Teambuilding Facilitation 18 U.S.C. 707 M a n u a l

A Guide to

Leading and

Facilitating

Teambuilding

Activities

College of Agricultural Sciences Cooperative Extension Contents

3 Chapter 1 17 Chapter 3: Teambuilding 3 Introduction Activities

4 Facilitator Guidelines 17 Large Group Warm-Ups

25 Small Group Warm-Ups

33 Level I Activities 5 Chapter 2: Teambuilding 47 Level II Activities Facilitation

5 Program Planning and Sequening

7 Sample Sequences 62 Chapter 4: Games, Games, and More 8 Challenge by Choice Games

8 Full Value Contract

10 The Leader’s Role 68 Chapter 5: Appendixes 10 The Experiential Learning Cycle 68 The Facilitator’s Bag of Tricks 11 The Adventure Wave 69 People Bingo Cards 11 Briefing the Activities 70 Resource List 12 Leading the Activities

13 Facilitating the Debrief

14 Experiential Debriefing

16 Safety

16 Spotting

2 Chapter 1

Teambuilding Overview Teambuilding also provides partici- pants with opportunities for self- Teambuilding activities are exercises Introduction exploration and growth. As individu- that help teams build cohesion and als push themselves beyond their This manual is a resource for work through common group issues. comfort zones, they are able to grow teambuilding activities for adult They are used as educational tools for and learn about themselves. Because and youth leaders with 4-H. a variety of individuals, groups, and everyone has a different level of This manual will help you organizations. In addition, comfort regarding emotional and effectively lead teambuilding teambuilding activities provide physical challenges, each person is programs. However, it is not opportunities for participants to encouraged throughout the program exhaustive. Nor is it possible to combine individual talents and to set their own challenge goals. This read these pages and expect to abilities with an awareness of the need notion of “Challenge by Choice” become an expert in leading to develop cooperation and trust should be emphasized at the begin- teambuilding programs. We are within the group. ning of each teambuilding program. all lifelong learners and con- This helps to ensure that while tinue to add to our methods individuals are pushing their levels of and styles as we learn new comfort they are also being safely thoughts, ideas, and concepts. challenged. In that regard, please use this manual as a guide as you At the end of each activity, partici- experiment with your particular pants are given the opportunity to leadership and facilitation style. reflect on their experiences and relate them to daily life. This reflection transforms the one-time experience of teambuilding into a method for bringing about long-term, positive changes.

3 Teambuilding Objectives Skills Facilitator Guidelines ● Increase each participant’s sense of ● A basic understanding of the confidence and create a feeling of These guidelines are suggested skills benefits and objectives of accomplishment. and competencies. Each person has a teambuilding unique set of skills and experiences ● Increase participants’ understand- ● Ability to introduce the rules, ing of themselves and one another. and may have different facilitation consequences, and safety consider- training needs. ations for teambuilding activities ● Develop the initiative and responsi- Prerequisites bilities necessary to accomplish a ● An understanding of the objectives

task through group planning and ● Good physical and mental health and a knowledge of the teamwork, brainstorming, and teambuilding activities problem solving. ● Completed a facilitator training session from an extension educator ● An understanding of the concepts ● Help facilitate group growth, ease a or volunteer of debriefing group through a difficult period or Competencies ● Ability to demonstrate proper process, and develop cohesiveness spotting and safety techniques among group members. ● Solid verbal communication skills

● Develop respect and acceptance for ● Ability to work with a wide variety the abilities and limitations of each of people in challenging situations Warning individual. Improper use of the adventure ● Common sense and good judg- activities described in this manual ● Use effective communication skills ment in group interactions. can result in serious injury. The ● Flexibility in handling multiple activities should not be attempted ● Develop the skills necessary for demands of program without the supervision of trained group interaction. and properly qualified leaders. ● An open mind and willingness to ● Develop leadership skills. learn The authors, The Pennsylvania State University, and Outreach

● Clarify the way participants behave ● Ability to remain calm in stressful and Cooperative Extension do not in various situations and what situations assume any liability for loss or effects these behaviors have on the damage, direct or consequential, group. ● Empathy (caring) for others to the reader or others resulting from the use of the materials ● Willingness to play and share a contained in this manual, whether sense of adventure with participants such loss or damage results from errors, omissions, ambiguities, or ● Good sense of humor inaccuracies in the materials contained in this manual or otherwise.

4 Chapter 2: Teambuilding Facilitation

Program Schedule Setting the Stage Program Planning and Sequencing

Big Group ● Talk about the group members’ All teambuilding programs should be expectations for the program. Let them know what to expect designed to meet the needs and What do they want? objectives of the group. An assessment 2 or 3 large group activities (warm-ups) ● Help participants generate should be done in advance so that the goals and expectations for the facilitator knows what to expect in program. Break into regard to the needs and qualities of smaller groups ● Challenge by Choice the group. As a facilitator, choosing the activities that you feel will best v ● Set the mood and tone: upbeat, meet the group’s goals is an important confident, compassionate Small Group first step in developing a teambuilding program. Facilitator works on planned sequence with group Program Length (Optional) The program length and amount of Back to the time available will vary depending on big group your group. v Group Size Big Group

One facilitator per 12 participants Final large group activity (occasionally one facilitator per 15 participants) is the ideal group size.

5 Choosing Activities Sequencing Activities Adjusting the Plan

After gaining an understanding of the After you have chosen the activities Deciding whether to make adjust- group you will be working with, begin that you feel will help the group meet ments to the activities you plan is a to plan the program. Keep the its goals and objectives, arrange them skill that takes practice. As a facilita- following general information in mind in a sequence that will be comfortable tor, watch how the group works as you select activities: for the group. together and be prepared to substitute activities that will help them to better ● Ages 8–12. meet their objectives. The following You may want to choose activities Introduce yourself are some general questions that may that require physical activity to Expectations for the program be helpful as you make your decision keep them interested. Experiential Review safety to readjust: debriefs will work best. See pages Have fun 14–15. ● Are there any resistant members? Challenge by Choice ● Ages 12–16. ● Are they comfortable with physical You may need to plan more contact needed for some activities? activities for this age, as they will v ● Are they being sufficiently chal- spend less time on debriefing than Icebreakers lenged? older students and adults. Low-risk and fun activities

● Do they plan and listen to one ● College-aged and older. another? Alternate physical and cognitive v

challenges. Level I activities ● Do you have a participant that is injured or unable to participate in ● Adults. your original plan of activities? They like to spend time processing v

each activity. Therefore, don’t be Level II activities ● How’s the weather? You may need surprised if you don’t get through to adjust your plan from outside to all the activities that you had inside. planned. v Closure For example, if one or two members See activity pages for ideas. Final debrief are resistant, you may not want to begin with activities that require a high degree of support and trust. If the participants are not comfortable with physical contact, you may need to move gradually into activities that require them to physically support others. If they seem to be disinter- ested, increase the challenge of an activity to spark their enthusiasm. If you find that they are not planning or listening, you might try some intro- ductory communication exercises.

6 Sample Sequences

The following are examples of teambuilding sequences that are 7 hours with lunch break Meeting every once in a while or appropriate for specified age-groups at regular intervals Ages: high school–adult and group sizes according to time Group that knows one another allotment. Use your creativity and Big Group size: 20 people exchange activities that you feel would Big Group or Small Group Small Group size: 8 people be better suited for the group that you are working with. ● Incorporations or Have You Meeting 1 (1 hour) Ever? (BG) ● Puzzle Pieces When working with groups that know ● Wobble, Wobble (BG) one another, simply substitute the name ● Challenge by Choice games with another activity. ● Adventure Name Game (SG) ● Paper Towers

● ● Closing Debrief Typically, you will open a program with Challenge by Choice (SG) a big group and then break into smaller ● Full Value Contract (SG) Meeting 2 (1 hour) groups after a big group opener. In the following sequences watch for BG ● Circle the Circle (SG) ● Have You Ever? which means Big Group or SG which ● Mosquito Tag means Small Group. ● Ball Toss (SG) ● Minefield ● Interview and Introduction (SG)

● Postcard Debrief One Hour ● Jump Rope (SG) Ages: 10–adult ● River Crossing (SG) Meeting 3 (1 hour)

Big Group size: 20 people ● Maps of the World ● Key Punch (SG) Small Group size: 8–15 people ● Special Friends Opener ● Lunch Break For groups who don’t know each ● Jump Rope other ● Mosquito Tag or Partner Tag ● Special Friends Closer (SG) Inside or outside

● Toxic Waste Meeting 4 (1 hour) ● Begin with a tag game like

Everybody’s It to get people ● Trust Walk ● Hi, Lo, Yo warmed up (BG) ● Blind Polygon ● Minefield ● To help to learn names, ● Trust Walk perhaps Incorporations (BG) or ● Blind Polygon Adventure Name (SG) ● Postcard Debrief ● Closing: Skit about what you ● Follow this with a learned today Meeting 5 (1 hour) nonthreatening activity like Ball ● Ball Toss/Warp Speed Toss (SG) or Line Ups (BG) ● River Crossing ● River Crossing (SG) ● Letter-Writing Debrief ● Closing: Go around: What did you learn? (BG or SG)

7 Activities to Support Challenge Challenge by Choice by Choice Full Value Contract

“Challenge by Choice” is a philosophy Regardless of how long you have A “Full Value Contract” (FVC) is a set used by teambuilding facilitators—the worked with a group, review Chal- of values, norms, or ground rules that idea that each participant has owner- lenge by Choice with them. Have the group establishes and agrees to use ship of his or her experience. If for participants brainstorm what they for their time together. The essential any reason a participant feels uncom- think Challenge by Choice might points of the Full Value Contract are: fortable in an activity, he/she may mean. Draw the diagram below on a to allow each member of the group to choose a different way to be involved sheet of paper or a dry-erase board to have a voice in creating group norms, with the group. discuss the concept. to empower participants by allowing them to create the Full Value Con- Challenge by Choice is often de- For a more interactive discussion on tract, and to ensure that these values scribed using zones. The comfort zone Challenge by Choice, ask participants will allow the group to work toward is in the center (see diagram). As to create the different zones on the their common goals. facilitator, encourage your participants ground using a rope, tape, chalk, and to find their growth zones. This is an so forth. As you discuss each aspect of The Full Value Contract asks partici- area where a great deal of learning the comfort zone, growth zone, and pants to: occurs. When a person remains in the panic zone ask the participants to ● fully value themselves, comfort zone, or when they are move into the various zones. Ask them for examples of how they might feel in pushed too far and are in their panic ● fully value the other members of each of the zones. To connect Chal- zone, learning does not occur. the group, and lenge by Choice zones to other aspects

Recognize that each individual has of life, ask the participants in what ● fully value the environment—this different comfort zones. It is impor- zone might they find themselves in if includes the physical environment tant that people respect other’s areas of they were: speaking in front of a large and the group environment. comfort. group, flying in an airplane, around snakes, rock climbing, and so on. Another way to look at a Full Value Contract is to simply ask your partici- pants to:

● play hard,

● play safe,

Panic Zone ● play fair.

Growth Zone

Comfort Zone

8 Creating a Full Value Contract Middle Finger move through their experience Represents the idea that a group will together, they can look back to their 4-H Full Value Contract agree to not “discount” each other. being to point out things that they are I pledge my head to clearer thinking, This includes refraining from inappro- doing well and areas where they can my heart to greater loyalty, priate language and respecting all continue to improve. my hands to larger service, members of the group. Hands-On Full Value Contract and my health to better living, Pointer Finger for my club, my community, Equipment Needs Represents a reminder to the group to my country, and my world. ● Large poster board/large sheet of point out the positive outcomes that paper The 4-H pledge can be used and the group notices. This reminds adapted for teambuilding programs. A individuals not to point the finger of ● Markers or crayons facilitator can expand on the ideas blame on other participants that are already a part of the founda- This Full Value Contract is similar to tion of 4-H. Thumb The Being, but with a slightly differ- Represents the idea that the group is ent focus and frame. On the large I pledge my head to clear group going to have fun! sheet of paper, the participants will problem solving and participation, trace both of their hands with a The Being Full Value Contract my heart to caring for the other marker. In one hand they will write a members of my group, Equipment Needs strength that they bring to the group my hands to working with my other ● Large format paper (ideally large (such as a great sense of humor, being group members toward our common enough for a life-size being) a good listener, and so forth) and in goals, the other hand they will write one ● Markers, crayons, paint, and so and my health toward keeping a thing that they need from the group forth positive atmosphere in our group. (for example, support, clear commu- nication, and so on). Five-Finger Full Value Contract The Being is a fun and interactive way to create a Full Value Contract. A The group members can use this Full The Five-Finger Full Value Contract is simple drawing of a person can be Value Contract as a tool to assess how a quick and easy way to create group created on a large piece of paper by well they are able to use each other’s values. This tool is particularly tracing one of the participants. This strengths. Facilitators can ask their valuable for younger groups, as well as being is a representation of the group participants to write a variety of things for groups that may only be working as a whole. Participants individually in their hands depending on the together for a short period of time. contribute values that they think are group. Each finger of one hand represents important to uphold as a group. These various important group values. values are added to the inside of the Building Blocks/Pyramid/Puzzles being. As the discussion progresses, Full Value Contract Pinky Finger the group members write aspects of Represents the need for us all to watch Equipment Needs group values that they would like to out for “the little guy/gal,” and serves ● Poster board as a reminder to a group to watch out leave out of their community (for ● Markers for each other over the course of the example, disrespect, hurtful words, and so on) on the outside of the program. This version of a Full Value Contract being. can be used with programs that meet Ring Finger over a long period of time. The Represents a commitment made to This is a living, working document concept of building blocks or a the group. Each person has made a that the participants can take with pyramid is that together the group is commitment to do their best for the them or display in a place of impor- working on building a community program and to support other group tance to them. As the group members members.

9 and a stronger group. As the group works together they will discover more The Leader’s Role The Experiential Learning important things to add to their Cycle community. The leader’s role is to be a facilitator. Facilitation comes from the French Many learning models describe how At different times, group members word facile, meaning “easy.” Your role individuals learn through experience. add more to the Full Value Contract. as a facilitator is to make the learning Most have four distinct phases: For example, introduce the base of a process easier for your participants. experience, reflection, processing, pyramid on the first day, as the group You guide your participants through applying. The Experiential Learning is just forming. The group will be carefully planned activities, creating Cycle describes the various stages that creating norms to use throughout metaphors, and understanding the a group or an individual goes through their experience together. At the mid- feelings and needs of participants. after an experience. As a facilitator point of the group’s time together your role is to help your participants reintroduce the contract and ask One of the most important things for move through this cycle to learn and which learning experiences they would a facilitator to remember is that gain meaning from the experience. like to add, or perhaps goals that they facilitating a group is different from would still like to work on. As a part instructing them. Even if you have The experience can be anything! of a closing experience, the capstone little or no background with formally Experiences can be both positive and of the pyramid could include one teaching a group of people, falling negative, but from all experiences positive learning activity that each into an “instructor mode” during an participants have something to learn. activity can be easy. As you watch person had from the group experi- Reflection occurs within an individual. your group, you will notice things that ence. Facilitators can build reflection time are obvious to you about why the into their programs. This is a very The Puzzle Piece Full Value Contract group is—or is not—successful. Resist important aspect of the experiential is similar to the Building Blocks or the temptation to tell the group what cycle. Participants internalize the Pyramid. The facilitator incorporates you observed. Your role is to lead the experiences that they had and begin to the puzzle metaphor of each indi- group into its own exploration of see the larger meaning of these vidual being an important piece of the itself.—In fact, you may find that the experiences. group puzzle. The group can work on issues you felt were obvious and the puzzle at various points in time important don’t come up at all. That’s Processing can occur on an individual during the group process. okay, as long as the group is gaining basis or as a part of a larger group. insight through its own experience. The idea behind these Full Value Often in a teambuilding program, processing is part of a debriefing Contracts is to incorporate the The following are some thoughts on activity. Processing helps find the thoughts of many different individuals what makes a good leader: or the progression of one group over a meaning of the activity. ● Although you challenge people; period of time. The application of new knowledge is a your primary goal is to help people key piece to this learning model. The grow in a supportive environ- learnings from the experience have ment—help them “win.” been distilled through reflection and ● Everything you do should lead to processing. The participants begin to an enhanced sense of self-respect think about how they will apply what and team respect; if a “mistake” or they have just learned to future difficulty occurs, your job is to experiences in their lives. frame it as an opportunity to learn and improve.

10 The Experiential Learning Cycle Briefing the Activities

Experience Before you let a group begin an activity, you should give them a thorough introduction. This briefing provides the group members with the information they need in order to Application—Now What? Reflection—What proceed with an activity. A good briefing sets the stage for a positive experience. Whatever the scenario, the briefing should include the following: Processing ● Objective This explanation should be as clear and concise as possible. For example, in River Crossing (page The components of briefing and 48) one of the objectives is to get The Adventure Wave debriefing are examined in the the entire team from one “shore” to following sections. the other without stepping in the The Adventure Wave describes a “water.” An imaginative story line process that facilitators want to use to here adds a spark to the experience give a clear briefing (introduction) to and helps the participants buy into an activity or program, whether it lasts the task and the guidelines. Instead a few hours or many days. The of “water” the team could have to facilitator may participate in an navigate a poisonous peanut butter activity or may take on an observa- pit or a timeline for a current tional role depending on the needs of project at work or school. the group members and where they are in their stages of group develop- ● Guidelines ment. All activities and experiences The rules that govern what the require some debriefing, which is group may and may not do, when the participants begin to see the including an explanation of what learnings that can be drawn from an resources are available, what the activity. Even a simple game of tag can consequences are if the group have meaning to it: Did everyone have doesn’t remain within the guide- fun? lines, and any additional param- eters. Depending on the group members and the activity, you can allow them to set their own The Adventure Wave consequences and even to adjust Activity the guidelines slightly to enhance their levels of participation in the process.

● Safety Issues Briefing Debriefing Let the group know what the safety parameters are and charge them with keeping themselves and one

11 another as safe as possible is Sometimes stopping the action in an important. This portion of the Leading the Activities activity becomes necessary. The most briefing may include specific common reason to stop an activity is instructions on spotting, lifting, After you provide the group with the if the group has made or is trying a catching, and so forth. objective, guidelines, and safety suggestion. In some cases, you may considerations, your primary role want to step in when the process itself ● Clarification becomes that of an observer. This can is breaking down, or if the group Be sure to ask for any questions so be one of the most challenging parts repeatedly tries a solution that doesn’t that everyone understands the of facilitation because it requires you work well for them. In these cases, ask guidelines and consequences. to watch for the safety of the partici- the group to stand in a circle away pants, ensure that they are working from the activity and process what within the established guidelines, hold they have been doing. What is them to the consequences, and working and what is not? Ask them to observe their interactions. In some brainstorm some other considerations activities, such as Ball Toss (page 36) and to try the activity again. Do not and A What? (page 35) you will be try to solve it for them. physically involved; in others you will stand apart from the group.

Guidelines for Leading

Safety

Observe

Be flexible Be Let the activity and yourself happen! adjust

Challenge by Choice

12 Just as a group needs to participate in So What can the group learn from this Facilitating the Debrief icebreakers or warm-up activities experience? How can we connect what before getting started with more we just did in our teambuilding After group members experience an difficult challenges, the debriefing activity to the work that we do activity, they usually need some time activity has a sequence to the types of together as a group? Some other “So to reflect on what they learned and questions you should use. The debrief What” questions are as follows: how it can be made relevant to their sequence can be broken into three ● Was your role in this activity a lives. This is often called debriefing or parts: What, So What, and Now What. typical role for you? processing. The debrief can be a safe The first stage allows the group time where the group members members to review what happened, ● In this activity, you said you felt consider the activities they have the second stage helps them to see its ______. Do you ever feel that accomplished and the process that relevance, and the final stage allows way at work/school/home? How do brought them to their accomplish- them to think about ways they can you deal with those feelings there? ment. The facilitator’s confidence in relate the insights back to their lives. the importance of the debriefing helps These stages correspond to the ● What strengths did you bring to the process become a meaningful reflection, processing, and application this group activity? experience for the group. The skill is phases of the Experiential Learning ● What was something you needed like any other and must be practiced Cycle described earlier. and honored by both the facilitator from the group in this activity? The Experiential Learning Cycle can and group. The Now What addresses what the be simplified to What, So What, Now participants will do with their new Remember the following as you What. conduct the debrief: knowledge. Questions that might be TheWhat are the experiences that the used in the “Now What” portion of a ● Don’t be surprised by resistance. participants just had: debrief are as follows:

● Connect the discussion to the ● ● What dynamics did the group How can you use this learning at group problem-solving activities. observe in the activity? home/work/school? What are some obstacles to implementing what ● Train yourself to listen and observe ● What things did the participants you have learned? How can you what’s happening during an do well? overcome these obstacles? activity, and use examples from the

activity during the debrief. ● What things do they still need or ● What helped you accomplish your want to work on? goals? What will you need from ● Sequence the debrief so that it others to implement your plan starts easy and leads up to more ● What roles did the participants elsewhere? difficult issues that the group faced. take?

● If you were to develop a toolbox for Often you can turn an“instructional” school/home/work, what would be comment into a “facilitative” com- in there? ment by asking it as a question. Create open-ended questions rather than ● Now that you have tackled chal- ones that can be answered with a lenges in activities, what issues will simple “yes” or “no.” For example, ask you tackle at home/work/school? for specific examples of behaviors that led to the success of an activity. Participants become aware of how their specific actions affect the success of the team. Allow each person to share their own ideas and thoughts.

13 depict what happened during the ● Do you tend to be a follower or Experiential Debriefing activity. This should bring about a a leader? lot of discussion. ● In the last activity, were you a Teambuilding supports the notion talker or a listener? that by actually experiencing commu- ● Thumbs-Up ● Is it harder for you to ask for Upon the completion of an activity, nication, trust, support, and problem physical support or emotional ask the group a specific question solving, people learn better than by support? simply discussing these issues. The such as: same can be true during the debrief of You can then use these choices as a ● Do you feel that the group an activity. The following are sugges- springboard for further discussion. worked together as a team? tions for including some more ● Do you feel that the group com- ● Line Continuum experiential ways of processing into a municated well during this Mark two points in the dirt or on teambuilding activity: activity? the floor about 30 feet apart (or

● Dyads Processing ● Did you feel like you were a part mark a line connecting two points). At the end of the activity, ask each of the planning process? Each end point represents opposite person to find a partner with ● Or ask questions that specifically ends of the continuum. Group whom they did not work during relate to the group. members should place themselves the activity. Ask them to share two on the continuum depending on After you ask this question, the or three specific observations about how they felt regarding individual participants should answer with a the activity with one another. You or group characteristics of: thumbs-up, thumbs-to-the-side, or can do this as you move from one thumbs-down in relation to how ● Leader versus Follower activity location to another. Upon true they feel the answer is to them ● Talker versus Listener arriving at your destination, ask individually. A discussion may take ● Giver versus Taker them to share the similarities and place regarding the different thumb ● Planned More versus Planned differences about their discussions positions—simply ask why they Less with the larger group. answered that way. ● Safe versus Unsafe

● Postcard Debrief ● Forced Choice Select any combinations that are The facilitator needs to gather This activity allows people to look appropriate, or make up your own. postcards with various pictures at their roles or preferences with Once group members are in a conveying: leadership, communica- regard to one or more situations. In straight line and, you might ask if tion, surprise, happiness, discom- order to do the activity, first draw anyone disagrees with this order. Let fort, joy, risk taking, peer pressure, or make a straight line on the any group member who wants to friendship, competition, sexism, ground. Tell the group that you will change the order do so. This allows and so on. Upon the completion of be asking them a question (or more participants to rate themselves and an activity, lay the postcards out for than one). For each question, they see how others perceive them. You all the group members to see. Next, will need to make a choice. One can also ask group members to ask the participants to pick a side of the line will represent one reposition themselves according to postcard that they feel represents option, while the other side will where they would like to be on the something that happened with the represent the second option. Be continuum. group during the previous activity sure to stress that there are no right or during the day. Conduct a “go Discussion questions can include: or wrong answers. This activity around,” asking each member to How did you feel about the spot simply provides an opportunity to tell the group why they picked up you chose for yourself? What were see how others felt and how they that specific card. OR Have the your feelings in lining up? How did see themselves. Here are some group come to a consensus and you feel when someone moved you sample questions that you may choose one or two cards that best (if this happened)? Are there other want to use:

14 times you feel this way? Why did ● Object Representation ● Bull’s-Eye you put yourself where you did? If the project or activity involves Place an object, cone, or Koosh ball How far apart were your positions physically building or creating in the center of the circle. Ask the for where you are and where you’d something, ask each person to pick group members to place themselves like to be? How do you think you some part of the project with which close to or far away from the bull’s- could work toward getting to where they identify. Perhaps the color, eye, depending on how they feel you’d like to be? Keep things size, or object itself may represent about an issue relating to the focused in a positive manner. Ask some particular obstacle that the activity. For example: Did you take group members if they see any person encountered. Ask them to an active leadership role in this patterns in their positions. describe obstacles and how they activity? If you were to answer yes, overcame them using the objects as you would stand very close to the ● Drawing the Experience their guides. bull’s-eye. If not, you might stand a Ask each person to draw a picture bit back from the center. that represents some aspect of his/ ● Letter Writing her experience. Encourage creativ- Give each person a piece of paper ● Picture Postcard ity rather than artistic ability. and an envelope and ask them to For ages 10 and older. At the end Suggest that they keep the pictures write a letter to themselves explain- of a day together, circle up and find simple and use symbols from the ing what they gained from the a comfortable place to sit down. natural world to represent their experience. Have them address the Ask each person to reflect on the experiences. Ask each person to envelope and seal it. Collect the experience you all shared to find a partner and sit so that they letters and then mail them in a few gether—you might want to do a can communicate but not see one months as a reminder of the verbal run-through of the day so another’s papers. Have them experience. the participants can replay the describe their pictures to their images in their heads as you are ● Trust Statements partners without showing them the talking. Then, ask them to create You can do this activity as one large picture. The goal is for the other mental postcards. What picture group (7–12 people) or in smaller person to try to exactly duplicate would you put on the card—a groups (2–6 people). Give each their partner’s picture. Have them picture from the experience? Then, group member a pencil and piece switch roles and then discuss how turn the card over. Realizing the of paper, and ask them to complete close they came. This activity can limited space available, to whom the following sentence: “In order help people “feel” someone else’s would you send the card and what for me to trust a person or group, I experience through drawing what would you write in the space need them to ______.” they felt. This exercise stresses the available? After giving them a After everyone is finished, have all need for clear communication. minute to create the postcard, go members place their pieces of paper around the circle and share (what ● Group Poem in the center of the group, and then picture, to whom it would go, and Ask each person in the group to ask each person to pick up one of what you would tell them). Don’t come up with one word that them and read it aloud to the forget that passing is always an described the group’s process of group. After all of the pieces of option! (From www.fundoing.com) completing the activity. Organize paper have been read, allow the everyone’s words into a list and group to discuss any or all of the then ask each person to write a ideas written down. This is a great poem or story that includes all of way for people to share their true the words. Ask for volunteers to concerns without having to speak share their stories or poems. up in front of the whole group.

15 ● Physical Safety Safety Emphasize the importance of Spotting physical safety to the group. Ask Both physical and emotional safety group members to use behaviors Spotting is a technique that can help should be primary considerations as that are safe for themselves and for protect participants from serious you conduct your teambuilding the group, and to speak up if they injury should they fall during an program. In creating an environment are not comfortable with some- activity. The primary purpose is to where the participants feel secure, thing another person is doing or is protect the important parts of the please consider the following general about to do. Part of introducing body (head, neck, shoulders, and guidelines: each activity should include safety back) from contact with the ground or guidelines for participants. The any solid object if a fall would occur. ● Emotional Safety The purpose is to support, not catch, Introduce or review the philosophy specific safety considerations for the participant. If a participant falls, of Challenge by Choice. This each activity are listed in the the spotters reach for the torso, brace philosophy ensures that group activities section of this manual. themselves, and as gently as possible members willingly choose to As well as being an observer during support the head, neck, shoulders, and participate and challenge the activity, your primary responsi- back. themselves with the expectation bility should be to ensure that the that their choices will be supported activity is conducted as safely as Modeling the proper spotting tech- by the group. Anyone who does possible. This includes spotting all niques as you explain them to the not wish to participate in a particu- participants as they move on any group is important. Be sure to empha- lar way can be asked to play a elements that are above the ground. size that the group members should different role. Some alternative It may also involve clarifying the take responsibility for spotting one roles might include that of a rules regarding jumping, throwing, another and keeping one another as spotter, a quality-control person and so on. safe as possible. The following are who ensures that the group is some general guidelines for spotting sticking to the guidelines, or an during most activities: observer who can report back to ● Arms raised to meet the middle the group upon the completion of section (torso) of the person being the activity. spotted. Especially, when working with ● Feet should be at shoulders’ width younger groups, establishing a Full apart, with one foot slightly ahead Value Contract or “rules of con- of the other, knees slightly bent. duct” for the day may be necessary.

The group can initiate these; they ● Hands may be closed loosely to might include an agreement to prevent fingers from being bent or listen to one another, to avoid injured. making derogatory comments regarding gender, body size, and so ● If the distance between the spotters forth, and to be present and and the participant is small, the focused during the day. hands may remain open with the thumb held close to the palm.

● Eyes should be watching the participant at all times.

16 Chapter 3: Teambuilding Activities

Large Partner Swap Briefing the Activity/ Guidelines Description Group Ask the participants to choose a Big or Small Group partner—someone who is standing Indoor or Outdoor next to them or someone they do not Warm-Ups Partner Swap is a great activity to do know very well. at the beginning of a teambuilding ● Illustrate with your partner how program. This fun and straight- the pairs might switch places. You forward activity introduces the and your partner will just walk concepts of teamwork, trust, commu- around each other to switch places. nication, and thinking creatively. You The pairs may not use this way of can do this activity with small groups switching places. as well as very large groups. The goal

of this activity is to simply switch ● Instruct the participants that they places with a partner in as many have between 30 seconds and one different and creative ways as possible minute to switch places with their in 30 seconds to one minute. partners in as many different and creative ways as possible. Equipment Needs

● After the allotted time has passed, None ask the participants to spend about 10 seconds discussing their favorite ways to switch places with their partners.

● Quickly whip around the circle allowing each partnership to share their favorite way of switching places.

17 Quick Debrief ● On the facilitator’s count of “1, 2, Gotcha! 3, Gotcha!” the participants will try ● In this quick debrief, ask the group to do two things at the same time: members what it took to switch Description (1) their left hands will be attempt- places with their partners. Big or Small Group ing to grab the pointer fingers of ● Many of the responses will include Indoor or Outdoor their neighbors’ right hands while communication, teamwork/ (2) their right fingers will be working together, trust, thinking When you have a few extra minutes to attempting to escape the clutches of out of the box or thinking cre- spend with the small group as well as their neighbors’ left hands. atively, trying something new, and very large groups, Gotcha! is a fun Variations so on. way to maintain your participants’ interest and keep them focused on a ● Instead of “1, 2, 3, Gotcha!” try ● Highlight that these are just some positive, constructive, and—most telling a story using three buzz of the concepts that they will be importantly—fun activity! words such as challenge, trust, or working on while doing team- Equipment Needs teamwork. On these words the building activities. participants will attempt to do A nimble mind and quick fingers ● Encourage the participants to “gotcha!” understand that many of the Briefing the Activity/Guidelines ● Vary the people who do the activities they will be involved with countdown. during the teambuilding program ● With the participants standing in a circle, instruct them to put their have meaning behind them. Even a ● Vary the number sequence (for simple activity such as being asked left hands out with the flats of their example, “1, 5, 7, 10, Gotcha!”). to switch places with a partner has palms facing up toward the sky. meaning behind it. This hand should be placed about navel-level and to their sides, more or less in front of his/her left-hand neighbor.

● Once everyone has their hands palm-up and out to their left, ask them to point the first fingers of their right hands up into the sky.

● Here’s where things get a bit tricky. Ask the participants to put their right pointer fingers down in to the open palms of their right-hand neighbors.

● In other words, all participants will have their left hands out with the pointer fingers of their left-hand neighbors in them. And all partici- pants will have their right pointer fingers tip down in to the palms of their right-hand neighbors.

18 ● Once groups are formed, the Incorporations facilitator points to each group and Have You Ever? asks them to shout in unison what Description group they have formed. If another Description Big or Small Group group has the same category, have Big or Small Group Indoor or Outdoor the two groups merge and celebrate Indoor or Outdoor together. This activity promotes interaction and This activity offers an opportunity for laughter for large groups and consists ● After all groups have been identi- participants to learn more about one of participants incorporating them- fied, the facilitator shouts out another. One person in the middle of selves into groups according to some another type of division. a circle asks the other participants a category stated by the facilitator. Once question in the form of “Have you ● Lots of enthusiasm from the all of the participants have formed facilitator makes this activity high ever . . . ?” If the question applies to a smaller groups according to the stated energy and fun. participant, he/she should move to a category, the group celebrates their new spot in the circle. uniqueness and the diversity of the ● Some other suggestions for incor- Equipment Needs larger group. porations: eye color, hair color, color of shirt, state where born, One object for each participant to Equipment Needs favorite after school/work activity, mark their “spots” in the circle (carpet None favorite section of the newspaper, squares, pieces of wood, rings, chairs, favorite flavor of ice cream, favorite and so on) Briefing the Activity/Guidelines pizza topping, favorite sport. A good final incorporation is by birth Briefing the Activity/Guidelines ● Explain to the larger group that in month; when the groups have a moment they will be dividing ● Ask the participants to form a large into smaller groups according to formed, have them do the birthday circle around the facilitator. some commonality. For example wave. January begins by yelling out ● Give each person an object to stand “Divide yourselves into groups their month followed immediately on to mark their spots in the circle. according to your favorite season!” by February, and so forth. Or to save time, you can arrange At this time, all the people who the objects in a circle prior to the enjoy summer get into a group, arrival of the group. You can also winter lovers do the same, and so use a circle of chairs. on.

● The facilitator explains that he/she ● Begin with easy categories (groups will be asking a question that is of four, six, by seasons, color of true for him/her in the form of shirts) and progress to more “Have you ever . . . ?” If this difficult categories (one’s requiring question applies to someone in the more communication) like favorite circle, that person must find a new, pizza topping or outdoor activity. unoccupied spot to stand. You ● The facilitator should emphasize should emphasize that each person that the groups be distinct and should go across the circle to find a separate from one another so they new spot; discourage them from can be easily identified. moving to a spot right next to them or back to their starting positions.

● The first few questions should be something that is true for most of

19 the participants. Some examples: What to Look For Have you ever flown in an airplane? Wobble, Wobble ● If participants ask personal or Been out of the country (Canada offensive questions, encourage Description counts!)? Won an award or prize? them to get back to appropriate Big or Small Group ● The facilitator should initiate three questions. Indoor or Outdoor or four “Have you ever . . . ?” ● When you sense that people have questions. When the group has a begun to get bored, end up in the This wild and crazy variation of the good idea of how the game is middle on purpose and then old game Rock, Paper, Scissors played, the facilitator can find a congratulate them on their partici encourages participants to become place to stand in the circle. This pation. comfortable with one another by will result in a participant being allowing them to look silly and have stuck in the middle. This partici- Safety fun together. The “winners” of each pant must then ask a “Have you session evolve through several stages, ● Once participants realize that they ever . . . ?” question. Remind him/ might end up in the middle, they from an egg to an ultra being. her that the question he/she asks will probably start to run and push must be true for him/her. Equipment Needs in order to find an unoccupied A lot of eager and enthusiastic partici- ● This activity can continue as long spot. For safety reasons, this should as it is still fun for those participat- be strongly discouraged. If running pants ing or until time becomes a or pushing does occur, require that Briefing the Activity/Guidelines limiting factor. they walk across the circle. ● The facilitator should review the ● Some other questions you might rules of Rock, Paper, Scissors with try: Have you ever been in a the group, just in case some parade? Performed CPR in an participants don’t know this old attempted life-saving situation? favorite. There are three hand Written a letter to the editor? Been motions: “rock” is represented by a to a high school reunion after 20 closed fist, “paper” by an open years? Stayed up all night studying/ hand, and “scissors” by using your working? For even more great ideas index and middle fingers form a see pages 142–156 in Bottomless “V.” On the count of three, each Bag by Karl Rohnke (Kendall/ person displays one of these three Hunt, 1994). hand gestures. To determine who wins, use the following: rock beats scissors, scissors cuts paper, and paper covers rock. If there is a tie, have them shoot again—that’s rock, paper, scissors!!

● Enthusiastically demonstrating the activity as you explain the rules is important. People are generally leery of trying it at first, but usually jump right in when they see the facilitator having so much fun!

20 ● Everyone in the group begins in a Debrief Issues crouched “egg position.” The Who Am I? ● Competition: Win/win versus win/ sound that eggs make is a high- lose philosophy Description pitched “wobble, wobble, wobble.” ● Inclusion: Big or Small Group ● The eggs wobble around and find Importance of inclusion at all Indoor or Outdoor another egg to compete in Rock, stages of an activity/project. For Paper, Scissors. The winner of the example in a workplace there This fun icebreaker works well with shoot-out becomes a chicken; the may be older people (dinosaurs) big or small groups. Every participant loser stays an egg. Chickens stand and younger people (eggs). How has a sticker with a person or up, flap their wings, and make can these two groups work well to character’s name placed on his/her chicken sounds. Chickens compete gether? What problems may arise back. The participant is not told who with other chickens in the shoot- and why? the person or character is on his or her out. The winner of the chicken back. Instead, the participant must shoot-out becomes a dinosaur; the mingle with other participants and loser goes back to being an egg. ask’“yes” or “no” questions as he/she The dinosaurs walk around tries to determine “Who am I?” growling with their arms over their heads and compete in the shoot- Equipment Needs out with other dinosaurs. The Label stickers that are pre-written with winner of the dinosaur shoot-out the name or a person or character. The becomes an ultra being; the loser person or character should be within a goes back to the chicken stage. The category and a person that everybody ultra beings move to the sidelines knows: actors, cartoon characters, and cheer on the other competi- super heroes, athletes, and so forth. tors. Briefing the Activity/Guidelines ● The shoot-outs continue, eggs with eggs, chickens with chickens, and This activity is more difficult than it so on; winners advancing, losers seems. So, keep the characters simple. digressing until all that are left are ● Place the stickers on participants’ one egg, one chicken, one dinosaur, backs. and many ultra beings. ● Tell the participants that they are ● Review once more the order: eggs “cartoon characters” or whatever become chickens, chickens become category you have chosen. dinosaurs, and dinosaurs become ultra beings. ● Do not allow anyone to outright tell the participants “who they are.”

● Participants may ask up to two “yes” or “no” questions at a time to a single person as they try to guess who they are.

● After one or two questions, partici- pants must then ask another person a question.

21 ● Everyone must be mingling as they Level I try to figure out who they are. Fun with Trash Balls ● Have the person with the ball start

● Once participants finally figure out Description by saying his/her name loud and who they are, they can put their clear. Then ask him/her to toss the Big Group: 15+ stickers on their front sides and ball to someone else in the circle. Indoor or Outdoor continue to answer other’s “yes” or When the ball is caught, the “no” questions. This interactive series of activities help catcher should say his/her name participants learn one another’s names loud and clear. Have the partici- ● Some people may get stuck and while encouraging fun and laughter. pants continue tossing the ball and need some help. As time runs out, Watch out because trash balls will be saying their own names until you may allow them to ask more flying in all directions, keeping all everyone has had a chance to hear specific questions. participants on their toes! the names at least twice. Example Equipment Needs ● Continue with the ball toss—only ● Leader places the name “Donald this time have the entire group yell ● Trash balls and trash boulders— Duck” on my back and tells me out the name of the person catch- you can construct trash balls and that I am a cartoon character. ing the ball. Allow this to continue boulders using newspaper, plastic until it seems that all participants ● I go up to the first person I see and grocery bags, and tape. For trash are actively involved in the excla- ask, “Am I a monster?” balls, wad up newspaper to make a mation of names. If you’re doing basketball-sized ball. Then stuff the this in an inside space, be prepared ● The person says, “No.” newspaper into a plastic bag and to plug your ears because the room ● I ask the same person, “Am I a cat?” use tape to hold the ball together. A gets pretty loud. trash boulder is simply a trash ball ● The person says, “No.” about three times larger than a ● Finally, it’s time to test how many regular trash ball. For trash boulders, names each person remembers! ● I then approach another person you will need larger plastic bags. Before throwing the ball, the and ask, “Am I an animal?” thrower must say the name of the ● You should have enough trash balls ● The person says, “No,” because I person to whom they’re throwing. or boulders on hand so that there is am a bird. at least one for every two people. ● Add more balls to each circle until ● I then ask another question until I there is one ball for every two ● If you do not have enough time to figure out who I am. people. Participants will be getting make trash balls/boulders, any soft hit with balls from all angles, there objects can be used. will be a lot of laughter, and Briefing the Activity/Guidelines chances are it will be very loud— these are all normal observations. ● This activity works best with groups of 15 or more because there is more opportunity for interaction and movement.

● Have the large group divide into equal-sized circles of about 8–12 participants. Toss one ball to each circle.

22 Level II Level III ● Have them start this second sequence with a different person so ● The fun begins now! Participants ● The next sequence is slightly more that differentiating it from the first continue saying the names of the complex and involves some concen- is easier. Repeat the steps listed people they are throwing to, but tration and coordination by all above until all participants are now there are commands that affect participants. To begin, give each comfortable with sequence II using how the participants will toss the circle one trash ball. By tossing the multiple trash balls. Again, empha- balls. The commands are cross over, trash ball they should establish a size the importance of remember- switch back, and scatter. Introduce pattern so that all participants in ing to whom they toss the ball and these commands one at a time to the circle catch the ball once. Tell from whom they receive it. give each person and the group the them that you will be referring to

chance to practice. this sequence as “sequence I” and ● To make sure they really have the that it’s important that they sequences down, have each circle ● When they hear “cross over,” all remember to whom they toss the show you their sequence I and participants holding a ball should ball and from whom they receive sequence II patterns with one trash cross to the other side of their own the ball. ball. circle and then continue throwing

the balls while saying names. ● To start, have everyone put their ● Participants should now have two hands up ready to catch the ball. As sequences memorized. Now it’s ● When they hear “switch back,” all each person catches the ball, have time to confuse them! Explain that participants holding a ball should them lower their hands so that it is you’ll be introducing some com- move from their circle to a spot in obvious who has not yet caught the mands as they toss the ball. The the other circle and then continue ball. The sequence should begin commands are sequence I, sequence throwing the balls while saying and end with the same person. II, and cross over. names. Since this is their first Encourage them to continue using opportunity to mix with a new ● names of the people they toss the When they hear “sequence I” or group, encourage them to ask the ball to as they toss the ball. “sequence II” they should go names of the new people. Give immediately into that new se- them some time to learn these new ● Have the participants practice this quence starting with the person names before calling another sequence a few times. After you’re who has the ball when the com- command. sure they have it, add more trash mand is said. balls that have to be tossed in the ● When they hear “scatter,” all ● same sequence to each circle until Add some trash balls now until participants should scatter through there is about one ball for every there is one ball for every two out the room and continue throw two people. people. ing the balls to anyone while saying ● Now you can reintroduce the “cross names. People must, however, stay ● Ask each circle to put down all where they are standing. This is a trash balls except one. Tell them over” command from before. When blast! By this time everyone should that they will now be creating a they hear that command, anyone know one another’s names. new sequence but that they should holding a trash ball should move still remember the original one. across their own circles and You will be referring to this new continue with whatever sequence sequence as “sequence II.” As with was being used. sequence I, remembering to whom ● Play around with calling out they toss the ball and from whom “sequence I,“sequence II,” and they receive it in this new sequence “cross over.” As long as people are is important. having fun, you might try throwing in a “reverse,” or be creative and make up your own commands!

23 4. Share with your group members a Briefing the Activity/Guidelines Chaos! hero that you have and why that ● Divide the large group up into person is a hero to you. Description smaller groups of 6–10 people. 5. If you could have a conversation Big Group ● Pass out a piece of paper with the with anyone in the world through- Indoor or Outdoor guidelines listed for each com- out all of history, who would it be mand. This interactive game allows for lots of and why? Please share your answers people to interact within small teams with the members of your small ● Instruct the groups that the leader all at once—hence “Chaos!” Chaos group. will be calling out a number. Once can be done with any amount of they hear the number, each small 6. Who has the oldest living relative people, but it’s best to have at least 30. team must do the action listed in your group? The youngest? Who The large group needs to be divided under that number on their has traveled the farthest? Who has into smaller teams of 6–10 people. instruction sheets. the smallest shoe size? The largest? Once the smaller teams are estab- What other fun things can you lished, each will be given a piece of share about yourselves? paper with several commands listed. During the activity, each of the small 7. Within your group agree on a groups will be doing one of the favorite dessert (ice cream, apple commands at different times, provid- pie, brownies, and so on) and then ing for true chaos, lots of laughter, announce this loudly to the whole and fun. group (example: “We LOVE chocolate mousse!”). Repeat for Equipment Needs your favorite season and your Enough lists with descriptions of favorite free-time activity. commands for each small group 8. Planes, trains, and automobiles! Examples for lists: Decide which mode of travel your group as a whole prefers most. 1. Choose your favorite holiday song Using all your group members, and sing this loudly to the whole demonstrate this mode of travel in group. and around the other groups. 2. Without speaking, arrange your selves by order of your birthday— month and day only (do not include the year). When you are done, sing “Happy Birthday” (LOUDLY) to the person who has the closest birthday to today.

3. Work together to attach a clothes- pin to a member of another group without that person knowing. If you have more time, try to attach another clothespin to a different person.

24 Variations Small Partner Tag ● If the boundary area is small or if Description you question whether the group Group can keep one another safe, require Big or Small Group that everyone walk rather than run Indoor or Outdoor to tag their partners. Warm-Ups Everybody grab a partner! This Safety activity is a great one to play with any size group. Each participant is trying ● Tags should be made below the to tag his/her partner. Once the tag armpits. No head shots! has taken place, partners switch roles. ● Make sure the playing area is free of Briefing the Activity/Guidelines obstacles.

Establish a boundary free of obstacles ● Caution participants to be careful and large enough to allow easy when they are running. People will movement by all participants in the be moving fast in all directions and group. collisions are possible.

● Have each participant find a partner; if there is an odd number the facilitator gets to play. Yippee!

● Have participants decide who will be “It” first. To start, the people who are”“It” make a 360-degree turn and then pursue their part- ners. Once they tag their partners, their partners will make a 360- degree turn and become “It.” This continues until the energy level goes down or time becomes a limiting factor.

● You may wish to stop the game after a few minutes and have participants pick new partners. Then play again!

● If participants go outside the boundary, they are automatically considered tagged and become “It.”

25 Briefing the Activity/Guidelines Maps of the World Swat Tag/Mosquito Tag ● Explain to the group that the shape Description on the floor is the United States. Description

Small Group ● Ask the group a question. For Big or Small Group Indoor or Outdoor example: Where do you want to go Indoor or Outdoor to college? Maps of the World is a great activity This tag game is a great energizer that to help people get to know one ● The participants should then can get the whole group interacting another as they hear about each other’s decide where they would like to go and having fun together. Be very, very, dreams or experiences in specific to college andphysically stand careful because the mosquitoes that places around the United States or there. For example, if I wanted to dwell in the woods are on the prowl. even the world. This activity involves go to Penn State, I would find If stung, your body will become rock creating a’“map” on the floor or where I think Pennsylvania is on solid! ground using a long rope or tape. the map and then stand where I Equipment Needs Having the facilitator create an outline think State College might be. of the United States on the floor/ (Many people might not have good ● Open space free of obstacles ground large enough for the whole geography skills. That’s okay; tell group to stand inside is easiest. Of them to guess or ask somebody.) ● Foam “boppers” like a swimming course, people may also stand outside pool noodle or some other soft, ● Now that everyone is standing in a in other countries as well—though flexible tubing such as pipe insula- location, the facilitator should ask they may be imaginary because the tors each person where they are and outline has not been created. why they want to go to school Briefing the Activity/Guidelines Equipment Needs there. ● The facilitator should create an interesting story describing the tale ● A long rope or masking tape ● One at a time, group members will share this information with the behind the giant mosquitoes in ● Open floor space or open area group. Pennsylvania. outside Variations ● One or two participants (more for a large group) will be mosquitoes ● Ask two or three questions to during the activity and be equipped lengthen the activity and learn with foam boppers (proboscis). more about the group members. ● The remaining participants try to Question Ideas avoid the sting (tag) of the giant mosquitoes. As participants are ● If you could go anywhere on your dream vacation, where would you stung (tagged by a foam bopper), go? they must stand in the spot where they were tagged until freed by ● Where is one of the coolest places untagged participants. you’ve ever been? ● Tagged participants can be freed by ● What is your family’s ethnic origin? untagged participants when two

26 untagged participants clasp hands Variations around the tagged participant. Add-On Tag ● You may wish to have three When they are joined around the Description permanent boundaries and one tagged individual, they must jump mobile boundary (the facilitator up and down three times while Small Group can be the fourth boundary). This repeating the words “mosquitoes Indoor or Outdoor way, if the beginning chain is slow don’t exist” three times. At this and having a hard time tagging, time the tagged participant has This high-action thriller is sure to be a you can move in and make the been saved and can try to avoid the hit with any group. In this activity playing space smaller. As the chain deadly sting of the mosquito again. you will observe people chasing, being chased, and bopping (below the grows, you can move out to expand ● Before beginning the game, set armpits of course). It is a great activity the field. boundaries appropriate for the size to start the day by getting everyone Safety of the group. For fewer participants warmed up and having fun. use only one mosquito (bopper). ● Be very observant to how the chain For larger groups (greater than 25), Briefing the Activity/Guidelines of boppers maneuvers around the you may wish to have two partici- playing area. Some people may run ● Establish a boundary free of pants carry boppers. obstacles. fast and drag others behind them. The chain may take a quick turn ● The game can continue as long as it ● To begin, have two people volun- creating a “whip effect” at the end. still appears fun. You will have to teer to be “It.” They will clasp When the chain gets longer, the begin again if the mosquitoes are hands, and in their free hands they two ends may decide to go in successful in stinging (tagging) all will carry boppers. They will use opposite directions; this could participants. Also, you may wish to the boppers to tag other partici- cause some problems for those in change mosquitoes during the pants who are scattered within the the middle of the chain. If you see game to give others opportunities boundary. a potentially dangerous situation, to chase and tag. stop the activity immediately. ● Once tagged, the participant must ● If participants run out of the join the two chasers by clasping ● Do not allow participants to run established boundary, they auto- hands with one of them and taking through the middle of the chain to matically become “frozen.” the bopper. The three can then run avoid being tagged! Safety around and attempt to bop other participants. This bopping contin- ● Make sure the playing area is free of ● Make all participants aware of the ues until most participants have all obstacles. hazards in the boundaries such as been tagged and a long chain of ● Emphasize that all bopping should rocks, trees, stumps, gardens, people has formed. take place below the armpits. No telephone poles, and so on. head shots! ● If participants run out of the ● Emphasize that all tags should be boundary or attempt to run made below the armpits. No head through the middle of the chain, shots! they automatically are caught and must “add on” to the chain.

● The chain must be all connected for the tag to count.

27 Variations Adventure Name Game Hi, Lo, Yo ● After everyone has a turn, point to Description a person in the circle and have Description everyone demonstrate his or her Small Group adventure name. Small Group Indoor or Outdoor Indoor or Outdoor ● You may want to take out the Need a fun activity to learn names? adventure part and have them This game is fun, interactive, and has This activity is great—very active and simply share an action for some lots of laughs. It can be a great incorporates a lot of individual thing they like to do such as energizer between activities or useful if creativity. shopping, cooking, fixing cars, and you are waiting for another group. Participants stand in a circle and use Equipment Needs so forth. hand motions, while verbally continu- An open and flat surface What to Look For ing the sequence “Hi, Lo, Yo, Hi, Lo, Yo” and so on. Briefing the Activity/Guidelines ● If you do this activity at the beginning, you will have the Equipment Needs ● To begin, have the group form a opportunity to assess your group. loose circle. You should be able to see things An open and flat surface such as who the risk takers are, who ● Ask each person to think of a word Briefing the Activity/Guidelines the followers are, who the come- and action that describes some dian is, and so on. ● Explain to the group that each adventure activity that they enjoy. participant will be responsible for Safety ● Have a participant volunteer to continuing the Hi, Lo, Yo verbal sequence throughout the course of start and ask him/her to demon- ● Some people may incorporate very strate by saying his/her adventure vigorous actions into their adven- the activity. Each word has a word followed by his/her name. For ture names. Caution those who corresponding hand motion. For example, if someone enjoys run- may not be able to mimic these “Hi,” participants place either their ning, he might run in place while actions. left or right hands flat open under saying, “Running Mike.” The their chins. For “Low,” participants entire group then repeats both the ● Emphasize that the actions people place either their left or right hands action and the name. As the choose should be appropriate so flat open across their foreheads. For facilitator, you will have to encour- that all participants can do them. “Yo,” participants put their two age this in the beginning. For example, no back flips. hands together and point to another participant in the circle. ● Continue around the circle, having Have all participants practice the the person to the left go next. After sequence with hand motions, they share their actions and names, following the facilitator’s lead. the group begins by saying and doing the first person’s adventure ● Next, explain that using the hand name followed by the second motions, the participants in the person’s adventure name. This circle will continue the sequence. continues until all participants have Start with one person, that person had an opportunity to share their will say, “Hi,” with the correspond- adventure names and actions. ing hand motion. The hand that the person uses will determine the ● As a facilitator, many will look to direction the sequence will con- you for leadership and help with tinue. For example, if the first the names.

28 person uses his/her right hand, his/ What to Look For her fingers will be pointing to the Interview ● Participants may be confused on left; therefore, the sequence will how the use of the right or the left Description continue to the left and that person hand determines the direction of will say, “Lo,” with the correspond- the sequence. Small Group ing hand motion. If this participant Indoor or Outdoor uses his/her left hand, fingers will ● Hecklers might not do their job. be pointing to the right and the Instead they may huddle together You can use this activity to acquaint sequence will continue to the right. and just watch. They should be members of a newly formed group or encouraged to make some noise— help an intact group learn more about ● The game of “Hi, Lo, Yo” is this is the best part of the game. one another. All participants interview intended to be fast moving—so their partners using their own ques- encourage participants to continue Safety tions or ones that the facilitator the sequence as fast as possible. assigns. After the interview process, ● Encourage people not to yell too This can create confusion. If a loudly, especially into each other’s each person is introduced to the group participant hesitates, uses the ears. by his/her partner. By learning more wrong hand motion, yells out the about one another, the group becomes wrong word in the sequence, or is Debrief Issues familiar with each other, thus estab- just too darn slow, all participants lishing trust. in the circle stick out their thumbs ● Communication: (like hitch hikers) and yell, “You’re What were the barriers? How did Equipment Needs the hecklers disturb the sequence? outta here!” As with all activities, Paper and pencil, but it can be done everyone should be involved for the ● Fun: without duration of the game. Those What is the purpose and need for Briefing the Activity/Guidelines “ejected” from the playing circle fun and laughter? have a very important role: they ● Ask people to pair up with another ● Cooperation: become “hecklers.” The heckler’s person in the group whom they How do the hecklers affect the duty is to move around the outside don’t know very well. If the group activity? What type of distractions of the playing circle while attempt- has an odd number of people, you do you have at school or work? ing to disrupt the sequence and should partner with someone in the mess up others. group.

● Continue playing until only two or ● Ask each person to develop two three people remain in the playing interview questions that they’d like circle, leaving the remainder of the to ask their partners. The questions people on the outside creating a lot can deal with anything about that of chaos. Then start over or come person, but shouldn’t be too back to the activity later in the day personal. Encourage them to be to pep up the group. Have fun! creative in designing their ques- tions.

● Make sure that you tell the partici- pants that their answers will be disclosed to the entire group.

29 ● The following are some sample Variations What to Look For questions you might want to ● Give each pair a ring or aerobe to ● Some people have better memories suggest: throw to one another as a way to than others. After the interviewers ● What do you want to be most move down the trail. Encourage share their information, allow the remembered for? them to toss the ring so it encircles interviewees to add or correct any ● What is your proudest accom- the hands and arms of their information that has been shared. plishment? partners. They can only move ● Some participants, especially ● If you could be any animal, what forward to catch the ring from their younger ones, may have a hard would it be and why? partner. ● What person, not related to you, time sitting still and being quiet has had the most influence on ● If there are specific things that you during the sharing. Remind them your life? How? think the group would benefit from that while someone is sharing, ● Make up a book title to describe knowing, you may want to set one everyone needs to listen. your life. Why did you choose or two of the interview questions Safety this? yourself. For example: ● How would your best friend ● People may disclose personal ● What career are you interested describe you? information in their interviews in pursuing? ● What was your most embarrass- without realizing that it will be ing moment? ● What organizations do you shared with the entire group. Be ● If you could go anywhere in the belong to and why did you join? sure to stress at the beginning that world without worrying about ● what they discuss with their time or money, where would If they know one another, ask them partners will be shared unless they you go? Why? to share one thing that they don’t think anyone in the group knows ask otherwise. ● If you could invite anyone to dinner, who would it be? Why? about them. ● Watch out for the emotional safety ● What is your earliest memory? ● Another option for a group that of people as they are introduced. If ● Who would you pick to play knows one another well is to ask someone shares something personal your life in a movie? Why? them to introduce one another and you sense that the interviewee ● While walking to your next without first doing an interview. is uncomfortable with having that activity, have the pairs conduct information disclosed, check in their interviews. At the halfway Have the group form a circle. Ask with the interviewee and ask if he/ point, ask them to switch and someone to start by introducing ask the other person their another person in the circle. Have she would prefer that we move on. questions. him/her say the name of the person Debrief Issue and as much information as he/she ● Have the group sit in a circle. Ask knows about them. The person ● Trust: for a volunteer to start, or you who was introduced goes next. As Comfort in disclosing personal could simply go around the circle. the activity continues, the tension information about oneself to the Ask them to introduce their mounts since the least-known group. partners by saying their partner’s members are usually last. Allow the name and some of the information interviewees to correct any misin- that they found out during the formation or add more facts if they interview. want. Finding out how little we ● As a facilitator, this is a good time know about people we spend lots for you to memorize the names of of time with is amazing. the participants in your group. You may even want to unobtrusively write down their names for future reference.

30 Briefing the Activity/Guidelines People Bingo Special Friend ● Create the bingo cards in advance. Description Be sure to have one for each Description participant. Questions cards can be Big or Small Group the same or varied with different Big or Small Group Indoor or Outdoor questions. For example, has a Indoor or Outdoor This activity is great for getting people unique scar, has been to Disney This activity brings closure to the day to mingle with one another. Each World, has run in a race, loves the by allowing members to share their member of the group should receive a color purple, has more than two observations of the positive qualities “bingo card.” In each square of the siblings, likes to draw. and contributions of their team grid is a simple question or statement. members. Each person observes one ● As the participants find people who The card holder must mingle around can answer the questions, they other person throughout the day and with group members and find a must get that person to put his/her then shares these observations as the person for whom the statement is true signature or initials in the box. last activity. or a person who is able to answer the Equipment Needs question. The goal is to complete the ● The participants should mingle entire card. until their cards are complete. Small slips of paper and a pencil for Ensuring that most people have each participant Equipment Needs their cards complete—as opposed Briefing the Activity/Guidelines You can create the bingo cards on to turning it into a competition—is best. scrap paper or you can type up and ● Give each person a slip of paper print them (see appendix for an and pencil. ● You may set up guidelines such as example). Create questions that you “you may only have one person’s think are appropriate for the age ● Ask them to write their first names signature a total of two times.” This group. Each person should get a card (and last names if there are dupli- guideline keeps participants from and a pen or pencil. cate first names) on the paper and hanging out with only one or two fold it in half. people the entire time. Create guidelines based on group size. ● Collect the paper and pencils. You may want to ask for someone to ● You may also decide whether you volunteer a hat for collecting the want participants to complete their papers. entire cards or just five squares in a row—like BINGO. ● Walk around and have each person pick a name from the hat, keeping Debriefing the identity of the person they

● When the activity is complete, get choose a secret. the group to stand in a circle and ● If someone picks his/her own share one or two interesting things name, have them replace it and they might have learned about pick again. somebody through this activity. ● Tell the group that you are going to give them the opportunity to observe the positive contributions that their teammates make during the day. The idea of being watched makes people nervous, so remind

31 them to only observe activity- Variations What to Look For related things, not how they ate ● Including yourself in the Special ● Ensure that throughout the day, lunch. Ask them to notice specific Friends activity gives you the people keep the names of their ways that their “special friends” opportunity to share first, thus special friends a secret. helped the group accomplish its setting the stage for the types of goals. Emphasize that this is an ● If the group doesn’t know one comments you’d like them to share. attempt to “put up” rather another well, go around the circle than “put down” people, so you ● Not including yourself allows and have everyone say their names want them to look for only positive members of the group to hear from once more so everyone can be sure contributions. one another rather than from of whom they should observe. someone who is not in their intact ● At the end of the day, allow for at team. least 15 minutes to go around the

circle asking for each member to ● Allow the people to share their share observations of their special observations first and then reveal friends. their special friends or vice versa. You may also ask the group to guess ● You can ask for a volunteer to go whom the person is describing. first and then allow his/her special

friend to go next, thereby having ● Celebrate and acknowledge each the sharing process facilitate who person who has been “put up” by goes next. thanking them for their effort.

32 Variations Level I Inner Tube Pass (Circle the Circle) ● You can also do this activity for a timed record. Description Activities ● After the team successfully rotates Small Group two large hoops, try it with two Indoor or Outdoor smaller ones or try a bicycle inner tube for an even bigger challenge. This activity physically connects a group. The goal is to pass a hoop or What to Look For tube around a circle without breaking ● If you didn’t give them any hints the hand-in-hand chain. on how to solve the activity, you’ll Equipment Needs probably initially observe a lot of questioning about how it’s even ● 2 hula hoops of different sizes possible to do. Fairly quickly someone gets the idea and the team ● A bicycle inner tube is off and doing the activity. Briefing the Activity/Guidelines ● People will laugh a lot as they ● Ask the group to form a hand-in- squirm and wiggle through the hand circle. hoops.

● Place two large hoops between two ● Some people may feel a bit nervous people (resting on their grasped regarding body size. Use good hands). judgment with the size of the hoops. Everyone should be able to ● Tell the group that their goal is to move the hoops, in opposite fit through the largest hoops. directions, around the circle. Safety

● The group cannot break the hand- ● Be sure to spot people as they move in-hand circle during the through the hoops. activity. ● Encourage people to help one ● Pretty quickly, people will figure another in order to make the out that in order to pass the hoops passing as safe as possible. they will need to climb through them and then help their partners ● People with back or knee injuries do the same. may not be able to do the bending and stretching necessary for this ● Keep encouraging the participants activity. while the hoops are passed. Then celebrate the team’s success once the hoops are back to their starting places.

33 Debrief Issues Briefing the Activity/ Mix and Match Guidelines ● Competition: Seeing the group’s response when Description ● Give each player a 3 x 5 card and a you ask,’“Who won?” after both marker. hoops have circled the circle is Small Group: 15–30 ● Ask them to secretly write a vowel interesting. The team soon realizes Indoor on one side of the card—nice and that the entire group must work You can use this activity as an ice- big—and a consonant on the other together for the problem to be breaker or level I activity. This activity side (any two letters they want). successful. Everyone wins! is a lot like the popular game of Scrabble and is a great way to get ● When everyone is ready, ask them ● Communication: to get into groups of three or four How did people know what to do people working together. people. To make a valid group, the when it was their turn to pass the Equipment Needs players have to match their cards hoop? What types of communica- up in some way (they can use either tion did they use? ● More than 30 3-inch-by-5-inch note cards (colors are nice), or pa- side of their card, but not both at ● 1 the same time)—spell a word, Teamwork: per (8 /2 inches by 11 inches, cut Was this an individual challenge, into quarters) letters in a row, make up a new team challenge, pairs challenge, or word, whatever way the group can all three? Why? ● Colored markers justify its existence.

● An low-wind, open area that is ● Now ask the group to arrange all inside or outside to lay down the the cards (either the vowel or cards consonant side) into words (real ones this time). Target Group

● Every word must be attached in Anyone able to spell words (or others some way to another word—like a can help those who are still working big crossword puzzle. on it)

Time Range ● You can give out some wildcards, but everyone in the group must 10–20 minutes agree on the wildcard letter.

34 Debrief Issues ● Hand the object to Toria and ask A What? her to begin the process with the ● What letters did you choose? Any person to her left. reason why you chose them? Description ● Toria then turns to Mike and says, ● Did we discover any new words? Big or Small Group “Mike, this is a brown bucktooth Indoor or Outdoor ● What was hard about the activity? beaver.” This activity demonstrates various ● Once your card was used, what did ● Mike asks Toria, “A what?” She aspects of communicating effectively you do? then turns back to you and asks, “A and points out some common com- what?” ● Was there a leader in the process? munication barriers. Participants pass two objects in opposite directions ● You reply, “A brown bucktooth ● How was the leader appointed? around a circle. Before they pass the beaver.” She turns to Mike and objects, participants ask and answer a says, “A brown bucktooth beaver,” ● What/Who was helpful during the activity? question regarding the object. Similar and hands the object to Mike. to the children’s game Telephone, the ● Explain that they will continue to ● How did you choose to fit in? message sometimes takes on new pass the object left until it returns meaning, and frequently someone Resources to you and that the “a what?” forgets which direction to pass or question and the answer returned Eugene Raudsepp. Creative Growth speak. Creative objects and clever to the passer must travel back to Games. New York: Jove, 1977. names make this a really fun activity. ISBN 0-1562-2735-5. Out of print. you each time before they may pass Equipment Needs the object. Chris Cavert and Laurie Frank. Games Choose from things such as puppets, ● Take the object back and demon- (and other stuff) for Teachers: Activities stuffed animals, rubber squeaky toys, strate with the second object, only that Promote Pro-Social Learning. or other objects that allow clever, Oklahoma City: Wood N Barnes, this time passing it to the person to tongue-twister names. Choose names 1999. your right. with the same beginning sounds so ISBN 1-8854-7322-2. that participants have a chance to ● After you feel the entire group laugh. understands the sequence, begin by passing the first object to the left Briefing the Activity/Guidelines and the second object to the right.

● Ask the group to form a circle. ● Your task is to remain a part of the circle and announce the objects’ ● Explain that you are going to pass two objects around the circle, and names each time the “a what?” that as the objects are passed, you question comes back to you. will tell the group what they are.

● Turn to the person to your left and tell him/her what the object is: “Toria, this is a brown bucktooth beaver.”

● Have Toria ask you, “A what?” Then repeat the name of the object for her, “A brown bucktooth beaver.”

35 Variations ● Before throwing the object, you Ball Toss I—Group Juggle must say the name of the person to ● Stop the activity after the objects whom you are throwing. This pass one another in the circle, Description person then says the name of especially if you have a large group. another person across the circle and Otherwise, the activity can take a Small Group: Max. 20 throws the object. lot of time. Indoor or Outdoor

What to Watch For This activity emphasizes the impor- ● This throw-and-catch action tance of communication and an continues until everyone in the ● People will frequently forget to pass individual’s contribution to a group circle has thrown and caught the the “a what?” question back around goal. It involves tossing a ball (or object. The sequence should start the circle and may need gentle other soft throwable object) from one and end with you. reminders. participant to another across a circle, ● Emphasize that each person has to forming a pattern. Without the ● Watch the person who is lucky remember to whom they threw the group’s knowledge, the facilitator will (unlucky?) enough to have both ball and from whom they received then add more objects to the pattern objects passed to them at the same it. time at the cross-over point. How so that the group attempts to juggle flustered is he/she? Do the people the objects between them. A further ● To facilitate this throwing/receiving around her/him help? goal may be to have the group juggle process, ask each person who has all of the objects at once. not yet received the ball to hold Safety both hands up in a receiving Equipment Needs position and to put their hands ● Ensure that objects are not tossed down after they have received the at one another. Choose soft objects that won’t hurt if someone is hit. Koosh balls, Nerf ball. Debrief Issues balls, stuffed animals, rubber chick- ● Perform the tossing sequence a few ens, and so forth all make great ● Communication: more times or until you feel the objects to toss. Use as many objects as What happened as the communica- group has become comfortable you have participants. Choose objects tion chain got longer? Where was with the sequence. that are different sizes and require the weakest point? Why? different throwing/catching tech- ● During the second or third round, ● Teamwork: niques. This helps in debriefing by when the first object is about What were some specific examples discussing how issues come in differ- midway through the sequence, of how the group supported one ent shapes and sizes. surprise the group by adding more another? When did you feel most a Briefing the Activity/Guidelines objects until there are about as part of the team? Did you ever feel many objects as people. Encourage that you were working alone? ● Ask the group to form a loose the group to pick up dropped circle; include yourself in the circle. objects and keep them in play. ● Frustration:

At what point did you sense ● Announce that you are going to ● To end the activity, remove the frustration during this activity? If throw a ball to a person across the balls from play as they are tossed to you did, how did it affect the team? circle, and that person will then you. How did it affect you? How did it throw the ball to another person on affect the outcome? the other side of the circle, con- tinuing until everyone has caught the ball. The object is to create a pattern by tossing the ball to everyone in the group.

36 Variations What to Look For Debrief Issues

● As a continuation of the activity, ● People to whom you unexpectedly ● Communication: have the group attempt to juggle tossed the objects will undoubtedly What forms of communication did these multiple objects. First, ask the have surprised looks on their faces. the participants use? What were the group what the goals of juggling Be sure to ask them how they felt. communication barriers? With are: whom did each person communi- ● Notice whether some people are cate most/least? ● keep objects in the air without throwing objects without first drops making sure that their receivers are ● Goals: ● rotate objects multiple times ready to catch. What was the individual goal? through the sequence What was the group goal? How ● Are some people stockpiling ● form a consistent pattern were these different or the same? objects? What were some barriers to ● Ask the group members how many ● After doing the group juggle several achieving the goals? objects they feel they can juggle at times they’ll undoubtedly get better once. ● Teamwork: and sometimes will even begin to What were some specific examples ● Based on the experience from the get bored—the excitement level where the team worked together surprise group juggle, what are usually drops off at this point. well? Examples where it didn’t? some things the participants can ● People may stop using names How did the team improve? change to help them be successful. before throwing the objects. For example: ● Problem Solving: Safety What process did the team use to ● space objects more consistently improve the group juggle? Were ● some people will throw high, ● Be sure to use soft objects that everyone’s ideas heard? Did every others low won’t hurt people who get hit. one buy in? How did that affect the ● don’t throw an object until the goal? person is ready to receive it ● Stress that people should toss, not throw, the objects. ● Have the group attempt to juggle the objects through the sequence at least once. If they drop objects, encourage them to continue the juggle anyway.

● Ask again how the participants can improve the process. Readjust and try once more.

37 ● Do the sequence again. This time Variations Ball Toss II—Warp Speed let the group members know you ● You may want to push the group are timing them to get an average Description members by asking them to cut time that it takes for them to their time in half. This will seem accomplish the task. Indoor or Outdoor impossible to some people and will Small Group: Max. 20 ● Tell the group the average time it hopefully cause them to think This activity builds on Ball Toss I took and facilitate them toward a “outside the box” to come up with (previously described) by emphasizing consensus regarding a time goal for a solution. (Changing the order so problem solving and doing more with accomplishing this task. Ask for that people are next to the person less. This time, the group passes one input from around the circle to get they are giving to or receiving from object forward and another object various responses, but get the team will cut a lot of time off—don’t backward through an established to agree on an initial time goal. give it away, though!) sequence in a circle. ● Once the participants establish ● After celebrating this, ask them to Equipment Needs time goal, try the sequence again cut it yet again; you’ll get a lot of and see how close they get to the blank stares and hopefully some Choose two objects that are fairly goal. Try again if the team fails to creative solutions. similar in size and shape, but are achieve the goal. distinct from one another (for ex- ● The story line my be something ample, a rubber frog and a Koosh ● Challenge the group to develop the like, “I really appreciate the effort ball). Participants should be able to most time-efficient method for that this group has put into cutting easily grasp them in one hand. moving the balls through the the time of this process, but our sequence. How quick can they customers need the ‘product’ even Briefing the Activity/Guidelines become? faster.”

● Keeping the sequence established in ● Celebrate each successful attempt! ● You may want to introduce the Ball Toss I, introduce two objects following problem-solving tech- into the circle—one goes forward ● End this activity when the team nique if the group is unable to find through the sequence (frog = agrees that it can no longer greatly a way to cut its time: Divide the forward), while the other goes improve its efficiency. group into smaller teams (three or backward (ball = backward). four people per group). Ask them to brainstorm ideas for cutting the ● Ask everyone to point to the person to whom they will throw the frog. time and to appoint a spokesperson It should be the same person to for their groups. After several whom they’ve been throwing all minutes, ask the spokespeople to along. Ask everyone to point to the tell the rest of the groups the one or person to whom they will throw two ideas they came up with. the ball. It should be the person Encourage everyone to listen from whom they received in the without commenting as each first sequence. spokesperson shares their group’s ideas. Now have the spokespeople ● Practice this once to make sure that decide which one idea they want to the team gets the sequence down— try to implement. especially the backward sequence. Time this sequence without the group’s knowledge to get a general idea of long it will take.

38 What to Look For Safety Line-Ups ● Some people in the group may ● Use a flat and open area push for unrealistic time goals or Debrief Issues Description they may set goals that are very Big or Small Group easily reached. Encourage them to ● Problem Solving: pick challenging, but realistic, How did the group members come Indoor or Outdoor goals. up with their solutions? Did This good introductory activity allows everyone have a chance to contrib- people to interact with one another in ● The group may improve steadily ute or were only a few people and then level out. a nonthreatening way and can lead to involved? Which solutions proved good discussions about communica- ● The group may achieve a particular to be the most useful? Where were tion. The goal is for the group to line time goal and decide that it cannot the breakdowns? How did partici- up in various configurations that the improve beyond it. pants feel if they weren’t one of the facilitator assigns. spokespersons/decision makers in ● Some members of the group may the consensus part of the activity? Equipment Needs resist restructuring. None ● Leadership: ● A group can get its time down to Were there any leaders during this Briefing the Activity/Guidelines one or two seconds! Some strategies activity? What was their role? Was a include: leader necessary? What were the ● Ask the group members to stand in other roles? a line so that they are shoulder to ● speeding up the toss and shoulder. throwing harder (be aware of ● Goals: safety issues) What did the group lose and/or ● Ask them to line themselves up in ● repositioning to being as close gain as it established efficiency in any of the following orders (these as possible the task? get increasingly more challenging; ● suggesting various body angles read your group and see what you (one leg in, one leg out, and so ● Teamwork: think they can do—then do one on) What were some examples of good level higher!): ● reforming into a line according team process? to the sequence ● Height, hair length (visual clues are obviously easy and a good ● reforming the circle according to the sequence way to start) ● Shoe size, number of siblings, ● Notice if the group members number of pets, birthday dropped the use of names in an (month and day) effort to be efficient. ● Alphabetically by name, favorite flavor of ice cream, cities/states ● Observe how this team works where they were born, cities/ toward a consensus and how they states where they live, favorite attempt to solve problems. You can animal, and so on use observations to assess the team

for later activities. ● When the participants indicate that they are finished, ask them their order and encourage them to celebrate their success.

39 ● Next, have them line up in a Safety different order, but this time Jump Rope ● When blindfolded, encourage without talking. people to keep their “bumpers up” Description ● When they are done, ask them when moving around. Small Group their order and celebrate their ● You will need to steer people back Indoor (big space) or Outdoor success. to the group if they start to wander Variations off. The goal of this activity is for all of the group members to successfully ● Have the group stand on a rope or ● Ensure that the area you are using jump through the rope using team- line up in a circle or half circle. doesn’t have any hazards such as work. This activity has three parts for trees, rocks, or other physical the group members to try. The ● Remove another method of barriers that would interfere with challenge may include one or all parts. communication by telling the the activity. group that the next lineup will be Equipment Needs without talking and seeing. Ensure Debrief Issues ● A jump rope that is long enough to them that you will watch them. ● Communication: allow the total number of partici- After all group members are How did losing various communi- pants to jump safely (2 feet per blindfolded, you should move cation methods affect their success? participant) them around so that they are What was a reaction after they lost spread out. Next, walk around and Briefing the Activity/Guidelines the ability to speak? How did that whisper a number to each. Tell affect their problem solving? them that you have given each ● Introduce the activity by telling the group that some people will think member a number and that the ● Problem Solving: the next activity is easy and others challenge is for them to line up, How did theycome up with will find it challenging. Ask that holding hands in sequential order. alternate communication they keep an open mind and realize tecniques? What to Look For that different members will have ● Teamwork: varying skills at completing this ● How did they communicate with Did they help one another? Did a task. one another? leader emerge? ● The facilitator and one other ● Did they help one another or did ● Frustration: person (observer, teacher, or one they work individually? Who was frustrated? Why? How helper from the team) will be the ● Who was frustrated? How did that did that affect the activity’s success? rope turners. affect the group (especially with the ● Part I: blind lineup)? Ask the group to gather on one side of the rope. Have them jump, one at a time, through the rope. If someone messes up, the whole group must start again.

40 ● Part II: Safety Tell them that they will each have Puzzle Pieces ● Do this activity on a soft surface so the opportunity to jump again, but that if someone falls, they won’t get Description this time they should not allow the scraped. rope to skip between people. For Small Group example, the rope will turn only ● Be prepared to stop turning the Indoor once for each participant. Again, if rope immediately. someone messes up, the whole This activity highlights verbal and group must start again. ● Turn the rope slowly. nonverbal communication. Each person takes a turn describing a shape ● Ensure the emotional safety of the ● Part III: to their partners, who in turn attempt group, especially for the people A final challenge could be to see to create the shape using only verbal who are not good jumpers. If how many times the entire group clues. can simultaneously jump without someone is absolutely against tripping on the rope. Ask the group jumping, perhaps he/she could be a Equipment Needs turner. to come up with a goal. Make sure One packet of precut shapes (puzzle) to facilitate it in such a way that all ● When all participants jump at per pair (each packet contains two members buy into the final num- once, be sure to caution them identical cutouts of each shape that ber. Allow the group members to about hitting one another’s knees. must be divided between the partners) readjust as necessary to meet their goal. They may decide to move Debrief Issues Briefing the Activity/Guidelines participants around or may even ● Teamwork: ● Ask the group members to find choose to lower their goal. Did the group support the people partners. If you are working with Variations who needed extra help? Was there a an intact group, ask them to pair leader? up with someone they interact with ● You may choose to do only one or on a regular basis. all of the parts described above. ● Problem Solving: Did they rearrange the order of the ● Next, have them decide who will be What to Look For jumpers? Did they make other the first to create the shape.

● How supportive is the group to the adjustments? ● Sitting back to back, have the members who have a hard time creators make shapes with the with the activity? puzzle pieces. Their partners should

● How did they decide on the not be able to see what they are number of jumps for the entire doing. group? ● After each creator has successfully

● What suggestions are they making completed their shapes, have them to be helpful? describe it to their partners, who attempt to create an identical shape using only the creator’s verbal descriptions.

● After they are finished, have them discuss what worked and what didn’t as they see how close they came to creating identical shapes.

41 ● For the second part of the activity, Variations What to Look For have them switch roles so that the ● Instead of using precut puzzle ● This may be relatively easy for other person has the chance to pieces, you can draw two different some pairs and more challenging create a puzzle shape. Ask them to shapes out of circles, squares, for others. once again sit back to back while triangles, and other shapes. Make the new person creates a shape. ● Make sure that the “no talking” enough copies for each pair so that rule is in effect, even though this ● After the creators complete their each person has a different shape. will be very frustrating for some puzzle shapes, they will describe it Instead of creating their partner’s people. to their partners. This time, shapes, they will need to draw

however, their listening partner them. ● Some participants may compete may not speak—not even to ask with other pairs. Try to encourage ● Giving each set of partners a questions or to clarify. This will each pair to have their own set of random set of objects—dice, undoubtedly frustrate both of criteria for establishing success paperclips, playing cards, domi- them. noes, clothespins, and so on—is Safety ● When each pair finishes, have them another alternative to using puzzle ● Watch frustration levels. compare their puzzles and discuss pieces. This adds a three-dimen- the difficulties in this second sional component to the activity Debrief Issues method. and can be more challenging. ● Communication: ● You could also have the creators What were the differences between draw shapes on a piece of paper the first and second activities? and then have their partners What contributed to the frustration attempt to recreate what they drew. if there was any? What makes Caution people to draw fairly communication effective? simple drawings that can be easily duplicated by their partners. ● Leadership: What were the creators’ or leaders’ ● To make this activity even more challenges in this activity? How challenging, you could have the about the person who was the creator only able to respond to yes/ second creator? What were the no questions during the first followers’ challenges? creation.

42 holding. If everyone felt the Variations Human Knot squeeze, they’ve completed part one ● If people don’t like to be close, correctly. Description instead of holding hands, ask each ● The objective is to undo the knot participant to grasp either end of a Small Group without letting go of the hands. rope. Cut a series of rope lengths Indoor or Outdoor They can let go to change their that measure about 5-feet long, and This no-prop activity can help grasp to a more comfortable tie an overhand knot in each end. energize a bored group as well as spark position. Emphasize that they will Give each participant one length a cooperative spirit from a frustrated need to be careful as they move just before the activity begins. group. The goal is for the group to get around and undo their knot. Also, Make sure they don’t grab two all team members untied from the ask them to be careful not to twist ropes coming from the same “human knot” without letting go of and pull one another’s arms. person. Have them untangle the their hand connections. knot as above. ● Two or three circles may form, Equipment Needs depending on the way that the ● Another variation is to have them participants connected hands. If travel, after they’ve formed the ● Hands! one circle finishes, encourage them knot, from one location to another. to help the others. You can up the challenge by ● Flat surface requiring that they each know Briefing the Activity/Guidelines ● This knot problem can take a few everyone else’s favorite flavor of ice short minutes, or it can take quite a cream by the time they reach their ● Ask a group of 10–15 individuals while. If the group is struggling, destination. This variation focuses to face one another in a tight, you might want to offer “knot first on communication between group shoulder-to-shoulder circle. aid,” which allows one pair of members and problem solving as hands to separate and then rejoin ● Each person extends their right they figure out how to move from hand and grasps the right hand of on the outside of the knot. point A to B without letting go. As someone else across the circle, as if a facilitator, be sure to spot as they they were shaking hands. walk.

● Each person should then hold out What to Look For their left hand and grasp the left ● Some groups may be uncomfort- hand of someone else across the able touching one another and circle, so that each person is getting close enough to solve the holding two different people’s knot problem. hands. This hand-to-hand configu- ration should come out equal. If ● Be aware of who the leader is, who you have an odd number of people, is coming up with ideas, who is ask someone to join his/her right trying to solve the problem, who is hand with someone else’s left hand. just watching, who is tuned out, and who is frustrated. All of these ● To make sure that the participants roles add to the dynamics of the have correctly accomplished this, group. start with one person and ask him/ her to squeeze his/her right hand. Then ask the person whose hand was squeezed to pass the squeeze to the other person’s hand he/she is

43 Safety Briefing the Activity/Guidelines Balloon Toss ● Emphasize that if people are being ● A metaphor you can use is that half pulled or twisted, they should let Description of the group is going on an expedi- go to readjust their hand grips. tion. They got into some bad Small Group weather and are running low on ● Be sure to spot each person as they Indoor or Outdoor supplies. The second half of the step over arms. This activity is great for communica- group is going to try to help them ● If you see people in awkward tion and allowing the group to work by getting supplies to the expedi- positions, encourage them to in two small teams that eventually will tion team. The wall symbolizes a readjust their hand positions. work together as a large group. Divide mountain that is between the the group in two, with each part of expedition team and its helpers. ● If using the rope variation above, the team standing on opposite sides of make sure that the group moves ● Share that you will give both a large wall or tarp. One group needs slowly in order to avoid groups certain resources. Neither to figure out how to transport items “clotheslining” anyone. group knows what the other group (water balloons) to the other group has. Although the two groups can Debrief Issues over the tarp or wall without using communicate, the “mountain” is an certain keywords. obstacle. Therefore communication ● Problem Solving What process did the group Equipment Needs is limited. members use in deciding how to ● A large wall or tarp at least 12-feet ● Each group will receive a list of untangle the knot? Or did they just high words that they cannot say to the jump in and start? Could they have other group (or out loud to one been more successful with a ● Water balloons another) to symbolize this lack of different planning method? communication. ● Random items such as buckets, ● Communication: sheets, towels, old bicycle tire ● Divide the group in half and place What types of communication did tubes, egg crates, and so forth the expedition team on one side of the group use during this activity? Setup the wall and the helpers on the other side of the wall. ● Trust: Hang a tarp on a 12-foot line between In what ways did you have to trust two trees or posts so that participants ● Give the expedition team a bucket, team members in order to accom- cannot see from one side to the other. sheets, towels, old bicycle tire plish your part? How does trust tubes, egg crates, and so on, and a affect the team and the process? Time of Activity list that has on it all the items they Depending on the group, this activity have been given (these are the could take 20–45 minutes. words they can’t say).

● Give a bucket that has four or five water balloons in it to the helpers and let them know that they may use any of their own resources, but that the objects must go from one side of the wall to the other over the top. Give this group the list of words that they cannot say to the other group (or out loud to one another). The list of words: water,

44 balloon, fragile, sphere, breakable, Briefing the Activity/Guidelines rubber, throw, explode, wet, H2O, Maze ● Only one person can move at a vessel, container Description time. An additional rule might be Facilitating the Activity that those who have moved Small Group incorrectly may not attempt the ● Try to stand at the edge of the wall Indoor or Outdoor maze again until everyone else in so that you can see and speak to the group has had a turn. both sides. Remind them that, This activity provides the group with a problem-solving and communica- although they are on different sides ● As individuals are moving through of the wall, their goal is to work tion challenge. The group must figure the maze, they must step on the together. out the pre-established, hidden correct spot each time. If they step pattern in a maze of squares. The only on an incorrect spot, you could Safety clue indicating how they’re doing is make a buzzing sound as an the “buzz” they get when they make a ● Make sure that the participants indicator, and the individuals and/ throw only appropriate items over wrong move. or group must start again. the wall. Equipment Needs ● Correct moves include only those Debrief Issues You can set up the maze with a variety that are immediately adjacent to of materials. Most commonly used are the spot that an individual is ● Teamwork: standing on. This includes moves You can cover a lot debrief topics carpet squares, set up in a 5-foot-by-5- that are backwards, forwards, here (for example, different teams foot square, so there are 25 spaces in sideways, and diagonal. of people that are all still working all. (The size of the square can vary, getting as big as 7 feet by 8 feet!) toward the same goal, whether the ● Once participants have successfully Other materials that you can use two groups really acted as one reached the other side, they can do include cardboard, paper, or large team). anything that encourages the other index cards. You can also use a painted team members to reach the other ● Creative Problem Solving: cloth maze that is set up in a 6-foot- side. How did the group work together by- 8-foot square. Before the activity to be creative? What supplies did begins, the facilitator must create the Variations they use? correct maze by simply mapping out ● Once you explain the maze, give the pattern on a grid or piece of ● Accomplishing a task with limited the group members 5 minutes to scratch paper. resources. come up with a plan for complet- ing the task. After 5 minutes they can no longer talk to one another.

What to Look For

● Who assumes leadership of the group?

● What types of planning did the group do prior to attempting the activity?

● Who needs help or who asked for support from the group?

45 Safety What to Look For Paper Towers ● Make sure that you are using a flat ● Watch how group members surface for the maze. Description interact. Are there leaders? Dream- ers? Those with a vision? Organiz- Debrief Issues Small Group ers? Followers? Indoor ● Communication: ● Look for quality versus quantity. What verbal and/or nonverbal This competition promotes small- What is the value of this? Why? communication methods did the group teamwork in building the group use? How did people pass on largest, free-standing, paper tower Debrief Issues information to assist others in possible using only newspapers (no ● Did competition or the process figuring out the pattern? What was tape or other help). You can use this drive the group? it like for the entire team to be activity with small or large groups. mute? What communication ● Communication: Equipment Needs barriers have you dealt with when How well did the group communi- attempting to solve a task? ● An indoor flat space cate while building the tower?

● Problem Solving: ● Lots of newspaper or scrap paper ● Teamwork: Who figured out the pattern—was (equal piles for each group) Did the whole group work together it one person or did everyone in the or did one or two individuals take Briefing the Activity/Guidelines group help to remember the correct control? Why? move? How was starting over ● Divide the big group up into consistent with how we work to ● What roles did the group members groups of four to six people. solve problems? How was it play in the process? different? ● Assign each group a space to create a free-standing paper tower. ● Teamwork: What was the individual role versus ● Each group should have an equal the group role in solving this stack of newspaper or scrap paper. problem? What does lack of team ● Give the group 10 minutes to involvement do for team morale? create the tallest free-standing tower that they possibly can build.

● The groups may not use tape, paperclips, and other fastening devices.

Variations

● You can give the group as much time as you would like.

● Use balloons and tape (but clean- up will be loud)

46 Briefing the Activity/Guidelines Level II All Aboard ● The goal of the activity is to get Description every team member on the plat- Activities form. Small Group Indoor or Outdoor ● Introduce the activity using a story line that outlines the goal of the Physical closeness, in combination activity (for example, the platform with problem solving, is one of the represents the transporter in Star goals of this activity. You’ll hear a lot Trek and the group needs to be of people saying, “There’s no way we beamed up to escape certain can get our entire group on that small contamination). platform!” To ease them into the challenge, you can start on the larger ● To be considered on the platform, platform and then move to the smaller each person must have at least one one. Or, you can have them start with foot on the platform and must not fewer people and work toward more. be touching the ground in any way. Because this is an extremely “close” ● The group should remain standing activity, the group members must have on the platform for approximately a comfort level with one another that 10 seconds or as long as it takes to will enable them to accomplish this say, “Beam me up, Scotty.” challenge.

● The number of people that can fit Equipment Needs on each platform varies from group You will use two different-sized to group and depends on their platforms; one is roughly 2 feet by 2 creativity and willingness to get feet and the other is roughly 3 feet by close. Groups of about twelve 3 feet. For an indoor version, you can participants should fit on even use carpet squares inside a rope circle smaller platforms. to simulate the platform or you can even fold up a tarp to an appropriate small size for the group. You can then fold it even smaller for the next level.

47 Variations Safety River Crossing ● You can start the group with the ● Make sure all participants are challenge of the larger platform. “standing” on the platform. Description After success on this one, have Participants should not lift or place them move to the smaller platform. people on shoulders. Small Group They may need to come up with a Indoor or Outdoor ● When participants are not on the new solution to fit on the smaller platform, they should be spotting This activity pulls the group together one, which can lead to an interest- others who are on the platform. and introduces problem solving. The ing discussion about creative goal is for the group to safely move problem solving. ● Emphasize that if participants feel from one side of a raging river to the like they are losing their balance, other side using only the boards ● If the group seems unlikely to solve the best thing for them to do is step an “All Aboard” on even the larger provided. off. There is no penalty for step- platform, you may ask them to set Equipment Needs ping off. Also, emphasize that those a goal for the number of people stepping off should let go of those they think they can have standing ● Ropes and cones can mark the around them so they do not pull on the platform. After they’ve done boundary of the river. The river the others off. this successfully, encourage the should be approximately 40-feet wide. Another way to determine group to increase its goal until all ● Spotting by the facilitator is width is to take twice as many steps people are on the platform or until extremely important during this as there are boards. they reach a point where they are entire activity. satisfied with their accomplish- ● The number of boards varies ment. Debrief Issues according to group size. Estimate What to Look For ● Teamwork: how many average-sized people can How did the team members stand on each board. Have enough ● Participants who are extremely support one another physically? “spaces” for everyone in the group frustrated during this activity. Emotionally? How did this support and then add one large board. You affect the outcome of the activity? may also want to keep an extra ● The group may jump on the What other ways can we support platform and try something small board with you in case the one another? without a plan (lots of trial and people are bigger than you had expected and get stuck. error). ● Problem Solving: What problem-solving process did ● The group may continually this team use? What aspects of the attempt to solve the problem using process yielded the best results? only one method and encounter What could the team have used repeated failure. more of during the process? ● A few individuals may lose their ● Leadership: balance and pull other participants How did leadership affect the off the platform (see safety section). outcome of the activity? What other types of leadership were/ would be helpful? What is the role of the follower in this activity? Is this an important role? Why or why not?

48 Briefing the Activity/Guidelines Variations What to Look For

● Introduce the group to the ● Split a large group into two smaller ● Some people may jump in and start “river” via a story about acid rain or ones and place them at opposite to lay out the boards without much poisonous peanut butter—some sides of the river. Give each group thought, while others stay back to excuse for not allowing them to enough boards for their small think and plan. This may cause the step in the river. groups. The goal is for each group group to disagree. to reach the opposite shore. ● Their goal is to get the entire group ● The team may try to lay out the Emphasize, however, that this is across the river. However, no one boards and leap frog across the not a race. As each group solves the may step onto the opposite shore river. The distance should be too initiative on their own, someone until all members of the team are wide for them to do this without may suggest that they work to- on the river. reusing the boards. gether. Watch the competitive

● The boards provided are the only dynamic unfold. This variation ● The lead person may place the resources available to the group. makes for an interesting debrief boards too far apart for others in They cannot step in the river or on session on sharing resources and the group to reach. any other surface. Once you place cooperation. Make sure you mark ● Team members may hesitate to get the boards in the river, participants the boundary twice the length of physically close. cannot slide them into position; both groups’ boards combined. they must pick up and replace ● Use carpet squares or pieces or 12- ● One or two team members may them. As a safety precaution, the inch-by-12-inch paper. Using the dominate the entire activity. If this participants may not throw the river-crossing scenario, have the happens, you can always give them boards. group cross the river with the laryngitis so they can’t talk for the remainder of the activity. ● The group should decide on an following guidelines. Group members may not lose physical appropriate consequence if anyone ● Some team members may lose contact with a river-crossing piece. comes in contact with the river. If focus and tune out during the If they do, the facilitator will take time permits, starting over is process—possibly because the the piece and it will be forever lost. usually a good consequence because group did not hear their ideas. it requires less-focused groups to Give almost all the group members pay more attention in an effort to a piece (for example, if the group ● Conflict may arise due to differing complete the activity. It can also has 12 people, give out only 10 styles. lead to great discussions around pieces). They must get across using ● The team members may get frustration, blaming the person their existing resources. frustrated and believe the task to be who stepped off, and how over- impossible, especially if they have coming adversity strengthened the had to start over numerous times. team. ● Separate problem-solving groups may form.

● The team may challenge the activity guidelines or ask you to restate the rules.

● The team may have a fast begin- ning, and then reach an impasse; progress then becomes slower and more deliberate.

49 Safety Briefing the Activity/Guidelines Mine Field ● To solve the problem, people will ● Set up a mine field that is about 30 need to gather close together, Description feet by 20 feet. You may wish to hanging on to one another for dear make the mine field larger if your life. People may begin to lose their Small Group group size is larger than 10 people. balance, so spot carefully and be Indoor or Outdoor Scatter objects (land mines) all ready to act if a group member(s) This activity involves extensive throughout the boundary area. starts to fall. communication between two partici- ● Have each participant find a pants of a team. One participant can ● Make sure no one gets hit with a partner. One person should choose board that is getting passed up the see, the other is blindfolded. The to be blindfolded first (they may line. sighted partner’s goal is to safely guide close their eyes if they are not the unsighted partner through a comfortable being blindfolded). ● Jumping from one board to dangerous mine field. The sighted another is not allowed. partner is located on one side of the ● Explain to the group that the mine field and the unsighted person is sighted partners are responsible for ● Be careful on slippery grass or wet on the other. Using verbal cues, the verbally guiding their nonsighted surfaces. two must communicate effectively to partners safely through the mine

● People cannot carry or lift one accomplish the task without setting field. another. off any mines. ● Once you have explained the

● Do not allow the group to throw Equipment Needs objective, encourage participants to the boards. discuss a method of communica- ● 1 blindfold per pair tion to use with their partners. Debrief Issues ● 1 large rope to mark the boundary ● Have partners establish a goal for ● of the mine field (approximately Teamwork: the maximum number of land 100 feet) What one or two adjectives de- mines they will hit as they cross the scribe your feelings about your ● Soft and flat objects of all shapes mine field and a consequence if team effort? What were the key and sizes to scatter within the they hit more. elements to your success? What boundary to represent land mines were the roadblocks to your ● After they have finished, send the success? sighted partners to the other end of the mine field. ● Problem Solving: What is your perception of your ● All participants must begin the planning effort as a team? activity at the same time.

● Leadership: ● After all blindfolded participants How did leadership present itself? have successfully crossed the mine Who had it? When? field, have each pair switch roles and repeat the activity. ● Competition: Was there any internal competition during the course of this activity?

50 Variations Debrief Issues Traffic Jam ● You can also create a three-dimen- ● Communication: sional mine field by hanging What communication systems did Description objects from ropes that you string the pairs try? What worked? What across the mine field. Be sure to types of things interfered with Small Group place these ropes well above the communication? How did they Indoor or Outdoor height of the tallest participant. affect the outcome? This cognitive puzzle enables the group to explore their problem- ● As the guides move across the field, ● Leadership: have them pick up one object that Was it easier to be a guide or to be solving and leadership skills. You will in some way symbolizes the land guided? divide the group into two teams and mines in their lives. At the end of ask them to stand on boards that you ● Trust: the activity, ask them to share this have placed on the floor. Their How was trust important in this with the group as well as some ways challenge is to exchange places with activity? they are working around these the other team by using only the spaces provided. mines. ● Quality: What to Look For Did people stick to their conse- Equipment Needs quences? If not, why? Traffic Jam boards or mats (one for ● Some partners may plan ahead to determine a safer route for crossing ● Competition: each participant plus an extra one for the mine field. Did anyone time their effort? Did the middle). The boards have arrows participants express a sense of on them to indicate the direction that ● Many partners may encounter competing against other pairs? Did the person will initially face. You can difficulties communicating, which people encourage other pairs after also create your own place holders arise from the distraction of all they were done? using paper and drawing an arrow on participants talking at one time. each piece except the middle one.

● Do the partners stick to the Briefing the Activity/Guidelines consequences they established? ● Create a semicircle using the Traffic Safety Jam boards or mats. Start with a blank board in the middle and then ● Use soft objects as mines to reduce place the remaining boards on the chance of ankle injury. either side, forming two curved

● Spot blindfolded participants when lines. Place the boards so that the needed as they cross the mine field. arrows point toward the blank board in the middle. ● Be cautious of both the physical and emotional safety of all partici- ● Divide the group into two teams. pants. Give all participants the Have one team stand on the boards option of closing their eyes if they to the left of the middle board and are not comfortable being blind the other team to the right. Have folded. Also, be aware of the area everyone face the direction of the where you are setting up the mine arrow on their board. You should field. It should be relatively level now have two teams facing one and free of rocks, stumps, and another with a blank board separat- other natural obstacles. ing them.

51 ● The goal is for the people on the Variations Safety left to occupy the boards on the ● When each team lines up, place the ● No real issues of safety. right and vice versa, while remain- softest-spoken members at the ing in their original order. This Debrief Issues beginning. Most of the movement means that the first person on the occurs there and it may force these ● Problem Solving: What was the left-hand side of the blank board people into more of a leadership planning process for this activity? will occupy the last space of the role. Likewise, placing the “leaders” How was it different from other line on the right-hand side, the at the end of the line may produce activities? How was it the same? second person will occupy the some frustration as they are forced second to last space, and so forth; to watch rather than act. ● Leadership: Who were the leaders? they will end up facing the oppo- How were they chosen? What was site direction of the arrows on the ● You can use this activity to discuss the role of the followers? boards. the “unwritten rules” that are frequently found in organizations. ● Inclusion: ● Here are the rules: Give the group the same goal as in How involved was each individual in the completion of this activity? ● You can move into an empty the regular activity, but only give How interested was each indi- space in front of you. them the first of the legal moves vidual? How did that affect the ● You can move around another (that they move by using an empty outcome? person into an empty space. space). A “buzz” from you indicates

● that they made an illegal move and You cannot move backwards. ● Learning Styles (visual, auditory, ● Only one person can move at a must start again. At the end of the kinesthetic): time. activity they must be able to tell How do varying learning styles ● Only one person can occupy a you what the rules are. affect the enjoyment of an activity space at a time. What to Look For or task? ● You cannot move the spaces. ● For some people, this type of ● Tell the group that you will let puzzle is fun; for others it’s agony. them know when they make an Watch for the variety of responses illegal move or reach an impasse. from each individual. When this happens, they will need to start over in their original ● Because this activity usually takes positions. lots of trial and error, the first three people are really involved and move ● To clarify the rules, you may want around a lot. The people at the end to demonstrate by physically of the lines will likely become moving individuals to show both bored and disinterested from lack the legal and illegal moves. of involvement.

● Often the teams will make the same mistakes over and over again. If you see this happening and the frustration levels become high, suggest that the group take a time- out to discuss what has been working and what has not and then try again.

52 ● Explain that they are inside a maze What to Look For Blind Maze and finding the exit is their task. ● Group members who decide to go Ask them to be careful of the tops Description on their own without communicat- of the metal rods and plastic ing these ideas to the group. Big or Small Group connectors as they move along the Outdoor rope. ● Individuals who become frustrated as time passes and fail to find the ● To find the exit, they may stay as a Close your eyes and imagine that you exit. are in the middle of a complex maze large group, break into smaller with only one way out. You can easily groups, or move around as indi- ● Individuals who found the exit may get side-tracked in many places and viduals. They cannot, however, pass try to help those who are still in the stuck in dead ends. You get very under the rope boundaries of the maze. frustrated until finally you find the maze. Encourage them to walk ● Be aware of how the group works exit. As a group, the blindfolded slowly with their hands up together and communicates ideas participants must find their way (“bumpers up” style) if they let go to achieve the task. through a complex maze until the of the rope. entire group is safely outside. You can Safety ● As participants exit the maze, easily build the maze using metal rods, remove their blindfolds and ask ● Give a description of the maze and twine, and fencing connectors. them not to talk. Some people may the materials you used to construct Equipment Needs become frustrated because they will the maze. Emphasize that the poles want to help those still trapped are metal rods that are about chest ● 1 blindfold for each participant within the maze. height. Be careful, some of the rods ● Approximately 15 steel rods Variations are sharp on the top end.

● ● When participants are not holding Yellow fencing connectors ● You can use this variation to highlight the difficulty of working on to the rope boundary, they ● Fine rope or cord alone and needing to ask for help. should be walking with their Place the rods in a large oval-shaped As you lead the blindfolded line “bumpers up.” formation to create the outside into the maze, lead each individual Debrief Issues boundary. Make a very narrow exit. to a different place and have them Place the remaining rods in the center hold onto the rope. When everyone ● Teamwork: of the boundary in a sporadic fashion. is placed, tell the group that asking What were the individual goals Run twine from the outside boundary for help is the only way they may versus group goals in this activity? to the internal rods to make confusing communicate. When they ask, you How did the group members work dead ends. will go over and whisper a sugges- as a team even if people worked tion to them. As before, once they individually? If the group fell apart, Briefing the Activity/Guidelines exit the maze, remove the blindfold how did that affect individuals?

● Blindfold participants in an area and ask them to remain silent. ● Communication: that is out of the sight of the maze. After about 30 minutes, you should Was not communicating difficult Have them form a line and place stop the activity since frustration once you were out of the maze? their hands on the shoulders or levels may be getting too high. Why? hips of the person in front of them. Lead them into the maze by ● Frustration: holding up the rope and asking How did frustration affect the them to duck under it. Once inside outcome? the maze, have each person hold onto the rope.

53 Briefing the Activity/Guidelines Variations Pot of Gold ● Set up the activity in an area large ● Before beginning the activity, have Small Group enough to place the large circle. In all participants form a loose circle Indoor (large space) or Outdoor the middle of the circle place the around the boundary circle. Pass bucket upside down with the the softball around the circle and Description “gold” on top. Approximately 25 to have participants share one com- This can be a very challenging activity 50 yards down the trail from the ment that pertains to their for some groups. It requires good main activity, set up a hula hoop or teambuilding experience. Examples problem-solving and communication a small rope circle to mark a include: What you want to learn skills. Because it may produce frustra- location for transferring the “pot of today, what you can take away tion among some participants, it will gold.” You can pile the remaining from this experience, what you help them assess how they work under supplies (clothesline ropes, inner have learned about teamwork, and pressure as a team. The object is to tubes, and so on) near the large so on. After everyone has shared, move a bucket with a softball (the circle. place the softball on top of the “gold”) out of the original circle and overturned bucket and explain the ● Have everyone form a loose circle activity. into a smaller circle located down the around the large boundary circle. trail. The group may use only the ● At a point some distance from the ● Explain that the softball (the provided materials to move the bucket activity, ask everyone to find a “gold”) is very special to the group without the softball falling off. partner and decide who will be because it represents all of the Equipment Needs blindfolded and who will be the experiences that the participants guide. Have the guides lead their have learned that day. The group ● 1 large 5-gallon bucket partners to the activity area and ask needs to protect it as they take it them to form a loose circle around ● 1 piece of rubber bicycle inner tube back to their school, office, or work the large boundary. Explain the tied in a loop so that it will fit environment. Transporting the rules with the twist that only the tightly around the bucket like a bucket and softball from the large blindfolded participants may touch tight rubber band around a poster circle to a smaller circle down the the materials. trail symbolizes the integration of ● 8–12 pieces of clothesline rope, this “gold” into their lives. 10–12 feet in length. At least every

two people should have one rope. ● To successfully complete the task You may decide to pre-attach the they must adhere to the following ropes to the tire tube or give the rules: ropes separately to the participants for a more challenging activity. ● They may only use the materials in the pile by the large circle. ● 1 large piece of rope, at least 60 feet ● No one may physically enter the in length (long enough to make a rope or hula hoop boundaries. circle that has a 20-foot diameter) Hands and arms are not permit- ted in the circle. ● Blindfolds (if necessary, see varia- ● No one may touch the bucket or tion) the softball. ● Softball or other object to place on ● If the softball falls off, the group top of the bucket must start again.

● Hula hoop to make a location for transferring the “pot of gold”

54 What to Look For Debrief Issues Trust Lean ● The group will probably initially ● Problem Solving: take inventory of the props avail- Were both sighted and unsighted Description able. participants involved in the problem-solving process? Were all Small Group ● Eventually someone will figure out suggestions from the group heard Indoor or Outdoor that they might be able to stretch and given equal consideration? the inner tube, with all ropes This activity serves two purposes: Were the unsighted participants attached, around the bucket. By 1) To introduce the idea of trusting given opportunities to contribute pulling on the ropes from equal another person with your physical to the problem-solving process? distances around the circle, they safety and 2) to teach participants the Were they heard? will be able to stretch the rubber spotting command sequence. Using proper and good communication, tube and place it around the ● Communication: bucket. The rubber tube will then Many times good suggestions are participants will join with two other be holding the bucket tightly and offered. However, they become lost partners and lean back into the hands the participants can transport it in the shuffle of trying to solve the of their two partners. down the trail. problem. How did sighted partici- Equipment Needs pants communicate with their ● There will be a flurry of ideas and unsighted partners? A flat surface movement. Briefing the Activity/Guidelines ● Inclusion: ● When using blindfolded variations, Did all members of the team sighted participants usually brain ● Have the group divide into groups participate equally? Was everyone storm possible solutions to the of three. involved in the process? If not, why problem, ignoring the potential of and what were the consequences? ● Tell them that in this activity they unsighted participants. will have to trust the other people ● Teamwork: in their groups to support their ● Participants will be shouting out For the blindfolded variation, how directions and the situation will be weight. One person will lean back well did the individuals in the extremely chaotic. into the hands of the two partners partnerships work together? How behind him/her. ● Sighted participants may become did the whole team work together? increasingly frustrated with the fact ● Encourage the group to be support- ● Frustration: that they cannot touch materials. ive of each member and to recog- When were people frustrated? How Unsighted participants may be nize that this activity may be more did that affect their contributions frustrated that they are not receiv- challenging for some than others. to the group? ing adequate instructions. Some people will feel more com- fortable leaning farther than others. Safety ● Demonstrate the spotting stance ● When using blindfolds, remind for this activity. Then have each people that they need to watch out person do the same. One leg for their partners at all times. forward of the other, front knee bent, weight forward slightly, hands ● Ask people to walk slowly when up (“bumpers up”) fingers and guiding blindfolded partners. thumbs together, palms out. ● Spot people as they move over and Explain the reason behind each of around hazardous areas such as tree these safety features. roots and low branches.

55 ● Tell them that they need to estab- Variations Debrief Issues lish a system of communication so ● For those who want more of a ● Trust: that everyone in the group knows challenge, the spotters can kneel Why do we start with a close what to do and when. Give them behind the leaners. After catching distance and work farther away? the following commands: them, the spotters should lower the How do you feel now that you’ve Leaner: “Spotters ready?” leaners to the ground rather than trusted these two other people? Spotters: “Ready!!” standing them up. How can we support people with different safety levels? Leaner: “Falling?” What to Look For Spotters: “Fall away!!!!” ● Communication: ● Comfort levels vary with leaning ● How important was our communi- Ask a group to demonstrate for distance. Some people may choose cation system? Why do we have the you. Have two people stand behind not to lean. Encourage them to “stop” command? the leaner. The leaner must stand participate as spotters. very stiff, with his/her feet together, arms crossed at the wrists and ● Nervous laughter. folded up to his/her chest. The Safety spotters should be in their best spotting stance. ● Don’t try this activity with a group that seems unable to remain ● Go through the commands once focused. This activity challenges the more and then have them demon- abilities of a group to take appro- strate the lean. On the first lean, priate risks and to provide effective have the spotters stand fairly close support. to the leaner. The leaner should only fall back 6 inches or so. ● Give each member of the group the Spotters stand the leaner back up authority to stop the activity at any when done. time if they feel that it is unsafe. They should shout, “Stop!” if they ● Reiterate that the spotters should see anything unsafe. Also, they be as supportive and confident as should not say,“Ready,” or,“Fall possible when shouting their away,” unless they are absolutely commands. Be sure to emphasize ready. that the leaner does not fall until they hear the “fall away” signal. ● Inappropriate comments about not catching the person are unaccept- ● Encourage the leaner to do up to able. If you hear this, stop the three leans. On the first lean, have activity and ask everyone to show the spotters stand fairly close and encouragement; stress that this then move back a few steps on each activity provides an opportunity for subsequent lean (6 inches, 10 the group to show that they are inches, 15 inches). trustworthy.

● Make sure that each person in each group has the opportunity to lean. Be sure that you observe each group to make sure they know the commands and proper spotting stance.

56 ● Tell them that they need to estab- Safety Trust Circle (Wind in the lish a system of communication so ● When the group establishes the Willows) that everyone in the group knows lean circle, make sure all partici- what to do and when. Give them Description pants are in a tight circle, shoulder the following commands: to shoulder. All participants should Small Group Leaner: “Spotters ready?” be in the spotting position, with Indoor or Outdoor Spotters: “Ready!!” bumpers up at all times. Emphasize This activity is similar in purpose to Leaner: “Falling?” that there should be at least three the Trust Lean in that it familiarizes Spotters: “Fall away!!!!” pairs of hands on the leaner at all participants with the spotting com- times. Emphasize that they shout these mand sequence as well as with commands to make the leaner feel ● Emphasize that they should pass physically supporting members of safe. the leaner slowly! their team. In this activity, partici- pants stand in a circle with their ● After the leaner hears the com- Debrief Issues hands up. One person stands in the mand, “Fall away!” he/she may lean ● Teamwork: middle and leans back and is then into the hands of the spotters. What examples of physical, emo- moved from person to person around tional, and psychological support the circle. ● Spotters should then pass the leaner around the circle slowly and gently. did the participants exhibit during Equipment Needs After some time, the spotters may this activity? How important were pass the leaner across the circle. these to the group? How important A flat surface are they in other situations (work Briefing the Activity/Guidelines ● When the leaner is comfortable or or school)? when the facilitator indicates, the ● All team members, except one, group can stand the leaner up. ● Trust: stand in a tight circle shoulder to How can participants transfer trust shoulder. ● This sequence continues until all back to their work/school environ- participants have had the opportu- ments? ● One team member stands in the nity to lean—if they wish. middle of the circle and is the ● Risk Taking: Variations leaner. This person stands his/her Throughout the day, group mem- bers experienced varying levels of with feet together and arms crossed ● Encourage participants to try over his/her chest. Emphasize that falling with their eyes closed. challenge. How has undertaking a he/she should remain as stiff and challenge that seemed risky affected straight as possible with his/her feet What to Look For your feelings about yourself?

firmly planted in a single spot for ● Participants may try to push the his/her time in the circle. leaner back and forth too fast.

● Those in the circle are spotters and ● Supporters in the trust circle may should assume the spotting posi- put their bumpers down when the tion (one leg forward, one leg back, leaner is not near them. bumpers up). ● Make sure that all participants are comfortable with their own levels of challenge.

57 Demonstrate these for full under- Variations Trust Walk standing. ● Rather than forming pairs, have the

Description ● Let them know that you will be group split into two even groups— leading the pairs on a path that you one half will be blindfolded first. Small Group have previously scouted out. This When everyone in the designated Indoor or Outdoor path may require them to bend group is safely blindfolded, have This activity helps participants down as well as step over obstacles. the guides go over and stand next experience trusting another person Ensure them that nothing in the to a blindfolded person putting a with their emotional and physical path will interfere with navigating hand on their shoulder. At the safety. Each person will have the safely with their guides. halfway point, have the guides opportunity to be a sighted guide and place their charges in a designated ● They should walk single file so that a blindfolded participant. The object area and stand with the other they are each following one pair is for the sighted person to lead their guides. When the last blindfolded ahead of them. They should follow partner on a walk that the facilitator person is there, have them remove exactly where the pair in front of leads. their blindfolds. Do they know them goes. who their guides were? Give the Equipment Needs blindfolds to the guides and repeat ● Indicate that at a halfway point the process. ● Blindfold for each pair of partici- you will let them switch roles.

pants ● Do the above and also designate ● Ask the pairs to decide who will be Briefing the Activity/Guidelines blindfolded first and who will lead. that they cannot use verbal com- munication. Ask the group to ● Tell the group that they are about ● Next, ask them to decide on a brainstorm some nonverbal cues to embark on a journey. Working method of leading that is comfort that will help them navigate the in pairs, one person will start able for them both. Have them also terrain and remain safe. The only blindfolded, while one will be discuss other signals and/or words breach of silence should be when a sighted and acting as a guide. Keep that they can use to keep the safety hazard that poses a signifi- in mind the notion of Challenge by blindfolded person both physically cant danger or if any blindfolded Choice and give them the option to and emotionally safe. partners begin to feel so uncom- simply close their eyes if they are fortable that they want to stop. not comfortable using a blindfold. ● Pass out the blindfolds. As they put them on, encourage them to take What to Look For ● The sighted guides must do off their glasses and close their eyes ● Facial expressions on the blind- whatever is necessary to prevent behind the blindfolds for added folded person probably will include injury or discomfort to their comfort. wincing, nervous laughter, and so partners. Guides must have physi- ● forth. Also, probably intense cal contact with their partners at all Begin walking slowly. Allow ample concentration on the faces of the times when they are moving. time for the pairs to negotiate the terrain and stop if necessary to guides. ● Guides can position themselves any prevent the pairs at the end of the ● Some guides will see this as an way they want in order to most line from dropping so far behind opportunity to scare their partners effectively lead their partners safely that they lose contact. and will attempt to go off the through the course. Possible designated trail. Make sure that you guiding methods include holding reiterate that they need to follow hands, one arm around the waist, the pair in front of them exactly. or walking in front with their partner’s hands on their shoulders.

58 Safety Blind Polygon/Shape ● Emphasize that at no time during the activity can participants let go ● Don’t try this activity with a group Description of the rope. They may slide their that seems unable to remain safe. Small Group hands along the rope, but they may This activity challenges the abilities Indoor or Outdoor not let go. of a group to take appropriate risks

and to provide effective and safe While appearing easy on the surface, ● Explain that the group has two leadership. this activity can challenge even a good goals; they may be accomplished in group to communicate effectively. any order. The first goal is to ● If at any point you observe some- While blindfolded, the group must establish the length of the rope. thing that is unsafe and you fear determine the length of a section of You should encourage them to someone may be injured, you rope and create a square (or a triangle, determine the actual length—as should intervene to spot, coach, or rectangle, and so on) using the entire opposed to an estimate—of the somehow assist the guide or length of that rope. rope. The second goal is to create blindfolded person. the “perfect” square (or triangle, Equipment Needs ● During sunny days, have partici- rectangle, and so on), using the pants shield their eyes when they ● 1 piece of rope at least 50-feet long entire length of the rope. remove their blindfolds. ● 1 blindfold per person ● When passing out the rope, have ● A large, open, flat area Debrief Issues participants stand with hands open Briefing the Activity/Guidelines and palms up. Start with an end ● Communication: and give it to a quiet person. What guiding method worked ● Ask participants to form a loose Continue passing the rope around best? What sorts of verbal and circle. the circle. You may want to pass the nonverbal cues worked best? ● Ask each person to put on a rope across the circle to several ● Trust: blindfold. You may also give people other people. Set it up so that the What did trusting the other the option to close their eyes rope is mildly crisscrossed. The person take? during the activity if they are not group will assume you maintained comfortable being blindfolded for the circle shape and may be ● Leadership: the duration of the activity (usually surprised to learn that they must What did being guided feel like? 20–30 minutes). untangle the rope in order to Being lead? What is your prefer- succeed. ence? Why? ● Reassure people that you will keep them safe at all times during the Variations ● If you tried the variation above, did activity by keeping them from the blindfolded people know who ● You may want to limit the goal to running into obstacles. Encourage either determining the length of their partners were? Could they tell them to move around slowly to the rope or creating a shape. whether their guides were male or minimize the risk of running into female? How? one another. ● Another option to totally blind folding participants is making half ● Once all participants have been of them blind and the other half blindfolded, explain that you will mute. be giving the group a length of rope to hold. Emphasize that the entire group will be holding onto the same length of rope.

59 What to Look For Debrief Issues The Bicycle Wheel ● People will not understand that the ● Communication: (a closing activity) rope is tangled, which may cause a What types of verbal and nonverbal lot of initial confusion. communication did the group Description members use? ● Many people may be talking at Small Group: 5–20 once. The folks who have the ends ● Problem Solving: Indoor or Outdoor of the rope will be key players in Did the group have a planning helping to coordinate getting the process? How did the group decide This closing activity allows people to ends together. on a strategy to use? use an object (bike tire) as a metaphor for their experiences. ● People who have trouble visualizing ● Leadership: Setup what is going on may become Did one person emerge as a leader frustrated; they also might tune out or were there many leaders? What Using an actual bike tire or a wheel of and become disinterested. was the role of the followers? some sort (or other object; see varia- tions), lay the wheel in the middle of ● The group may generate many ● Frustration: the circle, covered by a blanket (before ideas, few of which they will At what point did anyone feel the group arrives). attempt or apply. frustrated? Why? How could that have been overcome? Time of Activity Safety Depending on group size, this activity ● As people are moving around, could take 15–45 minutes. Usually make sure that they can easily move count on 10 minutes of introduction past and around other people. and reflection and 2 minutes per ● Spot anyone who has to climb over person of sharing. ropes or over other people.

● Make sure that a large open area is available for this activity in order to avoid collisions.

● Encourage people throughout the duration of the activity. This will take their minds off of the fact that they are blindfolded.

60 Briefing of Activity/Guidelines: Debrief Variations

● Share with the group that you have Because this activity in itself is a ● You can do this activity with any something special lying underneath debrief, simply close the go around by object that has meaning to you (for the blanket that has meaning for sharing a statement of your own and example, a canoe paddle, hiking you. In just a moment, you are apply it the group, the program, or boots, gardening tools, and so on). going to reveal this object and ask the experience that folks have been Be creative! each group member to look at it, involved with. Some examples follow: ● You can use this activity as a large- and quietly reflect on their own. ● Tire has been many places; it has its group closure. After each member They are to reflect on the object, own history, its own story to tell. of a small group has shared their and review in their mind any thoughts, have the small groups as memories or thoughts that this ● It’s like a roulette wheel—it keeps a whole come up with an analogy object brings to them. These spinning and spinning, looking for for their teams to report back to thoughts can relate to themselves, where it will stop. the “larger group” as a closure. early memories with friends or family, experiences with their ● Sometimes you are riding high on current groups and/or programs, or the wheel. But as the wheel goes analogies that they can apply to around, sometimes you are low. If their lives. Tell them to be creative. you stay low you can’t move forward. Don’t get caught staying ● Uncover the bike tire and encour- low—just keep riding. age quiet reflection (maybe 2–3 minutes, depending on your ● The tire has spokes in its wheel. If group’s needs or ability to reflect). just one is out of line, the whole tire wobbles. We all need to work Facilitating the Activity together to spin forward.

● Ask for a volunteer to start the “go ● The wheel has traveled many around.” Usually sitting next to places; reminds me of places I’ve someone whom you think will been, places I am going. share something meaningful first, to set a good example, is a good idea. Ask each person to share a thought, statement, memory, or reflection about the wheel that could relate to their group of people.

61 Chapter 4: Games, Games, and More Games

This section focuses on activities you ● Once the hitting team has tossed can use as warm-ups at the beginning Alaskan Baseball the chicken they will huddle of a program or meeting, or inter- together and have the one team Description spersed throughout the program. A “hitter” run around the huddle to great time to incorporate some re- This activity rates very high on the score points. energizing activities is after lunch or fun-factor scale. Framing this activity ● As the hitter is running around his/ when participants are tired. The as though you are from Alaska and her huddled teammates, the fielders debriefing section has been eliminated play professionally on the Alaskan will rapidly run over to the rubber from the games section because the baseball team is always amusing; you chicken. The rubber chicken is main goal is simply to have fun and may even be out scouting for new fielded by having the fielding team play together as a group. Debriefing team members. form a line and pass the chicken can certainly occur at the end of even over one person’s shoulders, the most basic tag game. Questions Equipment through the’next person’s legs, over you can ask include: Did we have fun? ● A large open space or field the shoulders, through the legs, and Did anyone challenge himself/herself so on until the chicken reaches the in this activity? ● Lots of energy end of the line. Remind participants to be aware and ● A willingness to be silly ● At this point, the fielding team will careful of their surroundings while ● A rubber chicken yell “Chicken!” and will then playing games. The ground can be become hitters as they toss the uneven, rocky, or have other obstacles; Briefing chicken with wild abandon for the indoor spaces, of course, have walls ● You will need to divide the group opposing team to field. and other potentially dangerous and in half. In these two separate teams, unsafe objects. Please remind your explain that each inning will have ● The teams must keep track of their participants that they do not want to one team hitting, while the other total number of runs. Inevitably ruin their day by hurting themselves team is acting as fielders. the numbers get confused and lost while playing! in all of the fun and excitement. ● Hitting involves having one team Play until the teams tie! member hurl the rubber chicken in Safety any direction that he/she chooses.

● Be aware of uneven ground.

● Watch for participants who might become overly excited about Alaskan Baseball and may attempt wild dives and saves.

62 Safety Clothespin Tag or Penguin Tag Backstabbers ● Participants must pin each other only on the back to avoid pinning Description Description any inappropriate areas, such as the earlobes or hair! This activity is great for any age Each participant starts with three group, but younger participants clothespins. The objective is to get rid ● Make sure that all of the partici- particularly love this fun version of of all of your clothespins, as well as pants are wearing loose-fitting tops. tag. any others that might get pinned on Equipment you during the game.

Equipment ● A large, open, flat space or field

● Boundaries (rope, cones, and so ● About 3 clothespins per partici- pant. Be sure that they are the forth) spring-loaded type of clothespin as Briefing opposed to the older wooden clothespins. ● One person is chosen to be the “king penguin” or “It.” Briefing ● All other participants will move ● Each player will receive three around the bounded space doing clothespins at the beginning of the their best imitations of penguin game. walks—arms close to the sides, with flipper-like fingers flexed ● Participants attempt to pin their three clothespins onto the other outward, and feet waddle-width players’ clothing, who, in turn, will apart.

be trying to do the same! ● The king penguin is trying to tag the other participants. ● The back is the only appropriate

area for participants to pin each ● If the king penguin tags one of the other. other penguins, he/she must remain “frozen” until another ● As soon as participants get rid of all of their clothespins, they must penguin participant comes along jump up and down yelling that and tags him/her with a flipper. they in fact have gotten rid of all of He/She may then re-enter the game. their clothespins. Safety

● Once clipped, a participant cannot ● This tag game is “fast waddling,” so try to rub off the clothespin on feel free to encourage the partici- another person or the wall. Partici- pants to monitor their pace—no pants may not grab at clothing to running! try to slow down other players. ● Ensuring that the king penguin practices safe tags of the other penguins is important. Appropriate tags are gentle and at about waist level using a “flipper.”

63 Asteroids Bonker Boffers Wizards and Gelflings

Description Description Description

This super-charged energizer is out of You will ask your participants to use Wizards are all-powerful and out to this world! their noodles in this activity. This is a get the gelflings. Gelflings are happy, new and different version of hockey spunky creatures who are always Equipment that should be played with wild willing to give each other a helping abandon! ● Lots of soft throwables (fleece balls, hand! small stuffed animals, Koosh balls, Equipment Equipment and so on) ● Enough noodles or boffers for each ● A large open space or field Briefing participant ● A wizard’s magical orb (or soft ● The facilitator will begin the ● Inflated beach ball(s) (depending ball(s)) activity by throwing all of the soft on the size of your group) balls and throwables into the air Briefing ● Cones or goals and yelling, “Asteroids!” ● Wizards and gelflings dwell in this ● A large open field is ideal for this ● The participants then gather activity. However an open indoor fantasy. To begin the activity, throwables and throw them at each space, such as a gym, can also work choose at least one wizard— other. effectively. depending on the number of participants, you may choose ● As participants get hit by one of the Briefing several wizards (2–3). The wizards asteroids, they must crouch down are all-powerful beings and are very close to the ground. ● Bonker Boffers is essentially hockey with foam noodles. As a facilitator serious. The wizards attempt to tag ● If a throwable lands within arm’s you can decide how stringent you as many gelflings as possible with reach while a participant is would like to be in holding true to their magical orbs to put an end to crouched down, he/she may reach rules and guidelines. their fun. out and grab it. He/She is then ● In general, you will want to break a ● The other members of this realm back into play and may also throw larger group into two teams. are gelflings. Gelflings are indeed a these retrieved objects at other very fun-loving and energetic participants. ● The objectives are to have fun and bunch. All gelflings have very high- attempt to score goals on the other pitched voices and like to laugh a ● The objective here is to use a great team. deal of energy running around and lot. In this activity, the gelflings will safely throwing soft objects at other ● Play until participants are tired or laugh, run, and bounce along while until there is a tie. This is fun for people—all things that your trying to avoid being tagged by the all age-groups! mother always told you not to do. wizards. Safety Safety ● As a wizard tags gelflings, they must remain frozen and with their ● Be aware of “high sticking.” The ● Be aware of participants who are noodles should stay very close to very high-pitched voices squeal, not appropriately throwing the “Help me! Help me! Help me!” objects and who may be throwing the ground while in play to avoid hitting other players in the face. objects at other participants’ heads. ● As two other gelflings come along

Participants should throw objects at ● This is an active game and acci- to help their friend they must join the torso area and below the knees. dents can happen as people get very hands surrounding the frozen involved and get excited. gelfing. In unison, with their high-

64 pitched voices, they must yell, “Go ● Now the strategic aspects of this free little gelfling, go free!” while Throw Me the Chicken very complex game come into play. bringing their arms up and down Players who have been tagged and Description three times. have the “power of the chicken,” This is a great energizer for both large but may not actually be in posses- ● The newly freed gelfing may then and small groups, as well as for the sion of a rubber chicken, can call re-enter the play. young and old. Depending on the out, “Throw me the chicken!” This Safety number of participants, you can call acknowledges that this indi- incorporate additional rubber chick- vidual is open and can receive a ● Check the ground or area condi- ens into the game to create an addi- flying chicken to then attempt to tions for uneven or rocky ground. tional element of challenge and tag other players. Avoid these areas. excitement. ● When a player catches the chicken, ● The wizards must be careful in Equipment that person is allowed to move throwing their magical orbs so they three steps toward a person whom do not to hurt any of the gelflings. ● An open space or field they wish to tag. As a facilitator you should ask that ● Visual boundaries (cones, ply rope, the wizards throw their orbs only ● After they have taken those three and so on) below the knees and gently toward steps, they must stop and attempt to tag, or toss the chicken off to the torso area. ● The all-important rubber chicken(s)! another player who has the power of the chicken. Briefing Safety ● To start this tag game, you must designate at least one person as ● Be mindful of the terrain that you “It.” and your group are playing on.

● Ensure that those who are “It” ● Depending on the number of participants, you may want to add practice controlled tagging. in additional chickens and other people to be “It.” With a larger group (more than 20–30 partici- pants), having between 2 and 3 people as “It” works well.

● The individuals who are “It” have the “power of the chicken.” This allows them to tag other partici- pants.

● A safe tag with the rubber chicken is a soft touch below the knees.

● Once other players have been tagged with the rubber chicken, they also have the “power of the chicken” and are able to tag other participants.

65 Safety Triangle Tag Alien Space Invaders from ● Participants must be careful with Mars Description each other. Triangle players tend to swing their partners around. Those Description You can use this great activity as an players who have had a past energizer. It works well both in the shoulder or wrist injury may wish This is the epic game of the century: small group and in a larger group. to use Challenge by Choice to find Earthlings battle the alien space How do the triangle team members a different way to participate. invaders from Mars! need to work together and help to Equipment look out for each other? ● Be mindful of appropriate tagging, which includes gentle tags to the ● A large open space or field Equipment back. ● Visual boundaries (either cones or ● A large open space or field (depen- ● As always, remind the participants notable trees) dent on the number of partici- of the space in which they are pants) playing. ● A flying saucer (or Frisbee)

● Optional: Visual boundaries and/or Briefing cones, play rope, and so on ● Choose several participants (about Briefing 5–6 for a group of about 20–30) to be “alien space invaders from ● You will need to break a large Mars.” group into smaller groups of four.

● The aliens should make a great deal ● Within the smaller groups, one of strange and funny noises, and person needs to decide to be “It” have strange and unusual postures for the beginning of the activity. and ways of moving. Encourage ● The three remaining people join them to be their best alien selves! hands in the shape of a triangle. ● All of the other participants are One person within the triangle earthlings. They should be their group chooses to be the “point.” best earthling selves! ● The objective is for the person who ● To begin the game, the earthlings is “It” to tag the “point” player. are opposite the aliens. ● The other two members of the ● The aliens will yell across the field, triangle attempt to protect the “Earthlings, are you ready for an point person from “It.” A wild tag alien space invasion from Mars?” game with lots of swinging ensues. and will toss their flying saucer ● “It” may not tag across the arms of toward the earthlings. the triangle, they may only tag by ● If an earthling catches the flying moving themselves toward the saucer, the aliens die and Earth is “point” person’s back. saved. ● This can actually be a rather tiring ● If an earthling touches the flying game; play until participants are saucer, but he/she drops it, the tired or the “point” position has aliens move toward the earthlings rotated through the group. while trying to tag them as they

66 move to the opposite side of the ● You can continue this for several field. Any earthlings who are Birdie Perch rounds. tagged become aliens. Description ● To divide the group in half for ● If the earthlings do not touch the further activities, simply stop the This wonderful activity experientially flying saucer, it returns to the aliens action and ask for all of the birdies splits a group in half. for another space invasion. to be in one group while all of the Equipment perches will be in another group. ● You and your group can play this Safety game for hours, so just use your ● A large open space or field best judgment for when you would Briefing ● A few safety considerations to keep like play to end. in mind include reminding the Safety ● Ask each person to find a partner. birdies that their perches are not It can be a person whom they know meant to fully support all of their ● As a facilitator be aware of the well, or someone that they would weight. A demonstration of a birdie flight of the Frisbee. Be sure that like to get to know better. on a perch is always helpful. This the Frisbee is not aimed at any birdie should have their backside ● These partners will create two other participants on the opposite hovering over the perch’s knee, such circles facing each other, with one side of the play space. that if the perch were not there at circle on the outside and the other all, the birdie would support itself. ● Be mindful of players who may be on the inside. running with wild abandon to ● After the facilitator exclaims, ● The facilitator will direct the action escape the clutches of the aliens. “Perch!” often pandemonium of the group. The outside group breaks out. Be mindful that will move in a clockwise direction participants are being careful around the circle, while the inside together and that they keep their group will move in a counterclock “bumpers up” while running, so wise direction. In other words, the they don’t hit each other while on partners will be moving farther and the move. farther away from each other.

● While the group is moving around in the circle, the birdies will be flapping their best bird-like wings and wildly chirping.

● When the facilitator yells, “Perch!” all of the birdies must quickly find their partners, who are their perches.

● Perches will be kneeling down on one knee awaiting their birdies.

● Once the birdies have found their perches, they will gently and carefully sit on the knee of their perches.

67 Chapter 5: Appendixes

The Facilitator’s Bag of Tricks

Here is a list of the essential items for facilitating the activities in this manual as well as a few other items that are fun to use in programming. As you continue to grow as a facilitator, so too will your Bag of Tricks. Purchasing all of these items at once is not important, but to collecting them over the course of your facilitation career is a fun project.

● Rubber chicken

● Play rope(s)

● Cones

● Soft throwables

● Small stuffed animals

● Fleece balls

● Koosh balls

● Hula Hoop(s)

● Markers

● Blindfolds

● Bucket

● Beach ball(s)

● Noodles

● This manual

68 People Bingo Cards

Likes to dance Has worked on a farm Has ever played Favorite holiday is Has been to a circus baseball Valentine’s Day

Has been to Disneyworld Keeps a journal Was born outside of Owns a bicycle Has traveled out of the Pennsylvania country

Shares the same Similar interests/ FREE! Loves snow Has a unique scar birthday month as hobbies as you you do

Can play a musical Has a pet Likes to draw and/or Has a goldfish Has more than 3 instrument paint brothers or sisters

Has traveled to Enjoys swimming Has won something Has seen a hawk or Has been skiing another state in a contest in eagle the wild

Likes to sing Has ridden a horse Has seen a movie this Has been to a music Lovesice cream summer concert

Has been to Keeps a journal Was born in Has been to a Penn Has traveled out of the Disneyworld Pennsylvania State football game country

Was born the same Also enjoys your FREE! Loves snow Has ever seen a snake month as you favorite activity

Can play a musical Likes to swim Likes to draw and/ Likes to play sports Has won a trophy instrument or paint

Likes to read Enjoys skiing Has been camping Has seen a hawk or Has braces eagle in the wild

69 Rohnke, Karl. 1991, 1994. The Web Sites Resource List Bottomless Bag Again! Dubuque, www.fundoing.com Kendall/Hunt, Iowa. These materials contain activities and ISBN 0-7872-6772-4 www.teamworkandteamplay.com ideas for use in breaking barriers and developing effective teamwork within Rohnke, Karl. 1989. Cowtails and www.gameskidsplay.net either new or standing groups. Cobras II: A Guide to Games, Initia- tives, Ropes Courses, and Adventure www.training-wheels.com Cavert, Chris, et al. 1999. Affordable Curriculum. Project Adventure, www.sportime.com Portables: A Working Book of Initiative Dubuque, Iowa. Activities and Problem Solving Ele- ISBN 0-8403-5434-7 ments. Wood N Barnes, Oklahoma City, Okla. Rohnke, Karl. 1995. Funn Stuff. ISBN 1-8854-1340-0 Kendall/Hunt, Dubuque, Iowa. ISBN 0-7872-1633-X Gass, Michael. 1995. Book of Meta- phors vol II. Kendall/Hunt, Dubuque, Rohnke, Karl. 1984. Silver Bullets: A Iowa. Guide to Initiative Problems, Adventure ISBN 0-7872-0306-8 Games, and Trust Activities. Project Adventure, Hamilton, Mass. Graham, John. 1997. Outdoor ISBN 0-8403-5682-X Leadership Technique, Common Sense & Self-Confidence. Mountaineer Rohnke, Karl, and Steve Butler. Books, Seattle, Wash. 1996.Quicksilver: Adventure Games, ISBN 0-8988-6502-6 Initiative Problems, Trust Activities & Guide to Effective Leadership. Project Johnson, David W., and Frank P. Adventure, Hamilton, Mass. Johnson. 1999. Joining Together: ISBN 0-7872-2103-1 Group Theory and Group Skills. Allyn and Bacon, Toronto, Canada. Schoel, Jim, and Mike Stratton (eds.). ISBN 0-2053-0859-7 1995. Gold Nuggets: Readings for Experiential Education. Project Nadler, Reldan S., John L. Adventure, Hamilton, Mass. Luckner.1992. Processing the Adventure ISBN 0-7872-1925-8 Experience: Theory and Practice. Kendall/Hunt, Dubuque, Iowa.

ISBN 0-8403-7028-8

New Games Foundation. 1976, 1981. The New Games Book & More New Games. Andrew Fluegelman, ed. Doubleday, Garden City, N.Y. Out of print. ISBN 0-3851-2516-X (1976 edition), 0-3851-7511-0 (1981 edition)

70 71 Prepared by Susanne Dubrouillet, Visit Penn State’s College of Agricultural Sciences on the Web: http://www.cas.psu.edu Josina Fluehr-Lobban, Laurie McLaughlin, Toria Thompson, Mike Penn State College of Agricultural Sciences Gainer, Jeff Riddle, Gene Dilworth, research, extension, and resident education programs are funded in part by Pennsylvania Corky Potter, Robinne Weiss, Sharon counties, the Commonwealth of Pennsylvania, Gaughan, and Jessica Lenz. and the U.S. Department of Agriculture. Where trade names appear, no discrimination Reviewed and adapted for Pennsylva- is intended, and no endorsement by the Penn nia 4-H by Claudia Mincemoyer, State College of Agricultural Sciences is Ph.D., 4-H curriculum specialist, implied. Department of Agricultural and Issued in furtherance of Cooperative Extension Extension Education. Work, Acts of Congress May 8 and June 30, 1914, in cooperation with the U.S. Depart- ment of Agriculture and the Pennsylvania Legislature. T. R. Alter, Director of Coopera- tive Extension, The Pennsylvania State University.

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