I was introduced to the Pilates Method of exercise a few years ago and have since been fascinated with the idea of “core strengthening.” The Pilates exercise program consists of a series of movements designed to strengthen the core of your body by working on targeted areas. The exercises tone, reshape and firm you up with a simple yet very effective technique. Investing just 15 minutes a day in the Pilates Method can make a difference in how you feel and relate to your physical body. As a Life/Spiritual Coach, I have been considering ways in which to design a life exercises program that strengthen the inner-core of who we are as individuals from an emotional and spiritual standpoint.

Our inner-core consists of the principles and values by which we live. The more we develop these inner-core strengths, the more we raise our personal awareness and spiritual self-esteem. I believe these two areas of life are related. As we feel good about our personal self, we express the Spirit of Life more fully. When we strengthen our inner core, we have better posture in the way we walk through life. We become more flexible in the way we handle life’s situations. We move gracefully through challenges. We base our choices around what we believe, and stay focused on what we know is true.

I learned a lot as I researched Joseph Pilates and I believe his inner-core strength supported him in creating this method of physical exercise. There was a calling in his soul he heard and followed. Before he was 14 years old, he studied anatomy and ancient exercise regimes of the Greeks and Romans. He also studied yoga and Zen meditation. He went to great lengths and made life choices by what was in his heart as he followed his soul’s calling. He defined his technique as “complete coordination of body, mind and spirit.” The strength of his inner-core guided him in developing the Pilates Method of exercise.

When imprisoned during WWI, Joseph Pilates trained his fellow inmates in his exercises, which helped them to not only survive prison, but a deadly flu epidemic as well. He was then sent to work as a nurse to care for patients who were immobilized by war injuries. While there, he used bed springs and straps hung from the ceiling to teach and develop his program. When asked to train soldiers, he declared his methods were for healing, not harming, and he left Germany. This choice brought him to set up his studio in NYC where he began to train dancers and eventually athletes. Joseph Pilates is a real testimony of someone who allowed his adversity and the strength of his inner-core call him to a higher purpose.

Exercises that strengthen your spiritual and emotional inner-core:

Observe Self-Talk - train yourself to say kind and loving words to yourself.

Contemplate what you believe - create a list of what you know is true.

When asked to make a choice, do so consciously.

Spend 15 minutes a day in quiet inner connection and meditation.

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We have to differentiate between information and ability to think. In this day and age, we have an information overload. However, does that mean that a person who is very knowledgeable can think well? Our education gives us information but does not really teach us how to use and apply them. Our ability to think is to apply knowledge we have on new situations and circumstances and sometimes even modifying them to suit the situation.

This is one way we can do it. For example, my son wants to buy a watch. How would he know which brand and type to choose? He probably wants to buy the watch that Peter has because it looks cool. We can give him other factors to consider. He should think about the cost (involve mathematics), durability, purpose and usefulness. After taking all these factors into consideration, let the child explain why he decided on that particular choice. He can then apply these same questions when he decides to buy something else e.g. handphone, shirt.

Edward de Bono, founder of the Cognitive Research Trust program, uses the PMI technique. PMI stands for pluses, minuses and interesting points. For any question that arise, note down all the PMI for that question. This helps you to decide on the better answer. Try it on any question. Remember you and your child get better with practice. The obvious answer may not necessarily be the best answer.

Kids have to learn how to decide too. They have to know that regardless whether it is a right or wrong decision, they have to be responsible because they made the choice. They have to be accountable too!! I am not saying they have to decide on everything but they should be given the chance to do so. Learning to make a decision is an art too.

Nobody can make right decisions all the time. However, we must have the courage to decide and be responsible for it. Surveys were carried out and found that managers who were promoted or not made roughly the same number of correct and wrong decisions. Those who were promoted simply dare to make the decision and take reponsibility even though it is wrong. Those who were not promoted did not have the courage to decide because they were afraid to make the wrong decision.

Practice as often as you can. Ask questions like ‘What will it be like if Chinese is the only language the world speaks and learn?’, ‘How different will my life be if I were born in Australia’, ‘If the light bulb was not invented, what do you think you could invent?’. The best thing is you can do this anywhere and you do not need any equipment at all. Remember to use PMI (pluses, minuses and interesting points)

Cheng Cheng is an Asian mother(Singaporean) with two boys age about four and five. I have learnt a lot from them, other parents and books. Find out more about how parenting can be fun and easy at http://www.raisingconfidentkids.com

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SUCCESSFUL DEMONSTRATIONS: All of us have seen demonstrations in one form or another. Some were more successful than others. The successful demonstration is a wonderful bridge between training and on-the-job performance because it allows the trainee to see the concept at work, actually accomplishing the task at hand. No claim of a vacuum cleaner’s power, for example, is as telling as the sight of a spotless rug after a demonstration. However, nothing punctures that same claim faster than a demonstration that goes awry. Keep in mind that a demonstrations can serve as very powerful instructional techniques, able to promote learning and long-term retention in a single bound, but they can also easily be confusing failures, inhibiting learning and doing nothing but frustrating the learner.

A SUCCESSFUL DEMONSTRATION: While nothing can guarantee that a demonstration will function as planned, there are certain strategies which can put the odds in your favor. I suggest that you keep in mind the purposes of demonstrations, which are to: –illustrate a procedure –show how to perform an act (psychomotor skill) –outline the results of an action or series of actions –clarify the consequences of failure to perform properly –involve more than one sense (thereby increasing retention) –provide opportunity to learn by doing.

DEVELOPING EFFECTIVE AND PRODUCTIVE DEMONSTRATIONS: 1. Identify the behaviors, skills, techniques or results that are to be demonstrated. 2. Identify the material, supplies, or equipment needed, and have adequate quantities on hand. 3. Identify the subskills of the demonstration so they may be discussed as the demonstration progresses. 4. Practice the demonstration in advance to make sure it achieves its purpose. 5. Ensure that the room is adequate for the demonstration.

DEVELOPING EFFECTIVE AND PRODUCTIVE DEMONSTRATIONS: 1. Identify potential distractions and reduce or eliminate them. 2. Choose the seating arrangement that allows everyone to see the demonstration clearly. 3. Tell the trainees what you’re going to do. Prepare them to observe critically. 4. Discuss the sub-skills involved in the task as you demonstrate. The easiest way to build a house, or a skill, is piece by piece. 5. Maximize the learning by having the trainees practice procedures, skills, and techniques. Then evaluate their performances.

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CEO, A.E. Schwartz & Associates, Boston, MA., a comprehensive organization which offers over 40 skills based management training programs. Mr. Schwartz conducts over 150 programs annually for clients in industry, research, technology, government, Fortune 100/500 companies, and nonprofit organizations worldwide. He is often found at conferences as a key note presenter and/or facilitator. His style is fast-paced, participatory, practical, and humorous. He has authored over 65 books and products, and taught/lectured at over a dozen colleges and universities throughout the United States.

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