Motivation and Mindset

Context

This lesson is part of the unit "Oma Roa: Journey to Fun Run" for Years 3-4 students in New Zealand schools and focuses on Physical Education. It is Lesson 16 of 22, aiming at deepening students’ understanding of the role of mindset in running performance and developing motivational strategies aligned with the New Zealand Curriculum’s vision for positive relationships with physical activity and wellbeing.

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Learning Objectives (WALT)

• Understand the role of mindset in running performance.
• Identify and share strategies for maintaining motivation during physical activity.

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Success Criteria

By the end of the lesson, students will be able to:

• Explain how positive mindset affects their ability to run well.
• Share at least two strategies they can use to stay motivated when running.
• Use positive affirmations to support their mindset during activities.

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Curriculum Links

Health and Physical Education Learning Area

• Strand: Movement Concepts and Motor Skills / Relationships with Other People
• Achievement Objectives Years 3-4:
• Participate actively in games, sports, and physical activities, demonstrating an understanding of fair play and positive attitudes.
• Use positive communication to encourage self and others and manage challenges.
• Supports Key Competencies:
• Managing Self: Students plan and set goals, self-regulate emotions and learning, and persevere.
• Relating to Others: Demonstrate empathy and encouragement to others.
• Thinking: Reflect on their own learning and strategies that support success.

General Key Capabilities Development

• Building resilience and positive self-talk.
• Reflecting on personal motivation and effort.

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Lesson Duration

60 minutes Class size: 35 students

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Resources

• Whiteboard and markers
• Printed or displayed positive affirmation cards
• Large open space for movement activities
• Posters illustrating positive self-talk and mindset phrases
• Dyslexia-friendly reading materials outlining motivation strategies (clear font, short sentences, visuals)

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Lesson Outline

1. Introduction and Warm-Up (10 minutes)

• Teacher explains WALT and success criteria clearly.
• Quick physical warm-up: light jogging and dynamic stretches to prepare for activity.
• Brief discussion: What does having a good mindset mean? How can our thoughts help us do our best when running?

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2. Discussion: Mindset and Motivation (15 minutes)

• Use a story or example of a runner who keeps a positive attitude even when tired.
• Define mindset simply: "Mindset is the way we think about something, like running."
• Introduce mental strategies:
• Positive affirmations (e.g., “I can do this!”)
• Setting small goals during the run (e.g., “I will run to that tree”)
• Share examples and elicit ideas from students on what motivates them.

Differentiation:

• Provide dyslexia-friendly written affirmation examples, with supportive images.
• Scaffold discussion with sentence starters (e.g., “When I feel tired, I say to myself...”)
• Use think-pair-share to encourage quieter students to contribute.

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3. Activity: Positive Affirmations and Mental Strategies (20 minutes)

• Students stand in a circle. Teacher presents an affirmation card or phrase.
• Each student practices saying a positive affirmation aloud.
• Pair students to create and share their own motivating phrase.
• Movement challenge: while jogging on the spot or light running around the space, students repeat their affirmation mentally or aloud.
• Encourage students to notice how saying positive things helps them feel stronger or happier.

Extension for advanced learners:

• Students design a short “mindset mantra” poster or draw pictures illustrating their favourite affirmations or motivation strategies.
• They can present and explain these to the class.

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4. Reflection and Sharing (10 minutes)

• Gather students for circle time discussion.
• Ask students to share:
• A strategy they will use next time they run.
• How they think mindset can help them succeed.
• Teacher reinforces the concept that mindset and motivation are skills we can learn and practise.

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5. Cool Down and Wrap-Up (5 minutes)

• Lead students through slow walking and deep breathing.
• Recap WALT and success criteria.
• Encourage students to practise positive self-talk at home or before the next run.

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Assessment and Monitoring

• Observe students articulating mindset and motivation strategies during activities.
• Use questioning to assess understanding of mindset’s role in performance.
• Collect and review affirmation phrases created by pairs to gauge engagement and comprehension.
• Informal peer feedback during discussion and sharing.

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Differentiation Strategies

• Visual cues and clear, dyslexia-friendly text for written materials.
• Sentence starters and structured talk times for learners who may struggle verbally.
• Multiple modes of participation: physical activity, verbal, and creative expression.
• Support assistants or adults to scaffold learning as required.

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Extension Ideas

• Challenge students to keep a motivation journal during the Fun Run unit, drawing or writing what mindset strategies helped them.
• Introduce simple breathing or mindfulness techniques related to mindset for physical performance.
• Create opportunities for peer coaching in mindset during running practice.

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This lesson is designed in line with the New Zealand Curriculum’s emphasis on holistic development, positive relationships, and building key competencies in managing self, relating to others, and thinking critically across contexts, ensuring engagement and development meaningful to learners in Years 3-4 within a Physical Education framework,,.