All sessions begin with intentional engagement that is student-led and includes warm-up drills that emphasize movement and teamwork. The primary aim is to foster social connection, a crucial first step for emotional well-being. Throughout the warm-up, students begin to synchronize their breathing with the physical activity they are participating in. The most important aspect of the warm-up is to connect students to each other and give them power over determining the stress level of play. Students are encouraged to be creative in the creation of their own games and to lead one another during this time of play. Students also decide when to raise the stakes of the game. This autonomy is critical in building confidence and for self-regulation.

Core to the model is storytelling of captivating true tales of resilience, in which relatable protagonists showcase the power of specific mental performance skills or breathing techniques to help them. These stories are then woven into the play of the day as instructors remind students, when they struggle with the game, to recall how the character responded to adversity and to integrate the techniques they have learned to use when they feel challenged. 

Students are also introduced to the mental performance skill of intentional breathing, a practice of deliberately altering one’s breathing pattern to connect the mind and body with the goal of improving overall well-being. By introducing breathwork and mindfulness at an early age, IA hopes to equip children with effective coping skills to handle stressors as they grow. Students learn these breathing techniques and are then required to use them during games. Instructors pause play of the game to remind students to use the breathing technique. Over the course of multiple sessions, students learn a number of different breathing techniques that they will continually practice and integrate into their games.

IA’s curriculum employs both structured (finite) and open-ended (infinite) games to cultivate mental resilience. 

In finite games, instructors leverage natural pauses and transitions in well-known play and games to integrate mental performance skills. During finite games, there is always a “Breath Integration Rule,” implemented where failure to take a focused breath results in consequences like losing possession or a turn. Instructors emphasize breathwork individually, especially after a mistake or before crucial moments (e.g., penalty shots). Instructors also use resets and transitions within the games to encourage students to practice focused breathing, helping them regulate their emotions and thoughts. An example of this is integrating the practice of inhaling when catching a ball and exhaling when throwing. The aim is for students to recognize the clarity and calmness that focused breathing brings, gradually making this an instinctual habit.

The alternation between high-energy play and calming breathwork creates a powerful rhythm, with instructors reinforcing this pattern until it becomes instinctive under stress. IA instructors support students in drawing parallels between sports scenarios and real-life situations, enhancing transferability of skills. 

Infinite games, conversely, immerse students in imaginative play, activating different cognitive pathways. Infinite games are different from finite games in that students use their imagination to create them with their peers, and IA posits that mental performance skills integrated during this state of flow, when students are lost in play, are more likely to become second nature. Instructors act as lifeguards, guiding students on when and how to apply breathwork techniques amidst unstructured play. 

Throughout game play, IA integrates athletic skill development that is cross functional across sports, such as improving passing ability, catching, changing speed and direction, and balance. Finite and infinite game play, combined with cross-functional athletic skill development, creates a comprehensive framework for building both physical and mental agility.

The closing meditation at the end of every session serves as an essential cool-down process, helping students transition smoothly from an active and playful state back to their everyday lives. This practice of meditation teaches the students to observe their thoughts without becoming entangled in them. Students are encouraged to watch their minds passively, learning to create a sense of separation from their thoughts. Over the course of multiple sessions, students experience different guided meditations that allow them to calm their body and mind and reflect on their experiences during the entire session to integrate the lessons learned. This deliberate shift in focus aids in physical recovery and fosters a deeper understanding of one’s mental and emotional processes. The closing meditation becomes a tool in cultivating self-awareness and resilience, equipping students with the ability to approach their daily lives with a more centered and composed mindset.