1. ADLERIAN THEORY (the courage to be disliked)
1.1. Life tasks
1.1.1. Self Acceptance
1.1.1.1. You are the only one who can change yourself Self-acceptance is focusing on what one can change rather than on what one cannot
1.1.1.2. “God, grant me the serenity to accept the things I cannot change, courage to change the things I can, and wisdom to know the difference” Serenity Prayer
1.1.2. Confidence in Othets
1.1.2.1. Confidence is a soul belief in others, trust is a contract.
1.1.3. Contribution to others
1.1.3.1. Happiness comes from contribution to others This is the guiding star, even if others dislike you
1.1.3.2. Happiness is the feeling of contributing to community or others
1.2. Life lie
1.2.1. The greatest life lie of all is to not live in the here and now
1.3. Telliology
1.4. Who’s task is it?
1.5. Horizontal Relationships
1.5.1. Words of gratitude instead of words of thanks
1.6. Courage
1.6.1. Having the courage to be disliked will set you free from others expectations on you, and thus grant you freedom to to live your own life
1.7. Community feeling
1.7.1. A feeling of “I am beneficial to the community” or “I am of use to someone” is the only thing that can give one a true awareness that one has worth
1.8. Comaradeship
1.9. Interpersonal Relationships
1.9.1. If you are living earnestly here and now, you will not be concerned with the future or past
1.9.2. Deny the desire for recognition
1.9.3. All problems are interpersonal relationship problems One must not seek recognition from others Freedom is being disliked by other people Only horizontal relationships are healthy
2. TONY’s 6 HUMAN NEEDS
2.1. People will give up there hopes and dreams to fill their needs
2.2. 3 needs met is a powerful habit, positive or negative
2.3. Certainty, uncertainty, love/connection, significance
2.4. Growth, Contribution
2.5. People will keep a problem because it meets their needs. Ediology. It’s because I’ve got this that I can’t do that.
3. MASLOW
4. SIMON SINEK
4.1. The Golden Circle
4.1.1. Start with Why, go to How and end with What
4.2. Why leaders eat last
5. TALES FROM OLYMPIAN GODS
6. SYMPATHETIC DOMINANCE
7. LOST CONNECTIONS
7.1. Tribal creatures of up to 150
7.2. Connection gives purpose
7.3. Reducing the fear anxiety response
8. CAPITAL
8.1. Is any asset that generates and increases value of relationship, product or transaction
8.1.1. Constructed
8.1.1.1. Financial
8.1.1.2. Economic
8.1.2. Natural
8.1.3. Cultural
8.1.3.1. Human
8.1.3.2. Social
8.1.3.3. Intellectual
8.1.4. Experiential
9. THE RESILIENCE PROJECT
9.1. Gratitude
9.2. Empathy
9.2.1. The power to show vulnerability
9.3. Mindfulness
9.3.1. To centre yourself and live in the present
9.4. Resilience through connections
9.5. Disconnect from your device
10. NO FUCKS GIVEN GUIDES
10.1. Fuck Budget
10.2. Not Sorry
10.3. Mental Decluttering
10.4. What/Why method
10.5. Get your shit together
10.6. You do You
10.7. Emotional puppy crating
11. NATURAL CONNECTIONS
11.1. Self
11.2. Others
11.3. Environment
12. THE POWER OF SLEEP
12.1. Memory
12.2. Emotional processing
12.3. Rest and recovery
13. Johan Hari
13.1. Lost Connection
13.2. Stolen Focus
14. The Kingdom of God
14.1. FLOURISH
14.1.1. 1. Vision
14.1.2. 2. Culture
14.1.2.1. Desirable Attributes
14.1.2.1.1. Agency / Empowerment
14.1.2.1.2. Recognition / Value
14.1.2.1.3. 1% actions everyday that add to 1million actions
14.1.2.1.4. Strength based roles
14.1.2.1.5. Supported Diversity
14.1.2.1.6. Unconditional Love
14.1.2.1.7. Respect to higher purpose
14.1.3. 3. Faith
14.1.4. 4. Practice
14.2. STEWARDSHIP
14.3. HILLCREST CRISTIAN COLLEGE
14.3.1. Wicked Problem or Harmonious Problem
14.3.1.1. Connection before content - Mark Collard
14.3.1.2. Wont be solved, but you can work for harmony
14.3.2. Courageous Conversations
14.3.2.1. Childsafe... How do we ensure we are not groomed? (tricked, deceived)
14.3.2.1.1. Place the topic into conversation everyday and everywhere
14.4. FREEDOM
15. Culture and Identity Story (Australia Together)
15.1. People - Who are the most important people in your life? Who would you make a major sacrifice for?
15.1.1. Amanda my wife and anchor
15.1.2. Students and learners
15.1.3. Pets in my care
15.1.4. Surf rescue
15.2. Place - Where do you feel you most belong or feel connected?
15.2.1. Sitting out the back of the break at Cape Paterson first surf
15.2.2. When I can hear/smell/sea nature
15.2.3. In Dad's family workshop(s)
15.2.4. At Hillcrest
15.2.5. Visiting and revisiting past experiencing and memories, vibes, videos,
15.3. Values - What are the most important values to you and your family that influence what your do, how you do it, or how you behave/show respect?
15.3.1. Passion, compassion, respect
15.3.2. Recognition
15.3.3. 6 human needs
15.3.4. Stewardship
15.3.5. Unconditional Love
15.4. Customs - What activities / celebrations are special and unique to you, your family or friends? (Traditions and things you've created)
15.4.1. Birthdays
15.4.2. Little wins
15.4.3. Gigs/Bands
15.4.4. Yearly Hikes
15.4.5. Bright Holidays
15.4.6. Christmas Eve Shananigans
15.5. Language - What terms or names only mean something to you and those within your groups?
15.5.1. Seagulls
15.5.2. Rescue Ready
15.5.3. Roger
15.5.4. Shark Smiles
15.5.5. Rodneyfoon
16. TEACHING and EDUCATION
16.1. PEDAGOGY TASK PRESENTATION AND STRUCTURE
16.1.1. According to Breed and Spittle (2011), three domains exist for teachers to consider when engaging with a constraints-based approach to teaching:
16.1.1.1. Task: What is involved in the successful completion of the task or activity? (rules, equipment, fundamental and sport specific movements, movement concepts, player numbers).
16.1.1.2. Performer: What attributes do the students bring to the class? (skill level, fitness level, height, weight, muscle type, concentration, confidence).
16.1.1.3. Environment: Includes the physical and social factors such as space, indoor/ outdoor, temperature, cultural expectations, peer groups.
16.1.2. TASK: Understanding content (either as a student or teacher of the activity) should enable you to sequence your tasks i.) with more logical progression and ii.) more evenly.
16.1.3. CUES: One cue at a time
16.1.4. CHALLENGES: we need to find ways to allow for students’ interest to develop as they are practicing and learning. This process is called challenges, or as others have termed it applications. Good teachers will place these challenges in context (so they are concretely not abstractly taught). This may involve performing a small game or task so the expected movement task is completed in an environment mimics the sport or game. Other challenges include providing students with self-tests to meet a standard or a goal or by adding a complexity layer such as performing against a clock, e.g. when students are skipping you may ask them to continually skip for 10 secs, 15 secs or 60 secs.
17. PE TOOLBOX
17.1. WALK AND TALK - before the lesson starts to get the gossip out
17.1.1. we’d walk a lap of our oval on the way in to the gym so the students could catch up and spill all the news prior to getting to the gym. They would actually ask to do it when I’d arrive to their classroom)
17.2. USE THE ROLL TO YOUR BENEFIT - as you go through the roll, make it interactive.
17.2.1. When I say your name, tell me your favourite Sport/Colour/Animal/Ice cream flavour/Season/Sports team/Music/Hobby/Game/Subject, etc. I love doing this, but had to draw the line at ‘tell us your favourite joke’, we lost half a lesson.
17.3. TEACHING CUES
17.3.1. Teaching cues must be short, sharp and catchy so that students can easily remember them. Cues are words that are best articulated in 'student speak' and support memory retention of a skill or instruction e.g. "Eyes on the prize" for eyes focused on the direction of throwing.