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A Gym for the Mind Free Time Donata Gollin, Barbara Luciana Cenere, Cristina Ruaro and Marco Simoni

THE AUTHORS D O N ATA G O L L I N Speech and language therapist specializing in cognitive-communicative activation for individuals with neurocognitive disorders. Currently, she collaborates with the Regional Centre for the Study and Treatment of Brain Ageing (CRIC) – University Hospital of Padua, where she served from 2001 to 2023. BARBARA LUCIANA CENERE PhD candidate in Art History at the University of Padua. Since 2019, she has been collaborating with the Regional Centre for the Study and Treatment of Brain Ageing (CRIC) – University Hospital of Padua, focusing on the development and testing of rehabilitation paradigms mediated by visual arts. CRISTINA RUARO Clinical psychologist and psychotherapist working at the Hospital Psychology Unit of the University Hospital of Padua. Since 2000, she has been the contact person for the Regional Centre for the Study and Treatment of Brain Ageing (CRIC) – University Hospital of Padua. MARCO SIMONI Speech and language therapist specializing in cognitive-communicative activation for individuals with neurocognitive disorders. PhD candidate in Linguistic, Philological, and Literary Sciences at the University of Padua. He works at the Regional Centre for the Study and Treatment of Brain Ageing (CRIC) – University Hospital of Padua. All the authors contributed jointly to the conception and planning of the volume, both in terms of content and graphic organization, taking into account the specific needs of the intended users. The development of the various contents is based on an evidence-based, accessible and inclusive approach. More specifically, the sections were assigned as follows: – Donata Gollin: Quiz, Choose the Ending, Discover the Word, How to..., Hobbies and Free Time: Valuable Activities to Cultivate and Maintain (pp. 72–73). – Barbara Luciana Cenere: : Face to Face with the Artwork, Complete the Passage, Words and Images, Guess the Object, Find the Connection, Going to the Museum: A Hobby That Is Good for Your Health (pp. 41–43). – Cristina Ruaro: : Guess the Title, Coded Message, Cause or Effect, Editorial: Free Time (pp. 9–10). – Marco Simoni: Word Search, The Mystery Sentence, Make Up the Sentence, The Missing Piece, Practical Tips for Finding, Rediscovering and Maintaining Hobbies and Passions in Everyday Life (pp. 101–103).

INDEX

7 9 10

Presentation Editorial: Free Time Alternative Navigation Map

ACTIVITIES 13 41

Week 1 Creative Activities

45 72

Week 2 Games and Pastimes

75 101

Week 3 Crafts and DIY

105

Week 4 Outdoor Activities and Socialising

133

Bibliography

Going to the Museum: A Hobby That Is Good for Your Health Hobbies and Free Time: Valuable Tools to Cultivate and Maintain

Practical Tips for Finding, Rediscovering and Maintaining Hobbies and Passions in Everyday Life

Presentation

This volume is the third in the A Gym for the Mind Workbooks series.1 Each workbook, published periodically, focuses on a specific theme that guides the proposed activities and information. The series is intended for people living with a mild neurocognitive disorder and is designed to support autonomous and independent use. The texts are written in clear, accessible language, with simple instructions and practical examples. Answers are also provided for many of the . activities and can be found in the online resources The first two volumes in the series focus respectively on food-related topics and the five senses, while this workbook is devoted to hobbies and free time. The volume opens with an editorial introducing the topic and highlighting the importance of engaging in enjoyable activities for psychophysical wellbeing and mental stimulation. To provide a simple point of reference and encourage regular use, the workbook is divided into four sections, each corresponding to one week, with activities designed to be completed daily. These aim to promote wellbeing and autonomy while stimulating cognitive resources in an enjoyable and engaging way. Each week focuses on specific leisure activities: the first on creative activities, the second on pastimes, the third on crafts and DIY, and the fourth on outdoor life and socializing. However, the order proposed in the volume is not the only possible route. The Alternative Navigation Map presented below suggests different ways of using the activities according to the reader’s interests and needs. Although the volume follows a time-based structure, it does not need to be followed rigidly. Readers may complete the activities in any order they prefer, skip some exercises and return to them later, or select the activities they feel are most suitable at a given moment. The time devoted to each activity is also flexible; however, a certain degree of regularity is recommended in order to stimulate and train cognitive resources consistently. The activities in the volume are varied and engaging, with the aim of strengthening memory, attention, creativity and practical skills. Each week includes recurring activities, such as a themed word search and a quiz based on the topics covered, alongside other tasks that vary from week to week. The volume also offers practical ideas and interesting facts to increase awareness of personal hobbies and encourage the exploration of new experiences that stimulate critical thinking and promote social interaction. 1

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Some workbooks have already been published: Gollin D., Cenere B.L., Ruaro C. e Simoni M. (2025), A Gym for the Mind. Food, Trento, Erickson; Gollin D., Cenere B.L., Ruaro C. e Simoni M. (2025), A Gym for the Mind. The Five Senses, Trento, Erickson.

As in the other workbooks in the series, the added value lies in the activities mediated through works of art. Each activity highlights the value and importance of the artwork, stimulating curiosity, reflection and sensory perception. Art thus becomes a powerful tool not only for stimulating cognitive resources, but also for promoting enjoyment, critical thinking and emotional engagement, enriching the experience of anyone who chooses to take part in the proposed activities. We would like to share some suggestions with you to help you make the best use of this workbook. 1. Set up a dedicated space: find a quiet and comfortable place where you can focus. Make sure you have everything you might need: glasses, a pen, a pencil, an eraser... 2. Set a schedule: choose a time of day when you would like to dedicate yourself to the activities in the workbook. 3. Choose your own pace: if you prefer, you can follow the activities from Monday to Friday in the order they are presented, or you can freely choose the activity that inspires you the most each day. If you feel tired or distracted, don’t hesitate to take a break. You can return to the activity when you feel more focused and refreshed. 4. Take the time you need: decide how much time you want to dedicate to each activity. Take the time to understand the instructions properly. Keep in mind that some activities may take longer than others, this will help you avoid feeling pressured or stressed. 5. Engage your senses: when working on the daily activities, involve your senses. For example, imagine the sounds, the aromas, the colors and the sensations. Ask yourself how you would feel carrying out those actions, how you would approach them, and what emotions you would experience. 6. Experiment with creativity: keep a notebook where you can add your thoughts or personal notes. This will help you reflect on the activity and make the experience more engaging. 7. Explore your curiosity: when you come across the editorial and the short texts between weeks, take the time to read them carefully and delve deeper into the topics that interest you. 8. Pause to reflect on the artworks: when engaging in the art-related activity, take the time to consider what the artwork evokes in you, enriching your experience. 9. Celebrate your efforts: at the end of each week, take some time to reflect on what you have accomplished. Recognizing the dedication you have put into the activities will keep you motivated to continue engaging even more. 10. Be kind to yourself: if you make mistakes or encounter difficulties, remember that what truly matters is your effort and enjoyment. Every effort is valuable in keeping your cognitive skills active. 11. Involve others if you wish: if you feel comfortable, share your experiences and activities with friends, family, or caregivers. Sharing can add a positive and stimulating social aspect to the experience. Always remember that this workbook is an opportunity for you to have fun and keep your cognitive skills active. So experiment, explore and enjoy the sensory and creative journey offered by this volume, adapting it to your own preferences and pace.

Workbooks from A Gym for the Mind

Editorial: free time The modern concept of «free time» developed during the Industrial Revolution, in the 19th century, as a result of the emergence of salaried work. Until the pre-industrial era, most people were occupied solely with activities tied to daily survival. With the revolution and the subsequent struggles to reduce working hours, a period of time «free from work» came about, to be dedicated to recreational or personal activities. It was during this period, in fact, that the contrast between «work time» and «non-work time» appeared. The establishment of free time is therefore closely linked to the separation between the times and spaces of production, and those dedicated to personal and social activities. Along with the emergence of free time, the modern concept of the «hobby» was born, meaning activities pursued for pleasure and passion. Free time activities can be divided into several categories, depending on the type of engagement involved: cognitive and intellectual activities (reading, writing, doing crosswords, learning foreign languages, etc.), physical and sports activities (walking, gentle exercise, swimming, etc.), artistic and creative activities (music, theater, painting, crafts, etc.), social and relational activities (volunteering, board games, intergenerational activities, etc.), digital and technological activities (using computers, playing video games, etc.), and spiritual or reflective activities (meditation, philosophical or religious reading, etc.). A 2025 study (Cleary et al., 2025) explored the effects of hobbies on people’s health, highlighting how some of them can have positive effects, particularly in three areas: 1) depression, anxiety, and stress; 2) quality of life and well-being; 3) social interaction and support. Hobbies facilitate relaxation and pleasure, playing a crucial role in mitigating anxiety, stress, and depression, and in promoting overall life satisfaction, as well as connecting people, building relationships, and fostering a sense of community. Engaging in various hobbies is also associated with improved cognitive health and a lower risk of developing dementia. According to some studies, a high frequency of participation in hobbies is linked to better scores on cognitive tests. In 2015, the well-known scientific journal ‘Neurology’ reported that the risk of developing mild cognitive impairment is reduced in people who report engaging in artistic, craft, and social activities, and that the positive effect of these activities on cognition is present in both middle-aged and older individuals (aged 85 and older). In particular, people with creative hobbies (such as embroidery or painting) reported a lower incidence of physical and mental disorders, higher levels of physical functioning, better abilities in carrying out daily activities, a higher quality of life, and better cognitive memory function (Roberts et al., 2015). The activities that can be pursued during free time are numerous, and reporting the effects of each would require an entire volume; therefore, we will limit ourselves to the example of music, a hobby within everyone’s reach. Music represents a strong stimulus for neuroplasticity, that is, the brain’s ability to create new connections and activate new pathways. Both cerebral hemispheres are involved in the musical experience. The frontal cortex plays a role in the perception of rhythm and melody. In particular, the right hemisphere is responsible for the perception of certain aspects of harmony and rhythm, while the left hemisphere contributes to the analysis and processing of variations in the frequency and intensity of the melody.

Presentation

Numerous studies have shown that listening to music can improve cognitive and motor skills and facilitate recovery after a brain injury. Singing also brings significant benefits. Some research has observed that in amateur singers, while singing, substances linked to well-being increase, such as noradrenaline, β-endorphin, and serotonin, often called the “happiness hormone.” At the same time, levels of epinephrine, a hormone linked to stress, decrease. This means that singing is not only an enjoyable activity but can also improve well-being. The beneficial effects of music have been known for a very long time; for example, an ancient Chinese text dating back to around 3,000 BC states that music can relieve tension in the heart and soothe negative emotions. The scientist-philosopher Pythagoras, in the 6th century BC, also studied melodies, because he believed that harmonious music could help restore balance to the body. His followers prescribed specific melodies and dances as a treatment for mood disorders. Like music, other arts such as dance or theater also stimulate the brain; these activities activate attention networks, which are fundamental to learning and memory processes. For this reason, the arts can also be a valuable support in rehabilitation programmes. In general, hobbies offer numerous benefits and can contribute to healthy aging and a high-quality longevity. Free time activities are not simply a pastime, but a concrete tool to protect psychological well-being and preserve cognitive abilities. Particularly in middle age and late adulthood, the combination of mental, physical, and social activities represents an important protective factor against brain aging. Encouraging variety and regularity in free time activities is therefore an investment in future well-being. Alternative Navigation Map If you wish to complete the activities in a different order from the one suggested, this alternative Navigation Map can help you use the workbook in the way that feels most suitable for you. You can always freely choose where to start and which activities to do, following your preferences, interests, and needs at any given moment. In fact, the activities share certain characteristics, such as the primary cognitive function involved, the type of exercise, and personal preferences. Thanks to these criteria, you can identify similar activities and build personalized, flexible pathways tailored to your needs. The people who support you, such as family members, caregivers, or professionals, can also use this map to help you choose activities in line with your preferences and abilities. Remember that the goal is not to complete the workbook as a test or a task to be finished. The important thing is that the activities provide an opportunity for well-being, satisfaction, and cognitive stimulation, helping you to value the experiences, interests, and history that are part of your life, as well as your autonomy. Below, you will find two examples of possible alternative pathways. These are just a few suggestions: you can follow them, modify them, or create new ones, choosing the activities you prefer each time.

Workbooks from A Gym for the Mind

1. TYPE OF ACTIVITY: WHAT DO I FEEL LIKE DOING TODAY?

Visual search: pp. 14, 19, 20, 26, 28, 31, 36, 38, 46, 51, 52, 57, 59, 62, 67, 69, 76, 80, 81, 86, 88, 91, 96, 98, 106, 111, 112, 117, 119, 122, 127, 129

Questions and answers: pp. 15, 21, 27, 32, 37, 41, 53, 58, 63, 77, 82, 87, 92, 97, 107, 113, 118, 123, 128

Math and logic: pp. 18, 22, 29, 34, 35, 39, 50, 55, 60, 65, 66, 70, 89, 94, 95, 99, 126

Associations: pp. 23, 25, 30, 33, 54, 56, 61, 64, 83, 85, 90, 93, 110, 113, 115, 116, 120, 121, 124, 125, 130

Personal expression: pp. 16, 40, 48, 71, 78, 79, 84, 100, 108, 131

2. PERSONAL INTERESTS: WHAT TYPE OF ACTIVITIES DO I PREFER?

Reading and reflecting: pp. 23, 25, 30, 33, 35, 54, 56, 61, 64, 66, 83, 85, 90, 93, 95, 114, 116, 121, 124, 126

Writing: pp. 15, 16, 21, 27, 32, 37, 40, 47, 49, 53, 58, 63, 68, 71, 77, 78, 79, 82, 84, 87, 92, 97, 100, 107, 108, 113, 118, 123, 128, 131

Searching: pp. 14, 19, 20, 26, 28, 31, 34, 36, 38, 46, 51, 52, 57, 59, 62, 67, 69, 76, 80, 81, 86, 88, 91, 96, 98, 106, 111, 112, 117, 119, 122, 127, 129

Calculating and associating: pp. 18, 22, 29, 39, 50, 55, 60, 65, 70, 89, 94, 99, 110, 115, 120, 125, 130

Presentation

ACTIVITIES WEEK 1 Creative Activities

FACE TO FACE WITH THE ARTWORK

New York, The Metropolitan Museum of Art

Week 1 - Day 1 - Painting and drawing

Observe the artwork and answer the questions.

Marie Victoire Lemoine, The Interior of a Woman Painter’s Studio, 1789

1. Observe the artwork and write freely about whatever comes to mind. _____________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________

2. Which detail strikes you the most? Why? _____________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________

3. In your opinion, what are the characters in the artwork doing? _____________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________

4. List all the objects present in the artwork that are used to make a painting.

Week 1 - Day 1 - Painting and drawing

_____________________________________________________________________________________________________________________________________________________________

5. What title would you give to this artwork? _____________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________

THE MYSTERY SENTENCE Solve the operations and find the letter corresponding to each result following the key at the bottom of the page. By putting the letters together, you will get a sentence. 10 × 1 =

12 + 12 = 5 × 11 =

11 + 2 =

10 × 2 =

60 : 2 =

1+1=

25 × 2 =

66 : 2 =

Week 1 - Day 1 - Painting and drawing

10 = D

33 – 20 = 5 × 3 =

40 + 30 = 10 + 20 = 5 × 5 =

11 × 3 =

5+5=

7×6=

15 – 2 =

55 – 5 =

3+0=

30 + 3 =

19 + 6 =

95 – 25 = 41 – 11 =

26 – 2 =

9:3=

20 : 10 = 47 + 3 =

26 : 2 =

Key: 2=A

3=C

10 = D

13 = E

15 = È

20 = G

24 = I

25 = M

30 = N

33 = O

42 = P

50 = R

55 = S

70 = U

Mystery sentence:

___________________________________________________________________________________

THE MISSING PIECE

Week 1 - Day 1 - Painting and drawing

New York, The Metropolitan Museum of Art

A piece is missing from this image. Look closely at the four pieces below and choose the one that correctly completes the picture.

Marie Victoire Lemoine, The Interior of a Woman Painter’s Studio, 1789

WEEK 2 Games and Pastimes

DISCOVER THE WORD Cross out the circles with matching letters and arrange the remaining ones from largest to smallest; you will get the name of a delicious filling.

O R

C Week 2 - Day 1 - Cooking and baking

F E

Cross out the circles with matching letters and arrange the remaining ones from largest to smallest; you will get an adjective used to describe a dessert.

T D R

R U O

C T

GUESS THE OBJECT

New York, The Metropolitan Museum of Art

Week 2 - Day 4 - Collectibles

Follow the clues to guess the object.

Seymour Joseph Guy, The Contest for the Bouquet: The Family of Robert Gordon in Their New York Dining-Room, 1866

Clues: • The object can be collected; • The object is not present in every home; • The object can come in different sizes; • The object is often hung on walls; • The object can have a frame; • The object is often visible inside museums.

The object is:

________________________________________________________________________________________________

Week 3 Crafts and DIY

DATA: oggi è il ______________________________

WORDSEARCH

Week 3 - Day 1 - Home decor

In the grid below, find and cross out the listed words. The words can be written horizontally, vertically, or diagonally, in both directions. The remaining letters will form a hidden phrase related to a home decor activity.

Words to find: APPLIQUE CANDELABRO CORNICE CUSCINO

Hidden sentence:

LAMPADA MENSOLA PIANTA QUADRO

SCULTURA TAPPETO TENDA VASO

___________________________________________________________________________________

COMPLETE THE PASSAGE

Peter Dingeldey, Portrait of a Carpenter Helper, 1900

The artwork shows a photograph taken by Peter Dingeldey around 1900, now kept at the National Gallery of Art in Washington, D.C. The photograph portrays a young carpenter’s assistant inside a _____________. The boy is pictured standing in front of the workbench, surrounded by the tools of his trade. He is wearing overalls and a cap; in one hand he holds a ____________, while with the other he holds a box that

Week 3 - Day 2 - Restoration and woodworking

Washington D.C., National Gallery of Art

While explaining the artwork, the author of the text forgot some words. Read the passage and fill in the missing words found at the bottom. For some of them, looking closely at the artwork will help you.

probably contains some tools. Behind him are two wooden objects that resemble _______________. In front of the table rest ____________ wooden pegs, while other pieces of wood lie on the decorated floor. The background is also decorated. The young man’s _________________ is proud and seems directed toward the observer. The image, created using the wet collodion process and mounted on a cabinet card, shows with great precision the details of the face, clothing, and tools, capturing the daily life of an apprentice at the beginning of the 20th century. Cutting boards

Five

Gaze

Hammer

Workshop

Week 4 Outdoor Activities and Socialising

QUIZ Answer the following questions. 1. What is the marked path where you walk in the mountains called?

Q TRAIL Q ALLEY

Q ROADWAY Q STAIRCASE

2. Write three positive effects that can come from a walk in nature. _________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________

3. What can help you walk more stably during a mountain hike?

Q HIKING POLES Q COMPASS

Q BACKPACK Q MAP

4. Write the names of three useful items to bring with you on a long walk. _________________________________________________________________________________________________________________________________________________________

Week 4 - Day 1 - Nature walks

_________________________________________________________________________________________________________________________________________________________

5. Write two things not to do in nature. _________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________

WORDS AND IMAGES

Feathers

Shears

Fertilizer

Seeds

Fan

Trees

Shoes

Watering can

Lawnmower

Poppies

Rooster

Edouard Manet, The Monet Family in Their Garden at Argenteuil, 1874

Week 4 - Day 3 - Gardening and plant care

Headpiece

New York, The Metropolitan Museum of Art

Read the list and cross out the four words that do not refer to objects present in the artwork.