These skills exercises are designed to help you to build your level of skills in a sequence that will support your learning on the course input days. We like to give you as much as possible on the formal input sessions so the more you practise the more you will gain from these sessions. These exercises will consist of building on initial observation, taking notes of your observation, matching what you observe and later active exploration and change work.

These daily tasks are designed to take very little time. Decide on a few spare moments where you can give full attention, even if only for a minute or two. For example on day one, any spare moments on the first half of the day notice examples of yourself and those around ‘chunking very big’; on the second half of the day when you notice also match chunking big (on the inside if it is not suitable to do so on the outside!).

Some of the tasks require “LIVE” situations, others can successfully be completed using T.V. or radio programmes.

If you use “LIVE” situations please be very VERY careful and give due consideration to the privacy and welfare of those you include.

Week Twenty

Day: Sensory skills: Task:
One Visual Predicates Match and take a note of results
Two Auditory predicates Match and take a note of results
Three Kinesthetic Predicates Match and take a note of results
Four Olfactory and Gustatory Predicates Match and take a note of results
Five Pace and lead: One person from Visual to Kinesthetic Take note of results
Six Pace and lead: One person from Kinesthetic to Visual Take note of results
Seven Pace and lead: One person from visual to auditory Take note of results

You require ‘live’ situations for this. Please maintain HIGH LEVELS OF RAPPORT throughout and respect the subject; leaving them in a better state (good ecology) at the end of your practice time. If you would like to take note of any particular experiences you would like to discuss at the next session please do so. It will be more useful for your learning if you choose definite times to practice rather than vaguely intending to do them at some point.. Small amounts of high quality practice will help you more than large amounts of low quality practice./p>

Week Twenty-One

Day: Sensory skills: Task:
One Pace and lead: Body posture Notice and take a note of results
Two Pace and lead: Breathing Notice and take a note of results
Three Pace and lead: Voice Notice and take a note of results
Four Pace and lead: Representational systems Notice and take a note of results
Five Pace and lead: Breathing and body posture Notice and take a note of results
Six Pace and lead: Voice and representational systems Notice and take a note of results
Seven Pick one you found difficult or missed Notice and take a note of results

Week Twenty-Two

Day: Sensory skills: Task:
One Simple Deletions Notice
Two Comparative Deletions Notice and take a note of results
Three Unspecified References (people, things, etc.) Notice and take a note of results
Four Unspecified Verbs (behaviour, processes) Notice and take a note of results
Five Nominalisations (verbs stored as nouns) Notice and take a note of results
Six Lesser Nominalisations (adverbs stored as adjectives) Notice and take a note of results
Seven Pick one you found difficult or missed Notice and take a note of results

Week Twenty-Three

Day: Sensory skills: Task:
One Extended Scope: General (e.g. Some) Notice and take a note of results
Two Extended Scope: Universal (e.g. every) Notice and take a note of results
Three Limited Scope: (e.g. only, just) Notice and take a note of results
Four Modal Operators: Possibility Notice and take a note of results
Five Modal Operators: Necessity Notice and take a note of results
Six Either – Or Notice and take a note of results
Seven Pick one you found difficult or missed Notice and take a note of results

Week Twenty-Four

Day: Sensory skills: Task:
One Lost Performative Notice and take a note of results
Two Mind reading Notice and take a note of results
Three Conjunctions: where they are interesting Notice and take a note of results
Four Implied causatives Notice and take a note of results
Five Cause – effects Notice and take a note of results
Six Complex Equivalent (Up – Down – Sideways) Notice and take a note of results
Seven Pick one you found difficult or missed Notice and take a note of results

Week Twenty-Five

Paying attention to your use of language and that of others to determine the direction of attention in terms of: Conscious External; Conscious Internal; Unconscious External; Unconscious Internal.

Day: Sensory skills: Task:
One Conscious External Orientation Notice and take note
Two Conscious Internal Orientation Notice and take note
Three Unconscious External Orientation Notice and take note
Four Unconscious Internal Orientation Notice and take note
Five Shifting attention: Conscious toUnconscious Orientation Notice and take note
Six Shifting attention: Unconscious to Conscious Orientation Notice and take note
Seven Pick on you missed or found difficult Notice and take note

Week Twenty-Six

p>Paying attention to the processes of “Projection” and “Introjection” with “Subject and Predicate “language use./p>

Day: Sensory skills: Task:
One Projection of personal response (likes/dislikes) Notice and take note
Two Projection of Beliefs Notice and take note
Three Introjection of others responses Notice and take note
Four Introjection of Beliefs Notice and take note
Five Projection of Introjection Notice and take note
Six Introjection of Projection Notice and take note
Seven Pick on you missed or found difficult Notice and take note

Week Twenty-Seven

Paying attention to use of “Psychological Frames.”

Day: Sensory skills: Task:
One “Relevancy” Frame Notice and take note
Two “As if” Frames Notice and take note
Three “Backtrack” Frame Notice and take note
Four “Evidence” Frame Notice and take note
Five “Future Pace” Frame Notice and take note
Six “Outcome” Frame Notice and take note
Seven Pick on you missed or found difficult Notice and take note

Week Twenty-Eight

Paying attention to use of “Metaphors.”

Day: Sensory skills: Task:
One Your use of Metaphors Notice and take note
Two Metaphors you hear Notice and take note
Three Ill-formed Metaphors Notice and take note
Four Metaphor sequences Notice and take note
Five Life Metaphors Notice and take note
Six Component Metaphors Notice and take note
Seven Pick on you missed or found difficult Notice and take note

Week Twenty-Nine

Day: Activity Task:
One Look for Visual Anchors in the world around you. Notice and take note
Two Look for Kinesthetic Anchors in the world around you Notice and take note
Three Listen and look for Auditory Anchors in the world Notice and take note
Four Establish a Visual Anchor for a good state. Fire it and take a note of the effect Notice and take note
Five Establish an Auditory Anchor for a good state. Fire it and take a note of the effect Notice and take note
Six Establish a Kinesthetic Anchor for a good state. Fire it and take a note of the effect Notice and take note
Seven Pick one you missed or the one that you were least satisfied with the results. Notice and take note

Week Thirty

This week will concentrate on change processes at different levels of functioning.

Day Task
One Ecologically assist in changing someone’s STATE, Limiting to Enhancing
Two Ecologically assist in changing someone’s MOVEMENT, Limiting to Enhancing
Three Ecologically assist in changing someone’s SENSORY PROCESSING, Limiting to Enhancing
Four Ecologically assist in changing someone’s LANGUAGE USE, Limiting to Enhancing
Five Ecologically assist in changing someone’s SUB-MODALITY USE, Limiting to Enhancing
Six Ecologically assist in changing someone’s ORIENTATION, Limiting to Enhancing
Seven Ecologically assist in changing someone’s BELIEFS, Limiting to Enhancing

You require ‘live’ situations for this. Please maintain HIGH LEVELS of RAPPORT and CARE throughout, respecting the subject; leaving them in a better state (good ecology) at the end of your practice time.