Ironman

All winners

by Brian Radcliffe

Suitable for Key Stage 3/4

Aims

To encourage students to consider how they can make the most of their abilities.

Preparation and materials

• If you are unfamiliar with the Marvel Comics Ironman franchise, you may wish to research for background.

Assembly

1. Ask the question:Who here is a fan of Ironman?
   Explain that you are talking about the character from the Marvel Comics, one of the Avengers, who has been played by Robert Downey Jnr in a number of feature films.
2. Direct the next question to students who claim to be fans.
   What are Ironman’s special abilities?
   Students will talk about Ironman’s suit of armour, his superhuman strength, his ability to fly, his weapons, including energy projection.
   Point out that these show Ironman to have different abilities, for use in a variety of situations. He is a remarkable creation… but he’s purely fictional of course!
3. There are, however, real Ironmen and Ironwomen in our world. The Ironman competition is the extreme form of Triathlon events. Competitors firstly swim for nearly 4 kilometres in open water, then cycle for 180 kilometres, ending the race with a 42.2 kilometre run (the distance of the London Marathon).
4. This month, on 5^th July, the Swiss Ironman event takes place in the town of Thun. What makes this event especially gruelling is the location. Lake Thun, where the open water swim takes place, is fed by rivers that flow from the surrounding glaciers. It’s icy cold. The bike ride traverses the mountainous slopes of the Alps. The marathon run is not simply on even roads; it also takes in hilly trails. This is possibly the most strength sapping Ironman in the world. Some athletes will take an early lead in the swimming leg. Others will catch up on the bike, while those who are best at running will save their surge until the final leg. Each one will be strongest in one of the disciplines. No-one will excel in all three. That’s what makes a triathlon fascinating.

Time for reflection

Ask the following questions:

Which do you think you would be best at: swimming, bike riding or running.

Would it be swimming? Who thinks this is their best skill?

Allow students time to respond.

What about cycling? Who thinks this is their best skill?

Allow students time to respond.

Finally, what about running? Who thinks distance running might be their best skill?

Allow students time to respond.

Explain that you know many students probably think that none of these are a particular skill.
However, they will have other skills. They may be skilled in music, problem solving, encouraging, organising, writing, performing, practical tasks. The list is endless. At times it might be hard to recognise that we are skilled. We might be tempted to stay in the background. However, we are better when we are together, each using the skills we have been given.

Encourage the students to think about their own gifts and to also look for skills and talents in each other.

Encourage them to encourage each other; to recognise what people are good at and tell them!

Encourage them to remember that a team will be strongest when we are all playing to our strengths.