This example uses a non fiction interest text to explore the 7 cog model. It can also be used to develop or deepen understanding around the purple cog.

The photograph shows RANGERS team mates celebrating a goal (trigger, yellow cog) and lots of emotional behaviours (green cog): shouting, fists, punching downwards, yelling, team hug. Pulsing veins can also be seen which suggests a body sensation (red/pink cog) of blood pumping. Practitioners could prompt suggestions of other body sensations by linking body parts used in the behaviours cog, (e.g. If the footballer is punching down and making fists, how might this feel on the inside of his arms? Tense). Knowledge of playing football or sports can also help build a body sensations word bank (hot, sweaty, out of breath, etc). The image also gives a clear indication of the emotion (orange cog): happy, elated, pleased, delighted. The image also shows a regulation strategy (blue cog): hug from a team mate. Knowledge of football matches would give further regulation strategies such as keeping playing and crowds cheering.

From the text comes a back story (influences, purple cog) that this was a crucial goal and a crucial game for each team’s position in the league. In the article, the Aberdeen player, McCrorie, gives a statement which tells us his team is disappointed (emotion word, orange cog) that they didn’t get the three points needed to secure their position in the league (influences, purple cog). He adds that they didn’t play well in the first half. Thinking about this backstory can provide additional emotion words (relief, triumphant, proud) and intensity (grey cog) of emotion (high).

This information can be presented using the 7 cog model notetaking sheet as in the first example, below:

EW_PracticeExample_FootballAberdeenVRangers

This information and some of the article can then be used to complete a similar task for the ABERDEEN team. (This is a slightly more complex task, as there is less concrete information available on the Aberdeen team, and so the children require a solid understanding of emotions and their component parts.)

For example, if Rangers won and are elated and relieved, Aberdeen might be feeling the opposite: disappointed or devastated (emotion word, orange cog). Knowledge of these emotions would help pupils build information for both the green behaviours cog and the red/pink body sensations cog. Words banks could be used to support. Knowledge of these emotions and of football would provide information for appropriate regulation strategies (blue cog): keep playing, handshake and team talk after the match. The back story (influences, purple cog) for both teams is similar, with Aberdeen winning in the first half, and provides insight into the intensity (grey cog).