exhale ____
Core Technique: _________________________
SIBAMs Reflection:
• Sensation: ___________________________
• Imagery: _____________________________
• Behavior: _____________________________
• Affect: _______________________________
• Meaning: _____________________________
• Note any shift (Pendulation): ____________
Station 3: Rock-to-Squat
Behavior: Rock onto heels/toes then perform a goblet squat for 10–15 seconds.
Breathwork: Inhale ____ / Exhale ____
Core Technique: _________________________
SIBAMs Reflection:
• Sensation: ___________________________
• Imagery: _____________________________
• Behavior: _____________________________
• Affect: _______________________________
• Meaning: _____________________________
• Note any shift (Pendulation): ____________
Station 4: Dumbbell Pulse
Behavior: In hinge position, pulse dumbbell taps for 10–15 seconds.
Breathwork: Inhale ____ / Exhale ____
Core Technique: _________________________
SIBAMs Reflection:
• Sensation: ___________________________
• Imagery: _____________________________
• Behavior: _____________________________
• Affect: _______________________________
• Meaning: _____________________________
• Note any shift (Pendulation): ____________
3. Group Shake Relay Reflection
When you held the weight overhead and named a SIBAMs element aloud during the relay, what did you notice about your body or mind?
4. Overall Reflection
- Which station helped you release stored tension most effectively? Why?
- Which Core Technique (e.g., Grounding, Resourcing) do you want to practice again at home? How?
Great work releasing tension and tracking your experience! We’ll use these insights in Session 3 to build strength and regulation with integrated somatic exercises.
Discussion
Session 2 Discussion
Purpose:
This discussion helps students process their experiences with rocking, shaking, and pulsing movements in the gym. By reflecting on SIBAMs and core somatic techniques, they’ll deepen self-regulation skills and learn to apply these tools beyond today’s circuit.
Discussion Guidelines
- Listen without interrupting.
- Use “I noticed…” or “I felt…” statements to describe your experience.
- Respect all observations—there are no right or wrong answers.
Materials
1. Think-Pair-Share: SIBAMs Insights (5 minutes)
- Think (1 minute): Review your SIBAMs reflections for one station on your worksheet. Identify which element (Sensation, Imagery, Behavior, Affect, or Meaning) felt most significant to you.
- Pair (2 minutes): Turn to a partner and share:
- Which SIBAMs element stood out?
- What core technique (e.g., Pendulation, Breathwork, Resourcing) did you practice there?
- Share (2 minutes): Two pairs volunteer to report one insight to the whole group.
Follow-Up:
- How did naming that element affect your awareness or emotion?
- Did any station combine techniques in a surprising way?
2. Whole-Group Discussion: Technique Impact (5 minutes)
Prompt: Today’s stations used rocking, shaking, squatting, and pulsing to help release stored tension.
- Invite 2–3 students to describe:
- Which movement felt most effective for releasing tension?
- Which core somatic technique (Grounding, Resourcing, Pendulation, Titration, Movement, Somatic Tracking, Breathwork) did you notice using there?
- How did that technique shift your Affect or Meaning?
Follow-Up Questions:
- When you felt a shift (Pendulation), what changed in your body or mind?
- How did recalling a safe memory (Resourcing) influence your sense of calm during the circuit?
3. Application: Beyond the Gym (6 minutes)
- Small Groups (4 minutes): In your therapist-led group of 2–7, pick one everyday stressor (e.g., a quiz, a tough conversation, a busy hallway). Discuss:
- Which movement or breathing technique from today would you use?
- Which SIBAMs element would you pay attention to and name?
- Group Report (2 minutes): Each therapist invites one group to share their strategy with the class.
Follow-Up:
- Which combined approach (movement + SIBAMs naming) feels most realistic in a non-gym setting? Why?
Closing Reflection (2 minutes)
- Return to your worksheet’s Overall Reflection: “Which Core Technique do you want to practice again at home? How?”
- Write one sentence summarizing your key takeaway from today’s session.
Next Session: We’ll layer strength movements with somatic tracking to build regulation under load.