Games
Activity—Helium Stick
(60 minutes)
Set up—Helium Stick (aluminum tent pole)
Ask the group—How can you lower the aluminum tent pole to the ground?
- Divide your group in half and then have them create two parallel lines where the lines are facing each other. The lines are close to each other (approximately 12 – 18 inches apart). The members of each line stand shoulder to shoulder.
- Once the two lines are formed, everyone holds out their index fingers at waist level.
- You (the facilitator) then announce to the group that you will be placing an aluminum tent pole on top of their fingers. THIS PART IS IMPORTANT - - when you place the tent pole on their fingers, do so from behind and in the middle of one of the lines ALWAYS KEEPING YOUR HAND ON TOP OF THE TENT POLE to prevent the group from raising the pole in the air. Apply enough pressure on top of the pole to prevent the group from lifting it up.
- Finally, with your hand on top of the tent pole (the helium stick), you will give them the following directions: “Your directions are as follows...as a group, you must lower this tent pole to the ground without even a single person on the team losing contact with the tent pole. Should someone lose contact with the tent pole you must start again.” Then, release your hand from the tent pole.
Rules
- No one may lose contact with the tent pole. If anyone loses contact with the tent pole the entire group must start again. The starting position is with the tent pole at waist level.
- Both index fingers must be used and only the index fingers may be used. The index fingers must be placed below the tent pole. Nothing else is allowed to touch the tent pole (other than the ground at the end of the activity).
Safety Warning
The ends of the tent pole can be dangerous if the pole starts moving quickly and hits someone in the face. Take precautions to prevent injury.
Facilitator Notes
- This is a VERY CHALLENGING activity. Do not do this with groups in serious conflict.
- Here’s what typically happens in this activity: When you (the facilitator) give the directions and then release the pole, the group will often times RAISE the pole (not lower it)! The group will usually laugh and find this somewhat strange. Its likely to take several attempts to just keep the tent pole steady (not lowering or raising).
- This is a communication intensive activity where each person must be absolutely committed to doing his or her part. People will likely get frustrated and it’s common for some blaming to occur.
- The group will likely throw out many ideas on how to solve this challenge. What it usually comes down to is the entire group focusing, doing their job with the direction of one leader. Groups that have the most difficulty are usually all talking at once.
- You may have to stop this activity several times mid-stream to help the group process how they are approaching this activity.
Variations
Have people pair up and supply each pair with a very short tent pole (18 inches). Have each pair lower their own pole to the ground so they can experience success. Then have people form groups of 4 and then provide them with a tent pole just long enough for 4 people. Have the groups of 4 work together to lower the pole. Continue making bigger groups until you have everyone working together on one tent pole.
Activity—Introduction “paddle” Activity (Paddle Roulette)
(10 minutes)
Set up—On land, on grassy area or beach, have participants form a circle and make sure all have a paddle.
Ask the group—Follow your commands moving right or left letting go of their paddle and grabbing the next appropriate paddle before it falls to the ground.
Do the usual round the circle introductions, names, outcomes,..etc.
For fun have each person add a descriptive word that begins with the first letter of their name: example terrific Tony , smiling Sandra , mysterious Mike .
Tell the group to place paddle tip on the ground, in front of them, place right hand on top of the grip,(vertical paddle) and on your command everyone moves one place to the right, and now is holding a different paddle. Change it up by calling, go left one space, then try going two spaces in either direction. This is a great warm up.
Variation: When a participant is unsuccessful in reaching their paddle in time, and paddle falls to the ground, that participant is then out of the game and removes themselves and that paddle from circle. Have that person then become the ‘caller’ of commands.
This activity is useful to introduce paddle parts , show different styles ,and sizes of paddles.
Activity—Keypunch
(45 minutes)
• Set up—Equipment: Create a set of 30 non slip numbered spots or discs; boundary rope; timer for 30 minutes count down, and timer or stop watch for timing each attempt. Randomly lay out up to 30 numbered markers or spots in a set area. This forms the keypad. Create a starting/finish point up to 10 yards beyond the set area. The group must assemble here-hence they do not have clear view of the keypad either before the first attempt or in between attempts.
Tell The Group—Participants must touch the randomly placed numbers, in sequence, within a given time frame in multiple attempts.
• Briefing: The group must touch all the numbered spots as fast as they can. The team is given five attempts and must complete all attempts within a 30-minute window, whilst seeking to:
- complete the task
- if possible better their time.
The group is penalized when a number is touched out of order and if more than one person is inside the boundary of the set area. The penalty may be, for example, that the group must start the attempt again but the time keeps ticking for that attempt.
• Give the team 5 minutes to plan, and then begin the 30 minutes count down, and then start the timer for the first attempt. Time each attempt when they say they are ready to begin the next one.
• The team will eventually arrive at a variety of solutions including giving each member of the team a number (or several numbers) to step on in sequence as they run through the set area. After several attempts this 'ordering' will become more fluid.
Variations
• Use this teambuilding exercise to highlight the value of continuous improvement.
• Can be presented as a fun teambuilding initiative problem.
• Variation to create a greater sense of role-play is in presentation of a story line: a computer virus has infected the entire network of the organization/ government and your team has been flown in to disinfect it. If more than one person enters the 'restricted zone' then they are 'fried'...add as much detail as you wish to enhance the atmosphere and/or build pressure.
• Depending on the group, alter the total time to 45 minutes and allow 5 minutes of separate planning time in between each attempt.
Processing Ideas
• What was the initial reaction of the group?
• How well did the group cope with this challenge?
• What skills did it take to be successful as a group?
• What creative solutions were suggested and how were they received?
• Did everyone listen to each other’s ideas?
• What would an outside observer have seen as the strengths and weaknesses of the group?
• What roles did people play?
• What did each group member learn about him/her self as an individual?
• What key factor led to an improvement in time?
• How motivated were participants to continually improve the time after initial success at the task?
Activity—Minefield
(60 minutes)
Set up— Select an appropriate area, outside, if possible. This can be done inside, even in rooms with fixed furniture (which can become objects to be avoided). Objects are scattered in in play area. Distribute "mines" e.g., balls or other objects such as bowling pins, cones, foam noodles, etc.
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Tell the group—In pairs, one person is to verbally guide his/her partner, whose eyes are closed or blindfolded, through the "minefield".
• Participants operate in pairs. Consider how the pairs are formed - it's a chance to work on relationships. One person is blind-folded (or keeps eyes closed) and cannot talk (optional). The other person can see and talk, but cannot enter the field or touch the person.
• The challenge is for each blind-folded person to walk from one side of the field to the other, avoiding the "mines", by listening to the verbal instructions of their partners.
• Allow participants a short period (e.g., 3 minutes) of planning time to decide on their communication commands, then begin the activity.
• Be wary of blindfolded people bumping into each other. The instructor(s) can float around the playing area to help prevent collisions.
• Decide on the penalty for hitting a "mine". It could be a restart (serious consequence) or time penalty or simply a count of hits, but without penalty.
• It can help participants if you suggest that they each develop a unique communication system. When participants swap roles, give participants some review and planning time to refine their communication method.
• Allow participants to swap over and even have several attempts, until a real, satisfied sense of skill and competence in being able to guide a partner through the "minefield" develops.
• The activity can be conducted one pair at a time (e.g., in a therapeutic situation), or with all pairs at once (creates a more demanding exercise due to the extra noise/confusion).
• Can be conducted as a competitive task - e.g., which pair is the quickest or has the fewest hits?
• The facilitator plays an important role in creating an optimal level of challenge, e.g., consider introducing more items or removing items if it seems too easy or too hard. Also consider coaching participants with communication methods (e.g., for younger students, hint that they could benefit from coming up with clear commands for stop, forward, left, right, etc.).
• Be cautious about blind-folding people - it can provoke trust and care issues and trigger post-traumatic reactions. Minimize this risk by sequencing Mine Field within a longer program involving other get-to-know-you and trust building activities before Mine Field.
• Establish a concentrating and caring tone for this activity. Trust exercises require a serious atmosphere to help develop a genuine sense of trust and safety.
This is popular and engaging game involving communication and trust. The task is very flexible, works for groups of various types and sizes, and can be adapted to youth, adults, corporate, etc.
Variations
• Minefield in a Circle: Blindfolded people start on the outside of a large rope circle, go into middle, get an item ("treasure", e.g., a small ball or bean bag), then return to the outside; continue to see who can get the most objects within a time period.
• Participants can begin by trying to cross the field by themselves. In a second round, participants can then ask someone else to help them traverse the field by "talking" them through the field.
• To increase the difficulty, you can have other people calling out. The blindfolded person must concentrate on their partner's voice amidst all the other voices that could distract them from the task.
• Be aware that some participants may object to, or have previous traumatic experience around the metaphor of explosive mines which have caused and continue to cause much harm and suffering. It may be preferable to rename the activity, for example, as an "obstacle course" or "navigation course".
Processing Ideas
• How much did you trust your partner (out of 10) at the start?
• How much did you trust your partner (out of 10) at the end?
• What is the difference between going alone and being guided by another?
• What ingredients are needed when trusting and working with someone else?
• What did your partner do to help you feel safe and secure?
• What could your partner have done to help make you feel more safe/secure?
• What communication strategies worked best?
Activity—Photo Bomb
(30 minutes)
Set up—Materials: White board, Bristol board, cardboard (any flat surface kids can tape pictures to, either in large group or small group), tape, sticky tack, glue (however you want them to stick the pictures up). In advance, collect publications of people boating (safe and unsafe practices as well as pictures that students may classify as unsure).
Tell the group—Have participants find pictures in magazines, comic strips, news stories etc. of people boating and have them categorize them into 3 categories:
Category 1 Category 2 Category 3
SAFE UNSURE UNSAFE
Example: Example: Example:
Wearing PFD has PFD but unzipped No safety equipment
Has all safety equipment Alcohol involved
Questions to Ask?
Why did they put each picture into their respective categories?
What is happening in the picture that made them decide to choose that category?
What actions could be done, to make category 2 (unsure) pictures move to category 1 (Safe)?
What actions could be done to make category 3 (unsafe) pictures move to category 1 (Safe)?
This activity will help facilitate group discussion and allow students to observe the environment in a new light. It could be used at the beginning of the presentation to see what they know/don’t know or at the end to reinforce what they have learned. It could also be used throughout the presentation as the presenter could continue coming back to this activity to draw examples and allow the students to correct their answers and reinforce the correct ones.
