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Summary of contents The 40 assemblies are designed to be delivered to a large, mixed ability audience and contain additional material that can be used within the wider curriculcum: *Leading questions can be used within form tutorial or PSHE lessons to extend students' response to the issues raised *Something to do contains a variety of activities to reinforce understanding of those issues. Each assembly includes: *Engagement - this gives the main background to the story, setting the scene for the rest of the assembly *Response - this part of the assembly draws a parallel between the story being told and issues that students may face in their own lives Meditation/prayer - this is not affiliated to any particular religion and therefore can be used in any school setting. The assemblies have been developed around the following five themes: Self awareness Some of the assemblies included in this section are: *Walking the slackline: students are encouraged to have confidence in their own abilities through exploring the career of Dean Potter, a slackline walker. *Touch wood: many sports stars have superstitions that can help or hinder their success. Students are encouraged to consider how they might take responsibility for their own success in life. *Take a deep breath: the freediving and achievements of Sara Campbell. Students are encouraged to consider how their own achievements can be enhanced by the right frame of mind. Self contained: introducing the young golfer, Rory McIlroy. Students are encouraged to consider their self-motivation. Managing feelings Some of the assemblies included in this section are: *Breaking the age limit: Laura Dekker, a Dutch teenager, fought to become the youngest solo sailor round the world. Students are encouraged to consider at what point a child becomes an adult and how to cope with the frustrations of the transition period. *What's going on underneath: cricketer Marcus Trescothick battled with depression. Students are encouraged to consider their attitudes towards mental illness. *Your personal chimp: through looking at the work of sports psychiatrists, students are encouraged to consider the way that other people may assist them in handling stress and so enhance their personal performance. When the fans' support turns sour: Paula Radcliffe, the UK distance runner, faced a backlash when she failed to finish the 2004 Athens marathon. Students are encouraged to consider ways in which they might learn to handle criticism. Motivation Some of the assemblies included in this section are: *Sikhs in the city: four elders in the Sikh community who participate in marathons and other running events. Students are encouraged to consider the factors that keep these elderly men so healthy. *The climb that no longer exists: Italian climber Walter Bonatti's first ascent of the Southwest Pillar of the Aiguilles des Drus in the French Alps. Students are encouraged to consider the setbacks he overcame to achieve his target. *Reaching a new level: the remarkable athletics performances of Dick Fosbury, Bob Beamon and Usain Bolt are used as examples so that students can consider whether exceptional performance by their peers can be a discouragement or an encouragement. All or bust: through the story of gymnast Louis Smith, students are encouraged to consider whether they should aim for the longer term best or set easily achievable targets. Empathy Some of the assemblies included in this section are: *Follow me: Eleanor Simmonds won two swimming gold medals at the Beijing Paralympics. Students are encouraged to consider how Eleanor was inspired by her role model and seeks now to be a role model for others. *I hate PE: students are encouraged to consider what makes a good PE teacher and to reflect on the effect that the school's current PE teachers have on their lives and the effect they as students can have in response. *The whistleblower: thinking about the role of the referee in sport. Students are encouraged to consider why it's important to show respect to match officials. Girl racers: four girls share the ambition to become Formula 1 drivers. Students are encouraged to consider how shared ambitions can be stronger than individual ambitions. Social skills Some of the assemblies included in this section are: *Beyond the barriers: the story of Lance Armstrong and the way he has used his experience to inspire (and provoke) others. Students are encouraged to consider how they use their experiences and moments of fame. *All together now: through the example of mass participation events such as the London Marathon, students are encouraged to consider why we can often achieve more together than separately. *Poking the wasps' nest: about the exploits of free climber Alain Robert. Students are encouraged to consider the delicate balance between the desire for thrill-seeking and the cost borne by society. *Partners: the coaching partnership formed by Brian Clough and Peter Taylor which led both Derby County and Nottingham Forest to League Championship success and Forest to European glory. Students are encouraged to consider the value of complementary partnerships.