DEVELOPING MENTAL TOUGHNESS - PRIMARY SCHOOL TOOLKIT v.2

PRIMARY SCHOOL TOOLKIT EXERCISE CUE CARD PACK © AQR International 2016

The Junior Mental Toughness Development Toolkit The Mental Toughness Development Toolkit is an array of experiential exercises which can be run with individuals and/or small and large groups (whole classes). It also works well in conjunction with outdoor experiential exercises. This a flexible toolkit of exercises which can be adapted or applied in a variety of ways. There are two suggested options: Option 1 All of the tools can be downloaded as bundle and the activities can be delivered randomly as and when the teacher feels appropriate. The activities are easily integrated into a lesson or an activity. These will normally be run at the start of a lesson or activity, making a point which is of value in the remainder of the lesson (and indeed other lessons too). Many of the exercises can be run several times in slightly different ways enabling the content to focus on a specific outcome. Option 2 The curriculum map, gives a full academic year overview of how a mental toughness curriculum could be delivered for Y5 and Y6. The curriculum has been designed to meet the needs of the pupils as they travel through the academic year. Each week of the year has a specific focus on commitment, challenge, confidence or control with a relevant activity to be completed within that week. 1 © AQR International 2016

What is Mental Toughness – what can we assess and develop? Mental Toughness is a moderately plastic personality trait which determines in large part how individuals respond mentally to stress, pressure, opportunity and challenge. Research shows that Mental Toughness correlate closely with Performance; Well-being; Positive Behaviour and Aspirations. It has a significant impact on most key outcomes in the world of education. It applies to leaders, teachers as well as to pupils. As a concept, Mental Toughness embraces other well-known concepts and ideas such as resilience, grit, mindset, learned optimism and learned pessimism, as well as most definitions of character. Research shows that Mental Toughness has four elements often called the 4 Cs. These are commitment, confidence, challenge and control. Each has two sub-scales. This is shown in Table 1: Measuring Mental Toughness AQR, in partnership with Professor Peter Clough and his team of Psychologists at Manchester Metropolitan University has developed a version of the Mental Toughness measure which has specifically been designed to assess Mental Toughness in primary and junior school pupils. The MTI is a behaviour based inventory which is completed by a person (teacher or perhaps a teaching assistant) who knows the child or children well. It provides a basic score for a child on each of the 4 Cs of the mental toughness model: Control, Commitment, Challenge and Confidence. This allows for simple diagnosis of any potential development needs in these four areas and enables interventions to be introduced. Please email AQR if you’d like a trial. 2 © AQR International 2016

Table 1: What does the J-MTI Assess? MT Scale What this means … what does J-MTI assess CONTROL Life Control – I really believe I can do it Emotional Control – I can manage my emotions and the emotions of others COMMITMENT Goal Setting – I promise to do it – I like working to goals Achieving – I’ll do what it takes to keep my promises and achieve my goals CHALLENGE Risk Taking – I will push myself – I am driven to succeed Learning from Experience – even setbacks are opportunities for learning CONFIDENCE In Abilities – I believe I have the ability to do it – or can acquire the ability Interpersonal Confidence – I can influence others – I can stand my ground if needed. Can we develop Mental Toughness in individuals? Instinctively the answer is “we can”. Sports psychologists and sports coaches would argue that they have been doing this for many years with significant evidence of success. More practically, the answer still appears to be “yes we can”. One key question is “are we changing someone’s mental toughness or can we simply equip someone with tools and techniques that enable them to behave as a mentally tough person might behave?” The answer appears to be that, where the individual wants to change or develop it is possible to change one’s core mental toughness. We are not suggesting that anyone must develop their mental toughness. For those who see a benefit in their life or their work, there may be a good reason for developing mental toughness without necessarily become very mentally tough. There does seem to be some valuable advantages in life and work for those who are more mentally tough than most. The value of the model and the J-MTI measure is that it can help to identify which aspects of one’s mental toughness are preventing or hindering them from attaining, achieving well- being or leading a more positive life. Self-awareness is the key here. 3 © AQR International 2016

How does the toolkit work? There are two approaches to organising the exercises. One is to focus on the desired outcome – “I wish to improve my Mental Toughness in terms of the 4 Cs”. The others is to approach it from the perspective of ”enablers”. These fall into 6 broad headings:  Positive Thinking – Affirmations, Thought Stopping, Self Talk, etc.  Visualisation – Guided Imaging, etc.  Anxiety Control – Controlled Breathing, Relaxation, Distraction, etc.  Attentional Control – Dealing with Interruptions, Attention Span, etc.  Goal Setting – SMART Goals, “Eating the Elephant”, Balancing Goals, etc.  The MTQ48 test –Good feedback and reflection often provokes a positive response These all help to develop the capability to deal with stress, pressure and challenge and, where appropriate, to cope with these. The exercises in this toolkit are organised by the 4 Cs, pages 4 onwards show how these are related to the first 5 enablers. Many of these can impact on more than one of the 4 Cs. Using the Exercises The start point should be an accurate and realistic assessment of the individual’s mental toughness and their potential development needs ideally based on the use of the J-MTI measure. This enables the user to direct interventions appropriately. One useful indicator to examine is an individual’s challenge scores. Individuals who are mentally sensitive on this scale (typically scores of 1 – 3 perhaps 4) are less open to learning than individuals with higher levels of mental toughness. They may require more attention. Mental Toughness is developed as a result of experiential learning  Mental Toughness is learned – it is not easily taught. It is about developing a mindset. One can’t learn this just because you follow a process.  For the Individual– they may need to be supported to persevere until they “get it”. Practice is important.  For the Coach/Tutor – facilitation and coaching skills are important. Trialling and practising these skills is important. 4 © AQR International 2016

There is nevertheless an underlying process: Experience Through exercises and activities. Introduce the exercise to the individual and explain its purpose. Students carry out the exercise and assesses what difference it made to their thinking Reflection The absolute key to success. Get individuals to consider:  What occurred? – What difference was made? – Did they improve performance in some way – was this beneficial?  How did they feel? Was mood improved, did it boost confidence? Was it enjoyable? Did it make them want to do more? The key is to enable the individual to associate this feeling with their participation in the exercise.  What did they learn? Can doing things differently be effective? Does approaching things differently work? Does being positive produces surprising results? What could they now do that they didn’t think they could before? Where could they now apply this learning to other areas which are important – especially in school! Purposeful Practice Now the hard bit. Practice what you have learned until it becomes a habit. Then it becomes easier and the benefits will flow. What will you need? Some preparation time is needed before the activities are delivered. The cue cards clearly outline the task and the equipment needed for the delivery. 5 © AQR International 2016

Each exercise is supported with a cue card which provides full instructions for use and guidance for managing reflection and learning. 6 © AQR International 2016

INDEX OF MENTAL TOUGHNESS DEVELOPMENT EXERCISES AND MATERIALS Mental Toughness Development exercises and materials grouped by type and mental toughness component (4Cs). Most exercises can impact on more than one of the 4 components. The manner of delivery can influence on which of the 4Cs the exercise will have greatest impact. TYPE OF EXERCISE IMPACT POSITIVE THINKING Theme 1. Learn Ten Positive Words Positive thinking and engaging with others 2. Random Acts of Kindness Developing positive thoughts 3. Think Three Positives Reframing 4. Making Affirmations Making positive thoughts 5. Heroes & Heroines Positive aspects of role models 6. Making a Presentation All elements 7. Thermometer Exercise Dealing with irritants 8. About Me Collage Building a positive picture 9. Compliments Exercise Generating positive Feedback 10. Something you didn’t know about Presenting a positive about self me 11. What would I say to a friend? Dealing with a setback of failure 12. Airwaves understand the benefits of cooperation 13. I have learnt something new designed to connect with curriculum builds mental toughness across all of the 4Cs 14. Posing for success A Confidence Building Exercise – which shows the importance of body language 15. How good am I doing? A reflective exercise that helps build confidence. 16. 3 Successful things Poster Presenting a positive about self

INDEX OF MENTAL TOUGHNESS DEVELOPMENT EXERCISES AND MATERIALS VISUALISATION Theme 17. What does an exam feel like Applied visualisation 18. What will the world look like in …. Applied visualisation 19. Vision Boards Applied visualisation ANXIETY CONTROL 20. Progressive Muscular Relaxation Relaxation 21. Breathing & Calming Techniques Relaxation, panic control 22. De- Stresserizer 23. 5 X 30 Exercise Diary Discipline, Exercise & Wellbeing 24. Making a Fist Relaxation, panic control 25. Take Nine Breaths Relaxation, panic control ATTENTIONAL CONTROL Theme 26. Thunderclap Focus on a group task 27. US Basketball Exercise Concentration, Dealing with setback and goal setting 28. Number Grid Focus and Goal Setting 29. Pick A Card Focus 30. Bop-It Focus 31. Stork Stand Focus & Emptying the mind 32. Colour changing card trick A Concentration Exercise – This is also an excellent icebreaker 33. Juggling This exercise enhances a wide range of skills. GOAL SETTING Theme 34. What will I do tomorrow? Goal Setting & Positive Thinking 35. What is my goal? Goal Setting & Positive Thinking

INDEX OF MENTAL TOUGHNESS DEVELOPMENT EXERCISES AND MATERIALS 36. Eating the Elephant Setting Milestones 37. Target Practice Setting & achieving Goals 38. Sinking Ship Responding to a difficult challenge OVERALL MENTAL TOUGHNESS Theme 38. Dealing with Pre- Exam Nerves – Tips 39. Ten Quick Tips 40. Paper Towel Challenge

DEVELOPING MENTAL TOUGHNESS AND MINDSET WITH STUDENTS IN PRIMARY EDUCATION A Progressive Development Plan for developing Mental Toughness in KS2 This overview shows progression in developing the elements of the 4Cs model of Mental Toughness together with a suggested set of exercises and events, which introduce and support that development. These can be delivered as short “10-minute” exercises at the start of each week or within a lesson. Some are capable of frequent repetition. Each category comes with a complete resource pack with guidance notes and materials for teachers, coaches and pastoral care staff Y5 Curriculum The curriculum has been designed so that there is a weekly mental toughness theme. Ideally students would be introduced to the theme at the start of the week and the corresponding activity would be completed as early as possible to allow time for reflection. Y5 Curriculum Map Week MT Theme Suggested Activity 1 Introduction to Mental Toughness Link the words to the burger 2 Commitment Target Practice 3 Commitment What motivates my collage 4 Commitment What is my goal for the year 5 Challenge Heroes and Heroines 6 Control Number grid 7 Confidence Learn ten positive words 8 Confidence Think three positives 9 Control Thunderclap 10 Confidence Something you didn’t know about me 11 Commitment How do you eat an elephant? 12 Challenge Thermometer 13 Commitment How am I doing? 14 Confidence Random Acts of Kindness 15 Control Compliments Christmas Holiday 16 Commitment Ten Quick Tips & New Year’s Resolutions 17 Challenge Sinking Ship 18 Commitment Bop-it 19 Confidence Posing for success 20 Control The Paper Towel Challenge 21 Commitment Vision Boards 22 Confidence Would I lie to you? 23 Control US Basketball Exercise 24 Control What would the world look like? 25 Challenge Airwaves 26 Confidence Think Three Positives 27 Control Breathing and Calming Exercise 28 Commitment What will I do tomorrow 29 Confidence 3 Successful Things poster 30 Commitment The Summer Challenge - Juggling ©AQR International 2016

DEVELOPING MENTAL TOUGHNESS AND MINDSET WITH STUDENTS IN PRIMARY EDUCATION A Progressive Development Plan for developing Mental Toughness in KS2 This overview shows progression in developing the elements of the 4Cs model of Mental Toughness together with a suggested set of exercises and events, which introduce and support that development. These can be delivered as short “10-minute” exercises at the start of each week or within a lesson. Some are capable of frequent repetition. Each category comes with a complete resource pack with guidance notes and materials for teachers, coaches and pastoral care staff Y6 Curriculum The curriculum has been designed so that there is a weekly mental toughness theme. Ideally students would be introduced to the theme at the start of the week and the corresponding activity would be completed as early as possible to allow time for reflection. The Y6 curriculum builds on the work completed in Y5. Some of the activities have been repeated. This allows for consolidation of skills and helps to create positive habits. If pupils haven’t completed the Y5 curriculum, they should complete the introductory lesson on the Y5 curriculum as their first lesson. Y6 Curriculum Map Week MT Theme Suggested Activity 1 Control 5 * 30 2 Commitment What is my goal? 3 Commitment Colour Changing Card Trick 4 Commitment Presentation 1 5 Challenge Presentation Follow-up 6 Challenge Stork Stand 7 Confidence I Have Learned Something New 8 Confidence Compliments Game 9 Control Learn Ten Positive Words 10 Control Learn ten Positive Words Part 2 11 Commitment Pick A Card 12 Challenge Sinking Ship 13 Commitment Take Nine Breaths 14 Confidence Think Three Positives 15 Control Progressive Muscular Relaxation Christmas Holiday 16 Commitment What is my goal? 17 Challenge Presentation Part 2 18 Challenge Follow-up Lesson Presentation 19 Confidence What would I say To a friend 20 Confidence Think Three Positive 21 Commitment Number Grid Exercise 22 Confidence About Me Collage 23 Control What Does an Exam feel Like 24 Control US Basketball Exercise 25 Challenge Affirmations 26 Control Making a Fist 27 Control Breathing and Calming Exercise 28 Control THE De-Stresserizer 29 Confidence Posing for Success 30 Assessment Preparation Dealing with Exam Stress ©AQR International 2016

DEVELOPING MENTAL TOUGHNESS AND MINDSET WITH STUDENTS IN PRIMARY EDUCATION ©AQR International 2016

The Mental Toughness Passport Introduction The mental toughness passport has been designed to run alongside the curriculum. The passport should be printed as a booklet and given to pupils at the start of year. The booklet provides a simple tool that allows pupils to reflect on their mental toughness development throughout the year. It would be useful if they completed the first reflection immediately after the introductory lesson. Pupils should use the comments in the boxes to help them decide where they think they might be. They should complete this for all of the four C’s. The final box on each page ‘how am I doing’, should be completed at the end of the curriculum, before setting targets for the next year. If time permits, it would be useful to sit down with each child and discuss their progress and targets for improvement. After completing the Mental Toughness curriculum there is a certificate to award pupils. © AQR International 2016







Targets for Next Year To improve my mental toughness next year, what could you do? Next year I would like to Commitment – To improve my commitment I will… Control – To improve my control I will… Confidence – To improve my confidence I will… Challenge – To improve my challenge

COMMITMENT – 10 QUICK TIPS This can work as a handout or a start point for a discussion Don’t give up too early Give yourself time out to refocus after setbacks but don’t let them stop you from achieving your goal. Asking others for help or coaching might help. Think optimistically Believe you can achieve. Have others achieved with the same or similar tasks? Visualise success – imagine its impact on you and others Develop a clear plan for Take time out to work out what is required in some each task detail – use mind mapping or brainstorming techniques. Use others to help you. Identify what motivates Incorporate this into your planning of a task – either as a you reward or as an integral part of the task. What does a win look like for you, and for others? Break the task down Group similar tasks together and set yourself short term, into manageable long term, immediate and daily goals as a way of chunks motivating yourself. Use the 1-2-4 technique. Take time out to For goals to be effective, they must be SMART. Do a analyse how you will force field analysis – identify what might get in the way achieve the task and what you can do to ensure it doesn’t. Identify what motivates Incorporate this into your planning of a task – either as a you reward or as an integral part of the task. What does a win look like for you, and for others? Group similar tasks Group similar tasks together and set yourself short term, together long term, immediate and daily goals as a way of motivating yourself. Use the 2-4-8 technique. Take time out Take some time to analyse how you will achieve the task Set SMART goals For goals to be effective they must be SMART. Do a force field analysis – identify what might get in the way and ensure that it doesn’t. © AQR International 2016

3 Successful Things Poster An Exercise in building confidence. Running the exercise – Teacher Review © AQR International 2016

3 Successful Things Poster Background Discussion Guides: Support Materials & Resources © AQR International 2016

How I’m doing? A Reflective Exercise Running the exercise – you will need the ‘how am I doing worksheet’. 1. Give each pupil a printed worksheet. 2. Ask each pupil to think about a goal they’ve set for themselves this year. 3. In the first box they list down all the things that have gone well. 4. In the second box they identify all the things that haven’t gone to plan. 5. Finally, in the voice box, pupils should identify what action they need to keep them/or put them back on track. Teacher Review When delivering this exercise it’s sometimes helpful to share an example form your own experience. Is useful for pupils to see that sometimes things don’t go to plan and we have to make changes to our goal or the process. © AQR International 2016

How I’m doing? Background This is simple exercise to allow pupils time to reflect on the progress they are making in school or towards a specific goal that they might have set themselves. Reflection is an important aspect of developing commitment. Many people have goals but don’t stick with them or don’t give them the required effort. By reflecting on the process you can make adjustments to the goal. It also helps to avoid giving-up in the future. Discussion Guides: Ask pupils if they would like to share their goal and how things have gone? Who’s successfully achieved their goal? What stopped pupils from reaching their goal? Where these obstacles in their control? What can we do if we feel like we are not going to reach our goal? Support Materials & Resources How am I doing worksheet Pens © AQR International 2016

Juggling Exercise Running the exercise – A very good exercise which is repeatable. It impacts on Challenge (stretching oneself and learning from mistakes). It also impacts on all 4 Cs. It’s useful to devote 40 – 60 minutes to this. 1. Issue three Juggling balls to each person (bean bags work as well) 2. Explain that: Find a spot away from any hazardous objects and each other. Juggling is when you work with three balls at a time when you only have two hands so that one ball will always be in the air. We’re not looking to turn you into expert jugglers but you will all learn to juggle the balls even if only a little. And you should all steadily improve if you put your minds to it. I’ll give you 10 minutes to see how many times you can toss a ball whilst juggling. 3. Stop and find out how people are doing. Teacher Review How well do you think you are doing? Can you do better? Why do you think you are finding it difficult or doing well? 4. Now suggest that they are going to try again to improve their juggling. Pair people - Someone who is struggling with someone who is doing well. Get them to support each other to improve. Give them 15 – 20 minutes. You can show a short juggling training video to give ideas either to start or at step 3 www.youtube.com/watch?v=kCt1bmSASCI or www.youtube.com/watch?v=x2_j6kMg1co Teacher Review How did it feel when you improved? How did you feel about doing something that might have been outside of your comfort zone? What helped you to do better? What did you learn about learning? Patience, practice, learning from mistakes, etc. When you did get it, how did you block out distractions? When else could you usefully do that – coursework, reading, revision, etc. © AQR International 2016

Juggling Exercise Background This is an exercise widely used for to enhancing a wide range of skills and attributes. It's an aerobic exercise, it develops core strength, and the focus required to toss multiple objects from hand to hand can be a stress-relieving distraction. It is an excellent exercise for developing commitment – particularly the ability to concentrate on the task at hand. If your brain is locked in the rhythm of juggling, you aren't thinking about doing much else. It turns out juggling is a workout for the brain in other ways too. Juggling improves hand-eye coordination, reflexes, peripheral vision and a host of other motor skills [source: Rosenberger]. Recent research has even demonstrated that juggling can affect the size of your brain. Studies show a correlation between juggling and changes in the brain's grey matter, the cell bodies responsible for computation and processing within the brain, and white matter, the nerve fibres that connect different parts of the brain by way of electrical impulses. There is even research which suggests that learning juggling helps people “learn to learn” Support Materials & Resources Juggling Balls or bean bags © AQR International 2016

HOW DO YOU EAT AN ELEPHANT? Answer: A slice at a time An Exercise in Commitment – Particularly Goal Setting and Setting Milestones An Introduction to a technique that helps to plan the achievement of a big/bigger goal and in setting Milestones Running the exercise – It is most effective when run in conjunction with a real activity or challenge that has been set – an assignment or project. I am going to introduce you to simple technique that will help you to plan the achievement of bigger tasks – like writing an assignment. You will apply it to the task that I have just set you. The 4-2-1 technique shows you how to create the slices. What you do is this:  Take a goal or target e.g. upcoming coursework. It has to be completed in 4* days or 4* weeks  Work out what you must do by the end of next 4 weeks if this is to be achieved- the different elements. These can be transferred to a Gantt chart later on.  Work out what you must do by half way through your task – i.e. the end of 2 weeks if this is to be achieved. List the tasks and activities.  Then using this as your end point, Work out what you must do by half way to this point (1 week) if this is to be achieved. List the tasks and activities.  You will now have a plan with milestones at 1, 2 and 4 weeks. Next  Work on what you must achieve before your first milestone. This should now be achievable – it’s not the big goal but an important step on the way. The actions will typically be small actions that are more easily handled.  When you get to your first milestone, check what you have done and, if necessary adjust your plan in the same way as above to re-set milestones. *It can be any time period as long as you can set milestones for the end goal, 50% of the way there and for the next 25%of the way there. © AQR International 2016

HOW DO YOU EAT AN ELEPHANT? Teacher Review: Ideally this should be done with a real activity. Check students understanding and get student to do the exercise in class. Check that they are happy and feel confident they will achieve their goals. Review use of the technique on completion of activity. Where else can they apply it? Background This is simply a way of scoping and planning work that might be a little challenging or complex. It’s great for projects and team activities where activities might have to be allocated to others. It works well with Gantt charting and with SMART goals setting. Milestone should be SMART too. Support Materials & Resources Sample 4-2-1 map downloadable from AQR © AQR International 2016

About Me Collage A Confidence and Self-Esteem exercise Running the exercise – paper and pens will be needed along with catalogues/newspapers/magazines. Scissors and glue will also be needed. 1. Give each student a piece of paper. 2. Ask each student to write his/her name in the middle of the piece of paper. 3. Give the students 15 minutes to go through magazines and catalogues to cut out what best represents them – this can be food, music, sports etc. 4. Ask the students to glue the pictures they have cut out around their name on the piece of paper. Give them 5 minutes to complete this. 5. Once the students have completed gluing in the pictures ask them to explain (in pairs or to the class) what they have added and why it represents them. 6. Explain that: You need to have a good look through the magazines and cut out anything that you feel represents you. It can be anything at all but focus on things you like or want to achieve. Ask them to get as many as possible to fill the paper around their name. The total time for this exercise is 20 minutes plus 10-15 minutes for reflective responses. Teacher Review Ask the group who would like to go first at explaining their collage to the class/their partner. Usually there will be a silence but one or two will put their hand up. Once this happens the others will follow and the confidence of the others will rise. It doesn’t have to be a long explanation, just enough to cover the reasons why they picked some of the pictures. NOTE – Teacher review: This exercise can be done a couple of times over the academic year and can provide some good reflection time for the students to view how they have grown and matured. Often collages will change over time and this will show how they are growing by the different types of pictures and colours and themes. © AQR International 2016

About Me Collage Background This is a very easy visual exercise which is used to promote the positive outlook of an individual without having to resort to words. By focusing on the positive pictures and colours in the collage we can change our mood which impacts on our mindset. The goal here is to show young people how to focus on their positives and how by looking at their collages they can get a sense of positivity and even challenge to achieve. Teacher notes This exercise can be used successfully at any stage of the student’s school life. It can be used to support career aspirations or exam success by using pictures of what they want to achieve in the future. The key will be to encourage the student to look at the positive aspects of this exercise. Support Materials & Resources Paper Pens Glue and Scissors Magazines/catalogues/newspapers © AQR International 2016

“Would I Lie to You” Exercise An Interpersonal Confidence Building Exercise Running the exercise – an exercise which typically takes about a 40 minute lesson to complete for a class. 1. Students do this individually. 2. Students will be asked to identify three things about themselves – two must be true and one must be false. A little like the TV panel game. The rest of the class is tasked with deciding which the true statements are and which is the lie. Only if time permits you can allow the rest of the class to address, say, two questions to each pupil when they have presented their “facts”. 3. In the first short brief explain that: You will work individually. I want you to identify three things about yourself that you will share with the class. Only, two of the facts must be true and one of the facts must be a lie – it’s untrue. In the next lesson you will have one minute, to share your three facts with everyone and the rest will have to decide which one is the lie. The rest of the class will be able to ask two questions to help them decide which the lie is. They can’t ask “Which is the lie?” or “Is this the lie?” 4. In the follow up lesson, ask the students to: You will tell us your three “facts” or “information” .They need only take one minute each. The rest of the class can ask two questions between them. They can’t ask “Which is the lie?” or “Is this the lie?” The class will vote on which is the lie and you will then reveal the lie. Teacher Review This is a simple task which means that students need to show some creativity but most importantly learn how to present this to others. Ask them: How did they feel about presenting their information? Nervous but OK? How hard was it to do this? How interesting was it to hear everyone else’s information What did they learn from the way others did it? An option is to get the class to vote which is the best “lie” and perhaps the most “surprising lie”. © AQR International 2016

“Would I Lie to You” Exercise Background This is an exercise which builds mental toughness across all of the 4Cs – control, commitment, challenge and confidence and especially around interpersonal confidence. Discussion Guides: Why do students feel good when they have completed this task? How does that feeling compare to when they fail to achieve a task. What difference does this make for them? Does it make them more or less positive about speaking in front of the class? What has this done for their confidence to present to others? Are they more likely to tell others what they think and know? What has this done for their confidence in their abilities? Support Materials & Resources There are no materials needed. It can be useful to print two sheets of paper, one with the word TRUE and the other with the word LIE in big letters. As each student relates their facts, when the class guess, they can hold up the relevant word. It can be a bit of fun to capture some or all of the ideas on a flipchart or recordable white board and keep them posted in full view for a short while. © AQR International 2016

A Q R I N T E R N A T I O N A L CERTIFICATE OF ATTENDANCE T h i s c e r t i f i c a t e i s p r e s e n t e d t o INSERT STUDENT NAME For at t ending t he mental toughness development workshop. P resented by I N S E R T T E A C H E R N A M E T e a c h e r