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The Simple Way to Boost Your Creativity

The Simple Way to Boost Your Creativity

New research has shown the close connection between the mind and the body and the simple but important thing we can do to stimulate parts of the brain.

You’re sitting down, urging that creative spark to come. You can feel it. Almost there. But not quite. There it is. Nope. Gone again. It’s hiding like a hunted thing, peering from the distance, shyly darting from you as soon as you get close.

Frustrated and empty, you get up from your chair and start to walk, one foot in front of the other – and there it is, straight in front of you, then upon you, like it’s been waiting for you patiently the entire time.

The scientists at Stanford University would not be surprised.

In a recent study published in the Journal of Experimental Psychology, they have demonstrated that walking indoors or outdoors, as opposed to sitting, can increase creative thinking by up to 81% with an average increase of around 60%.

This creative boost lingers beyond the walk for 5 to 15 minutes.

Walking outside seems to have the greatest effect on creativity, but there’s no need slather on sunscreen to entice your creative energy to life. The act of walking is more important than where you walk. Even when participants in the study walked on a treadmill facing a wall in a small, bland room they showed a strong improvement in their creative thinking during and straight after their walk.

Interestingly, not all thought processes improved under the influence of walking.

The study looked at two types of thinking.

The first was divergent thinking – a creative process that requires opening up to many possibilities. (Think arts and humanities or brainstorming possible themes for your next party.) Ideas come from anywhere and flow freely and spontaneously. There is no one correct answer and often the outcomes are unexpected.

In the Stanford study, participants were asked to come up with alternative uses for common objects such as a button. Responses included ‘a tiny strainer’, ‘to drop behind you to leave a path’, ‘a door knob for a doll’s house’. Walking enhanced this type of thinking.

The other type of thinking tested was convergent thinking. This draws on logic and decision making to come up with one correct answer. (Think maths and science or trying to figure out why there’s no music coming through the speakers at your brilliantly themed ‘I-can’t-believe-you-wore-that-to-my-party’ party.)

Participants in the Stanford University study were asked for a word that goes with each of three words, such as cottage, Swiss and cake. (There’s only one answer – cheese.) For this type of thinking, performance after a walk was slightly worse.

Studies such as these show the close connection between the mind and the body and the importance of physical movement on stimulating parts of the brain.

At this stage, it’s unclear whether the improvement in creativity is specific to walking or whether any form of mild activity would see the same result.

Also unclear is exactly how walking fuels creativity. Walking seems automatic but that’s because we’ve been doing it all our lives. In actual fact, walking requires its share of mental energy to keep us upright, balanced, steady, left foot … right foot … breathe … left … right ….

It is plausible that occupying the mind with the act of walking means that there is less energy available to screen (read ‘block’) ideas. More unlikely, unfamiliar and unexpected ideas are able to seep through. Think of it as distracting the gatekeeper. Creativity requires that ideas be allowed to have air-time. Sometimes it’s the wildest ideas that have the juice and lead to something brilliant.

The capacity for brilliance is in all of us, but breaking through can feel like taking to granite with a splintered toothpick. Next time the stirring of something is there, looking for a way out, start walking.

 

[irp posts=”93″ name=”What to Feel Differently? Start With This (And It’s Not What You’d Expect!)”]

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Their calm and courage starts with ours.

This doesn’t mean we have to feel calm or brave. The truth is that when a young person is anxious, angry, or overwhelmed, we probably won’t feel calm or brave.

Where you can, tap into that part of you that knows they are safe enough and that they are capable of being brave enough. Then breathe. 

Breathing calms our nervous system so theirs can settle alongside. 

This is co-regulation. It lets them borrow our calm when theirs is feeling out of reach for a while. Breathe and be with.

This is how calm is caught.

Now for the brave: Rather than avoiding the brave, important, growthful things they need to do, as long as they are safe, comfort them through it.

This takes courage. Of course you’ll want to protect them from anything that feels tough or uncomfortable, but as long as they are safe, we don’t need to.

This is how we give them the experience they need to trust their capacity to do hard things, even when they are anxious.

This is how we build their brave - gently, lovingly, one tiny brave step after another. 

Courage isn’t about being fearless - but about trusting they can do hard things when they feel anxious about it. This will take time and lots of experience. So first, we support them through the experience of anxiety by leading, calmly, bravely through the storm.

Because courage isn’t the absence of anxiety.

It’s moving forward, with support, until confidence catches up.♥️
‘Making sure they aren’t alone in it’ means making sure we, or another adult, helps them feel seen, safe, and cared as they move towards the brave, meaningful, growthful thing.❤️
Children will look to their closest adult - a parent, a teacher, a grandparent, an aunt, an uncle - for signs of safety and signs of danger.

What the parent believes, the child will follow, for better or worse.

Anxiety doesn’t mean they aren’t safe or capable. It means they don’t feel safe or capable enough yet.

As long as they are safe, this is where they need to borrow our calm and certainty until they can find their own. 

The questions to ask are, ‘Do I believe they are safe and cared for here?’ ‘Do I believe they are capable?’

It’s okay if your answer is no to either of these. We aren’t meant to feel safe handing our kiddos over to every situation or to any adult.

But if the answer is no, that’s where the work is.

What do you need to know they are safe and cared for? What changes need to be made? What can help you feel more certain? Is their discomfort from something unsafe or from something growthful? What needs to happen to know they are capable of this?

This can be so tricky for parents as it isn’t always clear. Are they anxious because this is new or because it’s unsafe?

As long as they are relationally safe (or have an adult working towards this) and their bodies feel safe, the work is to believe in them enough for them to believe it too - to handle our very understandable distress at their distress, make space for their distress, and show them we believe in them by what we do next: support avoidance or brave behaviour.

As long as they are safe, we don’t need to get rid of their anxiety or big feelings. Lovingly make space for those feelings AND brave behaviour. They can feel anxious and do brave. 

‘I know this feels big. Bring all your feelings to me. I can look after you through all of it. And yes, this is happening. I know you can do this. We’ll do it together.’

But we have to be kind and patient with ourselves too. The same instinct that makes you a wonderful parent - the attachment instinct - might send your ‘they’re not safe’ radar into overdrive. 

Talk to their adults at school, talk to them, get the info you need to feel certain enough, and trust they are safe, and capable enough, even when anxiety (theirs and yours) is saying no.❤️
Anxiety in kids is tough for everyone - kids and the adults who care about them.

It’s awful for them and confusing for us. Do we move them forward? Hold them back? Is this growing them? Hurting them?

As long as they are safe - as long as they feel cared for through it and their bodies feel okay - anxiety doesn’t mean something is wrong. 
It also doesn’t mean they aren’t capable.

It means there is a gap: ‘I want to, but I don’t know that I’ll be okay.’

As long as they are safe, they don’t need to avoid the situation. They need to keep going, with support, so they can gather the evidence they need. This might take time and lots of experiences.

The brain will always abandon the ‘I want to,’ in any situation that doesn’t have enough evidence - yet - that they’re safe.

Here’s the problem. If we support avoidance of safe situations, the brain doesn’t get the experience it needs to know the difference between hard, growthful things (like school, exams, driving tests, setting boundaries, job interviews, new friendships) and dangerous things. 

It takes time and lots of experience to be able to handle the discomfort of anxiety - and all hard, important, growthful things will come with anxiety.

The work for us isn’t to hold them back from safe situations (even though we’ll want to) but to help them feel supported through the anxiety.

This is part of helping them gather the evidence their brains and bodies need to know they can feel safe and do hard things, even when they are anxious.

Think of the space between comfortable (before the growthful thing) and ‘I’ve done the important, growthful thing,’ as ‘the brave space’. 

But it never feels brave. It feels like anxious, nervous, stressed, scared, awkward, clumsy. It’s all brave - because that’s what anxiety is. It’s handling the discomfort of the brave space while they inch toward the important thing.

Any experience in the brave space matters. Even if it’s just little steps at a time. Why? Because this is where they learn that they don’t need to be scared of anxiety when they’re heading towards something important. As long as they are safe, the anxiety of the brave space won’t hurt them. It will grow them.❤️
In the first few days or weeks of school, feelings might get big. This might happen before school (the anticipation) or after school (when their nervous systems reach capacity).

As long as they are safe (relationally, physiologically) their anxiety is normal and understandable and we don’t need to ‘fix’ it or rush them through it. 

They’re doing something big, something brave. Their brains and bodies will be searching for the familiar in the unfamiliar. They’re getting to know new routines, spaces, people. It’s a lot! Feeling safe in that might take time. But feeling safe and being safe are different. 

We don’t need to stop their anxiety or rush them through it. Our work is to help them move with it. Because when they feel anxious, and get safely through the other side of that anxiety, they learn something so important: they learn they can do hard things - even when they feel like they don’t have what it takes, they can do hard things. We know this about them already, but they’ll need experience in safe, caring environments, little by little, to know this for themselves.

Help them move through it by letting them know that all their feelings are safe with you, that their feelings make sense, and at the end of the day, let those feelings do what they need to. If they need to burst out of them like a little meteor shower, that’s okay. Maybe they’ll need to talk, or not, or cry, or get loud, or play, or be still, or messy for a while. That’s okay. It’s a nervous system at capacity looking for the release valve. It’s not a bad child. It’s never that. 

Tomorrow might be tricker, and the next day trickier, until their brains and bodies get enough experience that this is okay.

As long as they are safe, and they get there, it all counts. It’s all brave. It’s all enough.❤️