teambuilding manual - teambuilding

YMCA Camp Chingachgook

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Teambuilding and Challenge

Programs Manual

I. Overview.. 2 A. Participant Eligibility . 2 B. Challenge by Choice . 2 C. Full Value Contract . 3 D. Standard Operating Procedures ... 3

II. The Facilitator. 4 A. Facilitator Code . 4 B. Role of a Facilitator . 5 1. Planning

2. Setting the Tone and Modeling Attitude

3. Motivating

4. Being Flexible

5. Being Understanding

6. Being Non-judgmental

7. Being Encouraging

C. Program Planning . 6 D. Program Implementation . 8 1. Briefing

2. Assessing Group Development

3. Letting the Group Think for Themselves

4. Leading Debriefing

5. Selecting the Next Activity

E. Debriefing ... 9 F. Sequencing ... 15 G. Teambuilding I vs. Teambuilding II . 16

III. Warm Up Activities 17 A. Icebreakers and New Games ... 17

1. Tag Games

2. Large Group

3. Any Size Group

4. Small Group

B. Name Games . 37 C. Games to Divide Groups ... 40

IV. Trust Activities 41 A. Introduction & Operating Procedures.. 41 B. Spotting ... 42 C. Activities ... 42 1. General Trust Activities

2. Leaning/Lifting Activities

V. Non Facility Initiatives 47 A. Operating Procedures . 47 B. Non-Facility Initiative Activities.. 47 VI. Facility Initiatives... 53

A. Operating Procedures . 53 B. Facility Initiative Activities .. 54

VII. Closing and Debriefing Activities..... 65 VIII. High Ropes... 66 IX. Rock Climbing.... 91 X. Values Sessions 110

Updated 2/06


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I. Overview Teambuilding programs at Chingachgook are typically designed to promote concepts including problem

solving/decision making, communication, cooperation, trust, and leadership. Groups work together on

activities and initiatives that may incorporate one or more of these concepts.

Most programs generally start with warm up activities to get the group comfortable to being in a new

environment and/or with new people. Shortly after this an introduction to the program is needed. This

includes a discussion about Challenge by Choice, the making a Full Value Contract, and safety. As the

program continues non-facility initiative activities are introduced. These activities, that may involve the

use of portable props, start off easy then may progress to more challenging activities. When the group

builds a foundation for working together the activities may increase in their challenges, moving to

facility initiatives.

Each activity is processed through debriefing. This is an opportunity for the group to reflect on

individual and group behaviors and comments during the activity. Debriefing can also provide a chance

for the group to provide suggestions about on how they can work or communicate better.

Programs end with a closing activity and/or discussion. Goals are reviewed and participants give

feedback on the program, the activities, and the facilitator. This gives a chance for a group or

individuals take what they learned and integrate it into their day-to-day lives.

A. Participant Eligibility In order to engage in teambuilding programs at Chingachgook, each participant must:

Have reviewed, completed and signed the waiver and contact forms (if under 18, co-signed by parent/guardian)

Review medical concerns with the facilitator(s)

Wear close-toed shoes

Wear appropriately sized and adjusted safety equipment checked by trained facilitator(s)

Be provided with a safety orientation before each activity and follow all guidelines

Be supervised at all times by trained facilitators at a ratio of not more than 15:1 for ground activities and 6:1 at climbing/high ropes activities

B. Challenge by Choice Challenge by choice is a concept we use in all our initiative courses. This concept means that each

participant can CHOOSE the level of their participation and the degree to which they challenge

themselves. High 5 Adventure Learning Center explains it as that a participant does not have to perform or participate at a particular timeThe emphasis made by a facilitator during presentation of the activity is that participation is expected: the choice is when, not if. Allowing participants to choose how they want to participate based on their level of comfort and ability in an activity or at an element

ensures their emotional safety in a perceived risk or challenging environment.


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C. Full Value Contract As noted by Outward Bound Instructors Guide, the Full Value Contract (FVC) can be considered a recipe for success within a team of participants. The FVC is a whole group (including the instructor/s) agreement thats used as a guideline of expectations and how to function within the team. It can include how individuals in the group should treat each other or lists the values in which the group agrees to

abide by. A sample list of expectations within a team may include;

listen to each other have fun stay safe be positive pay attention keep trying, dont give up

A list of values can be broken down into four easy points:

Value the other members in your group. (Ask how we can accomplish this.)

Value yourself during the activity. (Ask how we can accomplish this.)

Value your instructors and the equipment we are using. (Ask how, why.)

Value your experience and have fun!

Make sure the group understands and agrees to all of the points of the FVC. This tool is a good way to

help hold participants accountable for their actions during their experience. It may also be used to

discuss the groups experience with your participants.

D. Standard Operating Procedures Facility initiative elements, high ropes elements, and the climbing tower are to be used only

with a trained YMCA Chingachgook staff member during scheduled activity times. Access

is controlled by signs that are placed on trees near the elements and/or directly on the facility to

convey this message.

Teambuilding activities will only be operated while a designated staff member trained in at least CPR and first aid is on site who can be located by radio (the nurse in the summer season, a

program director in fall-spring seasons).

In case of an emergency, facilitators will perform care to the level of their training, alert the designated director on duty, and follow all emergency action plan guidelines.

Staff and participants must wear close-toed shoes.

Extreme winds, rain, lightning, or other weather conditions will cause activities to be moved to a sheltered facility. If lightning is sighted, the participants and staff should move to shelter at once.

If no lightning is seen for 15 minutes, the program may continue outside. If thunder is very close,

the same procedures as for lightning will be followed.

Facilitators will maintain a fun, supportive environment for the participants. Participants need complete and continuous attention and support.

All supplies will be kept in the corresponding Teambuilding Shed, Climbing Tower Shed (tower and rock climbing), and the High Ropes Shed / Repair Shed, which are to be kept clean, organized,

and locked.

Equipment use will be logged in the appropriate shed.

Facilitators will make it absolutely clear to participants that anyone who is exhibiting unsafe behavior may be removed from the activity and will not allow the team to continue to a

greater challenge initiative. This can include a participant who will not listen to instructions, a

team that is especially unfocused, or misuse of equipment. Facilitators will not be afraid to

enforce this rule as a team not following or listening to directions can be a liability during higher

risk activities.

Facilitators must be aware of their skills and knowledge before any activity or element is chosen and will ask for additional training or additionally trained staff where necessary.


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II. The Facilitator

The facilitator can be defined as: a) the individual who is leading the group through their experience,

developing relationships with the group and individuals within it, b) a leader who coordinates the

learning process rather than teaches or coaches.

A. The Facilitator Code

1. Teambuilding is a program in which a facilitator helps a team of individuals learn from each other about group dynamics.

2. Facilitators must remember that they are responsible for each and every individuals emotional and physical safety. A facilitator must make the group responsible as well.

3. An effective teambuilding instructor avoids becoming the center of the groups focus and directs a team of individuals to explore their own ideas and perspectives.

4. A facilitator will not give up or become negative with his/her teambuilding group and will set them up for success, be positive, and guide them toward adjusted levels of success. (Even if they fail,

they fail forward.) 5. All facilitators must hone their processing skills and provide appropriate opportunities for a group

to process and debrief the teambuilding events. Teambuilding instructors that have the most

success get to know their teams needs and limitations. 6. A facilitator must always be clear and thorough with their instructions, orient the group as to safety

concerns or hazards, and respectfully answer any questions. It is paramount to the safety of the

group and the effectiveness of the program.

7. A facilitator will not exceed the level of his/her training. 8. A facilitator will play fair, provide challenge, be honest, be safe, and have fun!

Facilitator Dos and Donts Please Do: Please Do Not:

-Create a supportive environment -Provide all the answers for

-Provide all the information the group needs the group

-Be creative -Be unenthusiastic

-Be spontaneous, and maybe slightly unpredictable -Be unprepared

-Make your directions concise and clear -Be unreasonable

-Model the behavior/expectations you have of the group -Be complicated

-Share a little personal information about yourself -Always be right

-Sequence initiatives in a thoughtful manner -Be the be all and end all -Stay attentive; observe the group and its process; be active -Be inconsistent

-Always keep in mind the age/goal/capacity of the group

-Use your humor

-Create a fun, relaxed atmosphere, with a twist of challenge

-Be energetic

-Be imaginative

-Always listen

-Be safe


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B. Role of a Facilitator

Facilitation is a mixture of many roles and responsibilities. They can include the following:

1. Planning A facilitator needs to know the group and its needs in order to plan an appropriate, successful, and

responsive program.

2. Setting the Tone and Modeling Attitude The facilitator sets the tone with a group through role modeling. The attitude and actions of a facilitator are

picked up by the participants. A facilitators behavior should be congruent with what is being taught. This occurs on different level with your group. A facilitator needs to establish ground rules and boundaries

early in the program. Be consistent with the group and yourself. A facilitator with a lets have fun attitude will most likely have a group who will join in and have a good time as well as accomplish a lot.

The facilitator must also maintain a safe environment physically and emotionally. Set an example for

processing; this includes not picking on individuals and being aware of sensitive topics. Remember: Be

firm, be fair, be fun, and be yourself.

3. Motivating The facilitator can help with the movement of the group. In the planning stages, make sure you put

together a program that you will enjoy as well as the group. Have some catchy openers to engage the group

from the beginning. The usage of the Challenge by Choice concept and the Full Value Contract can help

with group motivation throughout the activities. Planting these seeds in the participant may cause greater

growth than trying to force something that may not have been ready to happen at that time within the

boundaries/value they created. Effective facilitation offers a good balance between challenging a

participant to press on beyond their self-imposed limitations and recognizing when a participant has

reached the limit. The facilitator should be satisfied with any honest attempt and any level

accomplishment. Remember: A facilitator should take neither complete credit for the participants success nor the blame for their failures. Excessive time should not be spent trying to force participants to do an

activity because you want them to. Keep in mind whats good for the group.

4. Being Flexible Be prepared to go with the flow. Its a good idea to have tentatively planned program in advance, but you need to be willing to change those plans if necessary. Redirect the experience as needed to reflect the

changing nature of the group. Flexibility is not only meant in terms of ideas, but time as well. Have extra

activities planned in case the group runs ahead of schedule. Be prepared to cut other activities you planned.

Some groups may take more time than others to do an activity. Remember: There is more than one way to

do just about anything and as a facilitator. Dont worry if a group doesnt do something the right way. Encouraging creativity is a part of being flexible.

5. Being Understanding Taking risks is an integral part of any teambuilding program. Through these risks, participants gain the

greatest personal benefit and growth. As the facilitator, you need to understand how participants feel when

they take risks. Keep in mind that risks can be seen in a variety of ways and do not include only a fear of injury. Participants may be taking risks by saying their name in front of the group, by holding hands, or by

sharing how they reacted to the event during the debriefing. Remember: Put yourself in each persons shoes and understand the risk component to how they feel. Know that when a person is frustrated, tired,

hungry, cold, hot, thirsty, or scared this influences the group their experiences.


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6. Providing a non-judgmental atmosphere The facilitator should realize and understand that each participant has distinct physical and emotional

abilities and should not expect each participant to be able to do things the same as others. Remember:

When you provide a non-judgmental climate, members focus more on the competing within themselves,

rather than with each other, and can achieve success as a result. Each participant should be expected to

make a whole-hearted effort, however, the facilitator must be careful not to give too mush help to an

individual or a group so that participants are easily able to take risks, use decision-making skills, and

develop self-confidence. You must also be careful not to give too little help, which would make members

quit, diminish self-esteem, and increase dependency.

7. Being Encouraging A facilitator should not be the only on encouraging the support of a group. Facilitators should encourage

group members to support each other. Remember: Success can be determined not by how well individuals

or groups perform, but also by the extent to which they are willing to try something new and work together

to accomplish a task. Generally, as group members interact in a supportive and caring way in their attempt

to solve a group initiative or offer moral support to each other, then individual growth and group

cohesiveness takes place.

C. Program Planning To help assess the group, gather the following information:

Who is in the group?

What is the size of the group?

What are their goals?

Is the group choosing to come or is it mandatory?

What is the groups profile age, gender, special needs, intact or newly formed?

Does the group have prior teambuilding and/or adventure experience?

Are there other small groups doing the same program?

After obtaining this information, plan a program that matches who they are and their requests. Take

into account these questions when setting up logistics:

How long is the groups program?

What is your setting on-site (where) or off-site?

What is your indoor space in case of inclement weather?

How many other groups need space?

When creating and tentatively putting together a program, consider the following:

Activity sequence that best meets goals and has a clear beginning, middle, and end

Activity sequence in terms of group positioning and/or activity locations

Activities matching age, ability, level of experience, and commitment to the program

Time needed for warm-ups and icebreakers and level of name games needed

Available resources and space

Time allowed for being active vs. processing the experiences

Variety in the choice of activity active vs. sedentary, different concepts, different levels of risk-taking, different types of group interaction

Length of activities

A good closing activity for the group


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The factors contributing to program planning:

THE PROGRAM

-Introduction

-Opening activities

-Progressive program of

activities: games, trust,

non-facility and facility

initiatives

-Concluding activity

-Final debrief

THE FACILITATOR

Who are you?

-Skills & Training

-Knowledge

-Experience

-Personality

-Interests

-How you use your power

OBJECTIVE/GOALS

Determined by:

-The group

-A supervisor

-The facilitator

-The overall group

THE GROUP

Who they are:

-Size

-Age

-Gender

-Special population

-Abilities

-Voluntary / mandatory

-Time since forming

THE ACTIVITIES

Factors affecting

choice:

-Safety

-Nature of the activity

-Timing

-Fun for the group

-Environment

THE TIME PERIOD

-Length of program

-Experience prior to

arrival

-One of multiple visits

THE RESOURCES

Whats available:

-On-site or off-site

-Indoor & outdoor space

-Props

-Sharing with other

groups


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D. Program Implementation The program plan formed with all the information now needs to be implemented. As a facilitator, you

will set the stage for the group with your attitude and will need to assess how the group is functioning

together in order to adapt your facilitation to their needs.

1. Briefing / Frontloading The goals and objectives must be clearly explained before each activity begins. This should be done

relatively briefly and without giving away a solution. Consider the following:

a. Presenting appropriate rules

The rules for an activity are developed to create boundaries for safety and challenges. As a facilitator, make sure youre aware of what the activity is and what its rules are. Rules for safety are there to keep a person from getting hurt and are non-negotiable. The rules for fostering challenges can be flexible.

While its important that you are consistent and trustworthy, you are in a position as the facilitator to change those rules. Watch the group to see if the event needs to be modified, and then make sure to

process the changes in the debriefing.

b. Being aware of safety issues

Ultimately, you are the person responsible for a participants safety. Be aware of the operating procedures for any activity prior to use. Addressing safety concerns with a group needs to happen

before they can engage in the activity. If a safety concern wasnt addressed earlier, include them as they arise. Be constantly aware of any safety issues that may arisephysical or psychologicaland take care of them immediately. During the event, you should act as a spotter where necessary, but

make sure that you turn the responsibility over to the groups as well.

c. Answering questions

Before the group begins to work on the event, make sure their questions have all been answered. Make

sure your explanation is clear.

2. Assessing Group Development One of your primary tasks is to assess the difficulty level of the events you present to the group and

match it with the groups skill level as well as phase of group development. If the events are too difficult or easy, you will need to modify them to fit the group.

a. Making events easier:

You may give a group the chance to allow for additional number of mistakes during an event, move boundaries to make them smaller or closer, or allow participants to help in ways that would not usually

be in the rules. Remember: It is better to start an activity easy then modify the event to make it more difficult, than to start too hard and patronize them by making it easier.

b. Making events harder:

It is OK to modify an event to increase the difficulty because a group performs very effectively

together. Examples include: make all or some of the group mute (a good idea if some members of the

group have done the activities before and know the secretes.); make all or a few of the participants blind with blindfolds; handicap by not allowing some members to use an arm or leg; add physical obstacles; have the group reverse or go backwards. Use your imagination. Remember: Be fair and be

consistent.


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3. Letting the Group Think for Themselves Let groups plan how to attempt an activity on their own. When they feel theyve come up with a plan, let them tell you it BEFORE they begin, be sure everyone in the group knows the plan, and deny a plan only if

it is unsafe. Ask them to explain how they have planned for the group to stay safe while performing the

event. Let them figure out solutions for themselves; ask them what they could apply from a previous

activity or attempt at this one that would help. With enough encouragement, groups may think of solutions

that no one else has tried.

4. Leading Debriefing / Processing Processing is a necessary step in the group experience. Remember that the group is reflecting on and

evaluating present and recent experiences in order to celebrate, achieve more positive outcomes, and set

new goals. Debriefing needs to be inclusive, follow the FVC, and guided by the facilitator.

5. Selecting the Next Activity The next activity should reflect on responses from the debrief as well as the continual goals of the group

as much as possible.

E. Debriefing

Debriefing (or processing) can make the difference in a well-facilitated program. After the group

completes an activity (this does not necessarily mean the end objective has been met), lead the group

through the debriefing process. Keep in mind that:

-Trust and safety issues are important; the FVC is in effect

-Everyone in the group needs to have a voice and participate at some level

1. Facilitator Debriefing Role The facilitator needs to:

-Ensure that the group discusses the activity and their performance constructively and timely

-Ask open-ended questions, focus on different concepts accordingly, and use a various techniques

-Provide structure and guide the discussions/sharing

-Expect different ideas and responses to be shared

-Continue to provide a safe and positive environment for sharing

-Position the group so that everyone is included

-Enforce good listening skills

-Debrief away from equipment

-Leave time at the end of an activity and especially class session for debriefing

-Vary the amount of time spent on debriefing each and every activity

-Vary the order in which participants share popcorn style, whip arounds, several individuals with the same rating/card chosen, etc.

-Be sure everyone is getting the opportunity to speak, use a magic stick or go one by one.


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2. The Debriefing Model

The Debriefing Model for processing is a simple and straight-forward method.

3. Sample Debriefing Questions

The following sample questions cover many aspects of the teambuilding process. Most of them are

open-ended questions; however, yes/no questions may be used if participants are asked to explain

their responses.

Some questions will be more appropriate than others depending on the group. Choose wisely and be

careful with the wording. Some facilitators prefer not to use the word feelings, thinking that participants may prefer to keep their feelings private. Try asking them to share what they are thinking (and many times are therefore feeling) by wording the question differently (ex. How did it affect you?). Some of the questions below are all about feelings, and after you get a good sense of your groups personalities, they may be fine to use.

Consider using some physical prop to go with your questions chiji cards, fist to five, body parts debriefing bag, emotions cards, etc. The purely physical ones can be especially effective with

younger kids while the imaginative ones can be great with older groups.

1. Activity

4. Now What?

-What will you take from the

activity?

-How will you apply (transference)

what you learned

-to the next activity?

-to your day-to-day lives?

2. What Happened?

-What happened

during the activity?

-What role did you

play?

The Debriefing

Model

3. So What?

-Why did that happen?

-What did you learn about each other?

-What did you learn about the process?

-How did the activity affect you?

-Why is this important?


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Sample debriefing questions by participant/group development level

Elementary/Easier

1. Why is it important to follow directions? 2. How is listening important to group success? 3. Is it effective if everyone in the group has a different goal? How can you avoid this?

Elementary-Middle/Medium

1. What are some steps to problem solving? 2. What are several elements to teamwork? 3. How well would you day this group worked together as a team? 4. What does it take to be a good leader? 5. When is competition helpful? When is it detrimental? 6. How can you use what you learned today in other situations?

Middle-High/Difficult

1. What qualities are important in leadership? 2. What types of leaders are easier to follow? 3. How would the world be if everyone always took the easy way out? Would great leader and

initiators have surfaced?

4. How do we limit ourselves during day-to-day activities? 5. What have you learned about yourself in todays activities? 6. What will you take with you for future endeavors?

Sample debriefing questions which are concept-centered

Communication:

1. What are the communication patterns in the group? 2. Who talks? Who listens? 3. How respectful are individuals of each other? 4. What is the content of communication?

Listening:

1. Who made suggestions for completing the activity? 2. Were all of these suggestions heard? Explain. 3. Which suggestions were acted upon? 4. Why were the other suggestions ignored? 5. How did it feel to be heard when you made a suggestion? 6. What interfered with your ability to listen to others? 7. How can this interference be overcome? 8. Did you prevent yourself from listening well? How? 9. Did you listen in the same way today as you generally do? If not, what was different about today?


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Cooperating:

1. Can you think of specific examples of when the group cooperated to complete the activity? Explain.

2. How did it feel to cooperate? 3. Do you cooperate in most things you do? 4. How did you learn to cooperate? 5. What are the rewards of cooperating? 6. Are there any problems associated with cooperation? 7. How did cooperative behavior lead to successfully completing the activity? 8. How can you cooperate in other areas of your life? 9. Did you think anyone was blocking the group from cooperating? Explain.

Goals:

1. What is the group trying to achieve? 2. What are individual goals? (e.g. the group goal may be to finish the task while an individuals

goal may be to be heard.)

3. Are the groups goals understood and agreed to by all members? 4. Do the goals change? 5. Are the group goals different/same as individual or facilitator goals?

Norms:

1. What behaviors are acceptable/unacceptable? 2. How are ideas generated? 3. How are decisions made? 4. How is conflict expressed and dealt with? 5. What steps does the group take in solving the problem? (All talk? All action?) 6. What kind of peer pressure was present? 7. How does the group define success?

Following Others:

1. Who assumed a follower role at times throughout the activity? How did it feel? 2. How did it feel to follow different leaders?

Membership:

1. What is the level of entry into the group for each individual? 2. What recognition does each individual receive by the group? 3. What is their sense of belonging? 4. Who feels included? Excluded? 5. How do people gain or lose membership? (Specific behaviors)

Trusting the Group:

1. Can you give examples of when you trusted someone in the group? Explain. 2. Is it easier to trust some people and not others? Explain. 3. Can you think of examples when trusting someone could not have been a good idea? 4. How do you increase your level of trust for someone? 5. On a scale of 1-10, rate how you trust the group as a whole. Can you explain your rating? 6. What did you do today that deserves trust of others? 7. How does the amount of fear you feel affect your trust of others?


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Leadership:

1. Who assumed leadership roles during the activity? 2. What were the behaviors that you described as showing leadership? 3. Can everyone agree that these behaviors are traits of leaders? 4. How did the group respond to these leadership behaviors? 5. Who followed the leader even if you werent sure that the ides would work? Why? 6. Did the leadership role shift to other people during the activity? Who thought they were taking the

leadership role? How did you do it?

7. Was it difficult to assume a leadership role with this group? 8. Why didnt some of you take a leadership role? 9. Is it easier to take a leadership role in other situations of with different group members? Explain. 10. Did anyone try to lead the group, but they felt unsuccessful? What were some possible reasons for

this? How did it feel to be disregarded?

Making Group Decisions:

1. How were group decisions made in completing the activity? 2. Were you satisfied with the ways decisions were made? Explain. 3. Did the group arrive at any decisions through group consensus? (Some may not have gotten their

first choice, but they could live with the decision.)

4. Did one or several individuals make some decisions? 5. Did everyone in the group express an opinion when a choice was available? If not, why? 6. What is the best way for this group to make decisions? Explain. 7. Do you respond in similar way in other groups? 8. What did you like about how the group made decisions? What didnt you like?

Moving On:

1. What would you do the same next time? What would you change? 2. What can the group improve on for the next activity and how? 3. What did the group do well that can be used in the next activity or when you leave here?

Deferring Judgment of Others:

1. Is it difficult for you to avoid judging others? Explain. 2. Can you think of examples of when you judged others in the group today?when you didnt judge

others?

3. What were some advantages to you by not judging others? 4. What were some advantages to others by you not judging them? 5. How does judging and not judging others affect the completion of the activity? 6. Were some behaviors of others easy not to judge and other behaviors difficult? 7. Would deferring judgment be of some value in other situations? Explain. 8. Can you think of any disadvantages of not judging others in this situation?


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Respecting Human Commonalities:

1. How are you like some of the others in the group? 2. Were these commonalities a help to the group in completing their task? Explain. 3. Were these commonalities a hindrance to the group in completing their task? Explain. 4. Do you think you have other things in common with some of the group members that you havent

found yet?

5. How did this setting help you discover how you are similar to others?

Respecting Human Differences:

1. How are you different from some of the others in the group? 2. How do these differences strengthen the group as a whole? 3. When do differences in people in a group prevent reaching certain objectives? 4. What would this group be like if there were very few differences in people? How would you feel

if this were so?

Expressing Appropriate Feelings:

1. Can you name a feeling you had at any point in completing the activity? Where in your body did you feel it most?

2. What personal beliefs were responsible for generating that feeling? (What was the main thought behind that feeling?)

3. Is that feeling a common one in your life? 4. Did you express that feeling to others? If not, what did you do with the feeling? 5. Do you usually express feelings or suppress them? 6. Would you like to feel differently in a similar situation? If so, how would you like to feel? 7. What beliefs would you need to have in order to feel differently in a similar situation? Could you

believe them?

8. How do you feel about the conflict that may result from expressing certain feelings? 9. How do you imagine others felt toward you at various times during the activity? Were these

feelings expressed?

10. What types of feelings are easiest to express?most difficult? 11. Do you find it difficult to be aware of some feelings at times? If so, which ones. 12. Are some feelings not appropriate to express to the group at times? If so, which ones? 13. What feelings were expressed nonverbally in the group?

Closure Questions:

1. What did you learn about yourself? 2. What did you learn about others? 3. How do you feel about yourself and others? 4. What new questions do you have about yourself and others? 5. What did you do today of which you are particularly proud? 6. What skill are you working to improve? 7. Was your behavior today typical of the way you act in groups? Explain. 8. How can you use what you learned in other life situations? 9. What beliefs about yourself and others were reinforced today? 10. Would you do anything differently if you were starting the activity again with this group?


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F. Sequencing

During any teambuilding session, the group will go through a sequence of stages before they act as a

well functioning unit. There are five stages of group development. The first stage is forming, where the

group is unfamiliar and coming together for the first time. The second stage is storming; the time when

the group will begin to evolve and there may be some stress for leader and follower positions within the

group. With the facilitators guidance, the group will enter into the norming stage that allows the group to operate without the distractions of the storm because of understandings of rules and manners. During

this stage, performance levels begin to increase and the group may enter the performing stage where

they are productive and can easily solve problems. Lastly, is the transforming stage. During this stage,

issues such as letting go and a fear of closure may occur if the group has really bonded and they are not

going back to an environment where they can continue their group.

Based on the stages of group development, it is easier to understand why facilitators cannot jump to

more difficult initiatives right away and have a successful result. Order of events is one part of the

process to ensure a beneficial sequence for a teambuilding group.

Order of Events: The group must progress with small steps; begin with games and icebreakers, including name games

and silly games that break down defenses. Then begin to go through trust activities that familiarize

individuals with one another on a more personal leveltrust walk, 1 on 1 trust falls, and willow in the wind. Once a feeling of trust is established, move on to non-facility initiatives. These are initiatives

done in an open area where an objective or solution to a challenge is to be achieved. These activities are

to begin the group thinking, planning, and communication that will help norm the group. The next move is the group initiatives course. This move is made only after warm-ups and trust activities have

been done and only if you deem the group ready to handle it. The initiative course has many elements

with varying degrees of difficulty. These initiatives may be sequenced by beginning with easier

initiatives such as All Aboard, Peanut Butter Pit (Nitro Crossing), and the Maze and proceeding to more

challenging activities like the Mohawk Walk, Wild Woozy, and Spiders Web. These can also be used as

final culmination challenges for groups who are ready for these activities. From here your groups may

be headed for the high ropes course, or they may have completed their sequence. No matter which

scenario, wrap up the sequence with a group closing; a time for reflection on the experience and a time

to be heard by fellow group members.

Activities Sequence: The next part concerns the exactly what do I want to do planning stage. Sometimes having an idea of what you might do or where you want to go is better than a strict plan, groups can fluctuate in

performance level and you want to help your group achieve when possible. This stage of sequencing

includes things such as: how many activities within each category are you attempting and which

specific activities are you choosing? Why? Do you have a theme that you are discussing? Are you

using a story line that links the activities you choose or is each activity a separate event? Either is fine

so long as it is a conscious decision. Have your trust activities and critical thinking events prepare your

group for the challenges you are presenting? These questions map out the groups sequence and can

make or break group success.


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Debrief Sequence: The final part includes the sequencing within debriefing sessions. Begin with easier questions, and then

ask the group how these revelations can aid with their next initiatives. Progressively the debrief topics

should advance the groups critical thinking skills. Make sure you are choosing questions which are at the level of the group; try not to get too deep with a group that is not ready. Carrying over ideas from

one debrief to another as this may give the group a sense of purpose. Helping your participants link

ideas back to their home lives is also a vital part. You do not have to debrief every initiative; the debrief

can be a 30 second go around or a 15 minute discussion. If the sequence is solid, it will be perceived but

not forced; a participant will be able to tell you the theme of their day with remarkable accuracy. Most

of all, make it fun.

G. Teambuilding I vs. Teambuilding II

Teambuilding 1 could really be defined as all the activities that precede the Initiatives Course.

Icebreaker activities, designed to allow the participants start interacting and getting to know each other,

are a starting point for the group to begin helping each other, asking for help, cooperating,

communicating, developing group member roles, problem solving, and having fun. Moving forward

into new games, trust, and non-facility initiatives, the group begins to focus on developing better

communication skills, decision-making, trust, conflict resolution, leadership roles, and group diversity.

Teambuilding 2 consists mainly of the Initiatives Course. The elements on the course are designed to

challenge the group to use the skills they have learned and developed earlier in their teambuilding

experience. Facility initiatives can be seen as the peak experience of teambuilding as they have more perceived risk, but many are not any more difficult in the problem-solving realm than some of the non-

facility initiatives. By follow the rules of sequencing, working up to these elements allows the

participants to increase their individual confidence and that of the group as a whole so they will be more

willing to find a way to be involved instead of quickly saying No way!

By having these two distinctions, the facilitator is able to provide an experience that is most appropriate

for each specific group. The facilitator can see how the group is evolving with each activity and can

give and adjust the group challenges that will hopefully cause the group to grow together.

Obviously, the longer the teambuilding experience, the more the group has the chance to grow and

therefore take part in more advanced activities. When a group is scheduled for one block of

teambuilding, the progression to get the group to harder activities is sped up in hopes that they will still

feel a sense of group achievement even in a short period of time. The importance of sequencing still

exists, but the amount of time spent on each type of activity can be shortened. It is important to note

however, that if the facilitator sees that the group is not coming together in the way necessary for

elements on the Initiative Course, it is OK to hold them back and continue activities geared more at their

level, yet still provide a challenge. If it seems like the group needs the satisfaction of doing one

Initiative Course element (so they have a peak experience), one can be chosen and adjusted to fit the level at which they are working as a team. The age of the group also plays a factor in similar decisions

made by the facilitator.

However, when the group has come for an extensive teambuilding experience, more time can be spent at

each stage of the process knowing that it will allow them to excel positively as a team more effectively.

When they do reach the Initiative Course, they will have more skills to use and the elements can be

adjusted to challenge the group even more.


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III. Warm Up Activities Warm up activities are designed to break down personal defenses, get the group laughing together, introduce

group members to one another and the facilitator(s), and initiate cooperation and teamwork.

As a reminder, sequence through icebreakers to interwoven name games and new games. Generally speaking, icebreakers and new games should not involve a lot of advanced group problem solving.

Throw in icebreakers throughout the teambuilding program, especially after breaks or at the start of a class to raise the groups energy level and warm people up again (both physically and emotionally).

Remember that the core values should be shared before beginning new games, and boundaries and safety hazards need to be clearly identified to the group before beginning each activity.

Elimination games generally should be short and played a few times. Try adding rules that allow players to tag back in after the first round or have another role (referees, hecklers, etc).

Think about positioning the group from activity to activity so the group doesnt end up spending all its time getting into and out of circles and lines.

Choose interesting ways to position the group (eg. spaghetti noodles for straight lines, pizza crusts for circles, the game Quick Line Up for squares or other geometric shape).

Choose interesting ways to divide the group. Choose interesting ways to move (or transition) the group from one place to another, like hula hoop throw,

object relay, quick line up, ships & sharks, blind walks, etc.

Rotate partners to encourage the group to get to know new people. Designate a go phrase or magic word to start activities. Balance very physical activities with quieter games. Monitor the groups energy level and interest in the game; you may have to switch to a different game

depending on the groups response. Let your group know how many more turns there will be before the end of the game.

Get yourself into the middle or in the IT position to bring the activity to a close or start a new one. Avoid dead time with large groups to maintain focus; have other facilitators prep for the next game and

rotate facilitators for activity introductions.

Sequence from the individual to small group participation to large group teamwork. Some new games contain cooperation and beginning teambuilding for transition to the next level.

Some small group activities can be adapted to friendly competitions for 2 or more small groups.

A. Icebreakers & New Games

1. TAG GAMES Remember to define appropriate tags never on the head! Anyone who runs outside a boundary is automatically tagged. Chaperones can help monitor the boundaries if they prefer not to play. Remember to keep the games moving so those tagged can play again. Move boundary markers in to capture the last remaining participants if needed. Make sure the terrain is safe, flat, and large enough. Introduce more IT people for larger groups; try to identify them if using multiple ITs (bandannas

work well).

**Indicates great initial

activities for the whole

school/group on arrival.


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**Aerobic Walking Tag (aka NYC Tag, Trapped In a Subway Station)

Group Size: Any, but larger is better Group Division: Partners

Needs: Boundary markers Establish a small circular or square boundary. Participants choose a partner across from them (you can use all

four square sides) and decides which person will be IT. On GO, everyone enters the boundary, and each IT

tries to tag his/her partner. When tagged, that person becomes IT and must spin around three times while

saying some fun phrase. Play until each person has been IT a few times. This is a fast-walking activity. Hints:

the boundary must be small enough that each person is almost always touching other players. This activity can

be used to break down physical barriers. Adaptations: use a slightly bigger boundary and add the rule that if

anyone touches another player, s/he must do one 360 spin.

Bat and Moth

Group Size: Any Group Division: 2 players at a time

Needs: (Optional) pop can with rock taped inside & flat terrain

Participants stand in a circle. A pair is selected to be in the middle; one person becomes the bat, and the other

becomes the moth. The bat may either close their eyes at all times or be blindfolded; think sonar. The bat calls

out bat and the moth MUST reply moth. The object is for the bat to tag the moth. The remainder of the group are trees; they hold hands in a circle or assume the spotting position to keep the bat and moth safely

inside the circle while the chase is on. A great game for night hikes. Adaptations: use a pop can with a small

rock taped inside that must be shaken continuously by the moth. For larger groups, add in more moths.

**Blob Tag (aka Homer Simpson Tag)

Group Size: Any, but larger is better Group Division: None

Needs: Boundary markers & a lot of space

Set a boundary. Have one person who is IT (Homer). As he/she tags others (donuts), they hold hands and try to

get more. The IT gets bigger, and they must stay attached to tag more people. Hints: if there are only a couple

of wily participants in the end, help the blob come up with the idea to form a line along one side and sweep the

playing area. This is a great lead-in for more teambuilding activities. Adaptations: blobs can split into smaller

blobs of 3. This can help keep the original it person able to do some tagging. Can be applied to any situation where smaller issues compound environmental impact, communication, etc.

**Cow Tipping Tag


Needs: Boundary markers

Set up a boundary. Designate one person to be IT, or in this case the farmer, who is out to get the cow tippers

(participants) on his/her farm. If the farmer tags a tipper, that person becomes a cow, standing on all fours until

s/he is tipped over (gently pushed on the shoulder) by a tipper to get back into action. The goal is to beat the

farmer by keeping as many tippers running around as possible. Hints: for larger groups, add in more farmers.

**Cyclops Tag


Needs: Boundary markers & an open area This is a variation of Aerobic Walking Tag with a slightly larger boundary. Have the participants pair off,

determine who will be IT to start, and stand across the boundary from one another. On GO, everyone enters the

boundary, and each it person tries to tag his or her partner. The difference is that the IT person must close one eye and look through their fist (a mini-telescope) with the other eye. When tagged, that person becomes

it and must spin around three times while saying some fun catch phrase. Continue playing, switching roles each time. If the person being chased touches another person, s/he must do one 360 spin. This is a fast-walking


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activity. Hints: the boundary must be small enough that each person will occasionally touch other players.

Adaptations: just cover one eye and use full vision in the other.

**Elbow Tag

Group Size: Any, but 2 small groups is ideal Group Division: Rotating Partners

Needs: 1 bopper

Have the group members choose partners and stand side-by-side with linked elbows. Spread out the pairs

randomly. Split one pair into a chaser and a runner. The chaser must tag the runner below the head with the

bopper. If successful, the chaser and runner change roles by doing the following: the chaser tosses the bopper,

and the runner picks it up and becomes the new chaser. A runner may at any time link elbows with someone in

a pair. This knocks the outside person off, who becomes the new runner. Hints: positioning the pairs

determines the size of the playing area.

**Everybodys It (and its variations) Group Size: Any, but larger is better Group Division: None

Needs: Boundary markers & an open area

Establish a very clear and large boundary. The object is to be the last one standing.or just have lots of fun. Players spread out and when directed, begin tagging one another. Once a player is tagged, he or she sits down

where tagged. If players tag each other at the same time, they can either both sit down or call a truce and

continuing playing. If a player runs outside the boundary, s/he is out. Hints: use chaperones to help monitor

large groups. Adaptations: second or subsequent rounds, players can tag back in, with the person tagged now

sitting down. Players tagging back in can only pivot.

Toilet Tag: once you are tagged, you have to kneel and hold a hand out like a toilet flusher. Someone can then

un-tag you by sitting on your knee and flushing you (making the sounds, of course). Hospital Tag/Band-Aid Tag: when you get tagged, you have to hold what got tagged. Once youve been tagged 3 times, youre out.

**Giants, Wizards, Elves

Group Size: Any, but larger is better Group Division: 2

Needs: 3 lines of boundary markers & a lot of space

Establish a large playing area with a centerline and a safe zone at either end. Split the group in half, each of

which has a specific side of the field. Each group huddles at their end of the field to decide their identity for the

round: giants, wizards, or elves. Everyone must agree on one. The groups then walk to the centerline, forming

two lines facing each other about one foot back. On the count of three, the groups reveal their identity. Giants

(some sort of large giant gesture) beat Wizards; Wizards (zapping fingers) beat Elves; Elves (crouching elf

gesture) beat Giants. Members of the winning side chase the loosing side, which is trying to run behind its safe

zone; the winning side claims anyone tagged by a chaser before reaching the safe zone. The new groups huddle

and decide on a new identity, and the same routine happens again. The goal is to get the most players possible

on your team before the end of the game. Adaptations: with smaller groups, chasers can be limited to just

tagging one person


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Go-Tag

Group Size: Small Group Division: None

Needs: Open area

Everyone squats in a tight line, alternate players facing opposite directions. The person at one end of the line

will be the first runner while the person at the other end will be the first chaser. They may start running either

clockwise or counter-clockwise, but they may not switch directions once they start. The object of the game is

for the chaser to tag the runner. The runner may change place with anyone in line, but the chaser can only tap

out a new chaser who is facing the opposite direction. The new chaser can change directions and start on either

his/her right or left side. This allows the team to strategize as one large chaser. When the chaser catches the

runner, the previous runner who changed places with him/her becomes the starting chaser for the next game.

Hints: this game should be played on softer terrain.

**Head/Stomach Tag

Group Size: Any, but larger is better Group Division: 2 groups


Establish a boundary. Divide the group in half. The stomach group members each place one hand on their

stomachs. The head group members each place one hand on their heads. The object is to tag members of the

other group (squat if out) and be the group left with member(s) left at the end.

**Knee Coup

Group Size: Any, but bigger is better Group Division: None


Each group member will try to tag others and be the last one in the game. Each person will start with hands on

knees in the safe position. In order to move, the hands must be taken off their knees, and the safe position may

be kept for only 5 seconds at a time. Tags may only be on the knee of another person. A simultaneous tag

means both people are out. Tagged participants sit/squat down when tagged. Adaptations: during subsequent

rounds, have the people who got out tag back in (may only pivot and then that person is out).

Triangle Tag

Group Size: Any, but smaller is better Group Division: 4-somes

Needs: None

Have the group get into groups of 4. Have 3 people form a triangle and select one person to be the valuable

gem. The triangles goal is to protect the gem from getting tagged by the 4th person (jewel thief) who is outside the triangle. The thief may not run and dive at the group. If the triangle breaks hands, the game is over. Switch

positions so that everyone has the chance to be each position.


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2. LARGE GROUP ICEBREAKERS & NEW GAMES

**Alaskan Baseball (aka Inuit Baseball)

Group Size: Larger is better (two small groups or more) Group Division: 2

Needs: 1 rubber chicken & a lot of space

Divide the group in half. Group A lines up in a straight line with the rubber chicken at the front of the

line. Group B forms a tight bunch and elects a runner. When the facilitator says GO, Group A in a line

passes the rubber chicken under-over style down the whole line until it reaches the last person who yells

STOP. While this is going on, Group Bs runner runs around the bunch and keeps track of the number of times s/he makes it around until the Group A yells STOP. The last person at the end of the line in

Group A then throws the rubber chicken as far as possible and yells GO. Group B now runs to where

the chicken landed, lines up behind it, and passes the chicken under-over while the Group A forms a

bunch and counts how many times the runner makes it around. Each group should keep a cumulative

count (a great role for chaperones). The group with the highest number of runs is the winner. Hints: As

a facilitator, end the activity when each group has had an equal number of turns running and passing.

If there are multiple facilitators, have one facilitator per each group.

**Captains Coming (aka Shipwreck, Half Deck/Quarter Deck) Group Size: Large Group Division: None

Needs: boundary markers & a lot of space

Line the group up on one side of a square boundary. Define each side of the square as the bow, stern, port, and starboard (or north, south, east, west side) of the ship. When you call out a side, everyone must get run to that side of the ship, and he last person to get to that side will be out (designate one side to be out).

Practice. Add in more commands and play with the following:

Captains Coming: everyone freezes, stands, and salutes without moving until At Ease is called. Anyone who moves before At Ease is out.

At Ease: participants may drop their salute and move. Introduce the numbered group commands; a group without the right number is out.

Man Overboard: each participant grabs a partner. One person is one their hands & knees while the other puts one foot on his/her partners back and puts a hand above their eyes while peering out.

Three in a Boat or Row Boat: 3 people sit with V legs out in a line and pretend to row while singing row, row, row, your boat. Row Boat, number can be used for larger groups.

Captains Ball: 2 people join together and dance around Lighthouse: 4 people 3 join hands in a circle and rotate while the fourth person is rotating the

opposite direction in the middle with hands up blinking like a light.

Captains Dinner: 5 people come together and pretend to eat a meal at a table, with loud garbling noises.

Other commands that can be added along the way:

Mermaid: everyone pretends to be a mermaid and waves saying Hi Sailor in a high-pitched voice. Seasick: everyone runs to the side and pretends to vomit over the edge. Swab the deckeveryone pretends to have a mop and mops the deck. Add the participants who got out back into the game periodically.

Hints: have facilitators and chaperones positioned around the boundary to help judge.


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**Mingle, Mingle, Mingle

Group Size: Large Group Division: Varies

Needs: None

Give the group a commonality, such as favorite ice cream flavor, state born in, birthday month, etc. On the go

phrase of mingle, mingle, mingle, the group will find all the members with the same commonality and group up. Have each small group (or individual) share the commonality. Give them a new commonality and repeat.

Hints: avoid physical characteristics. Favorites with somewhat limited options work well, i.e. pasta shape,

color, school subject. Can be used for diversity groups.

**People to People

Group Size: Large Group Division: Partners

Needs: None

Have everyone get a partner. Stand in a circle of pairs standing next to each other with the facilitator in the

middle. Call out things like hand to hand, foot to foot, elbow to heel, etc. The pairs perform the task, and when the next one is called, they can release the previous position. After 3 calls, shout people to people, which means that everyone needs to find a new partner and form a new circle of pairs. The participant in the

middle also finds a partner, leaving one extra to be the new caller. Hints: this is a de-inhibitizer as it gets

people to touch in a safe manner during play helping to break down barriers. Great for adults. For younger

groups, keep the facilitator in the middle to call out commands. You NEED to define whether it is both partners

that need to supply body parts, i.e. does each person need to connect the left elbow to the other persons right big toe or is it just one elbow to toe? Adaptations: have partners cumulatively add each command. Add an

intro to one other each time they find new partners.

**Round Ball Blitz

Group Size: Large Group Division: None

Needs: 1-2 large balls, 1 whistle

Have the group get in a circle. One facilitator will be in the middle, blindfolded (or eyes closed) with the

whistle. The group will pass the ball around in the circle like a hot potato. The ball must be handed off, never

thrown. When the whistle blows, the person holding the ball is out and sits/squats down. If two people argue

over which person was holding the ball, they are both out. The ball continues around the circle. Eventually,

gaps will form, and the person holding the ball will walk inside the circle to the next recipient and then walk

back to his/her original place. The game continues until there is one winner. Hints: let the ball go around the

circle once and then blow the whistle often for a while. Have other facilitators monitor the circle and help keep

the ball moving when someone gets out. Adaptations: play with multiple balls for big groups and have either

more winners or reduce to one ball as more people get out.


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**Smaugs Jewels/Gems/Diamonds Group Size: Large Group Division: None

Needs: 1 soft item & an open area

The group forms a circle with the greedy dragon, Smaug, in the center protecting his Jewels (a soft item such as a stuffed animal, wadded bandanna, rubber chicken, etc.). Smaug needs to stay about 2 feet away from his

Jewels and as such cannot stand directly over them. Smaug calls out a category of appearance or fact like

wearing long pants, having black hair, or wearing a watch that other members of the group will have. Everyone

who qualifies then has an opportunity to sneak in and steal the Jewels. The object is to grab the Jewels and

make it out of the circle without being tagged by Smaug. If you make it out, you get to be Smaug. If tagged,

you drop the Jewels (they stay right there) and go back to your spot and wait for the next call that applies to

you. Hints: remember to try to keep the circle from getting too small. For younger groups, you should call out

the categories to help stay away from cliques or inappropriate categories. Make sure that everyone is getting a

chance to go in and try ending on one when everyone has a chance. If there are times when only one

participant is left, add in another category rather than send that person back to the circle. Adaptations: anyone

can try to steal the Jewels but is then frozen where s/he gets tagged. If someone gets tagged, the jewels go back

to the very middle (harder).

**Speed Rabbit

Group Size: Large Group Division: None

Needs: None

Have the group form a circle. As the facilitator, start in the middle as IT. The IT person will point to someone

in the group and give him/her a command. Start with boppity bop bop bop. IT says boppity bop bop bop, and the person in the circle must answer bop before IT is done or else become IT. If IT says bop however, the person in the circle must remain absolutely quiet or else become IT. Add in additional timed commands that

involve getting into the following formations before the IT counts to 5 (any one person who misses a role is IT):

Elephant The person pointed to is the trunk and must grab nose, stick out arm, and honk while the person on each side forms a large ear.

Jello The person pointed to is the jello and must wiggle body with hands in the air while the people on the sided grab hands to form a bowl around him/her.

Stewardess The person pointed to demonstrates properly putting on a mask while the person on each side points to the exits with a flashlight (or holds a tray and says Coffee? Tea?). Rabbit The person pointed to holds arms up high like ears while neighbors thump outer legs rapidly. Hints: try firing commands rapidly around the circle and even at overlapping neighbors. Adaptations: have

more than one IT for large groups. Can add in Baby If You Love Me (see Any Size Group).


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3. ANY SIZE GROUP ICEBREAKERS & NEW GAMES

Ah-Soh-Koh

Group Size: Any, but smaller is better Group Division: None

Needs: None

Have the group form a circle and introduce the commands with motions and words:

Ah arm bent against chest, forearm pointing left or right Soh arm bent overhead, forearm pointing left or right Koh arms together straight in front pointing towards someone in the circle The commands must be done in order, with the right motion and word. The person who goes next is the person

that gets pointed to. Any incorrect motion or word causes the group to put hands in the middle and then pull

them out cheering, Youre outta here! The goal is to be the last person in. Hints: use big motions and say words loudly to generate lots of energy in the group. Adaptations: people who get out can be become hecklers

outside the circle; hecklers may not touch anyone nor scream. Add the Koh block a person can step into the middle, use a giant arm-crossing x, and say, No, which makes it go back to the person that sent out the Koh (who starts again with Ah).

**All My Neighbors (aka Do You Love Your Neighbor?, Geronimo)

Group Size: Any Group Division: None

Needs: 1 place marker per person

The group stands in a circle using something to mark each persons place, i.e. beanbag, poly spot, shoe (if indoors). As a facilitator, stand in the center and introduce the activity. The person in the middle will say the

following: Hi, my name is ____. The group responds with Hi, ____. The person in the middle then shares a fact about him/herself by saying I want to see all my neighbors who _(fact)_. Anyone in the circle who shares that fact then needs to leave his or her place marker and find a new open marker, which will allow the

person in the middle to find a place marker. This leaves a new person in the middle. No one may choose an

open place marker that is immediately next to the one s/he originated from. Variations: Hi, ___. Do you love your neighbor? I love all my neighbors who _(fact)_. Or the person in the middle can say change at the end of the fact-sharing statement. Adaptations: for really big groups, have participants have to move further

from their original spots to find a new one. To progress a small group, especially adults, get yourself stuck in

the middle periodically and up the level of personal sharing after a few minutes of play, e.g. share something

that is important to you. See On My Left, On My Right under Name Games.

Baby, If You Love Me


Needs: None

Have the group form a circle with an IT person in the middle. The IT will approach a member in the circle and

ask, Baby, if you love me, wont you please, please smile? The person in the circle must answer, Baby, I love you, but I just cant smile, without smiling. If s/he smiles, s/he becomes IT. Hints: works better with older groups. Adaptations: add to Speed Rabbit (see Large Groups).


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**Back-To-Back


Needs: None

Have the group members find a partner and then stand back-to-back such that the pairs form a circle around the

facilitator. On the go phrase, the pairs will turn around, introduce themselves to their partners, and discuss the

given topic. Ex: shake hands and then share name, favorite ice cream, and best place ever been. Have the

group members find a new partner and either repeat the things to share or rotate the given topic. Hints: topics

should reflect age of group and can be progressive.

Balloon/Ball Trolley

Group Size: Any, just divide into more groups if necessary Group Division: groups of 5-12

Needs: 1 ball or balloon per person (will be spares)

Team lines up with a balloon or ball between each person and hands on the shoulders of the person in

front of each participant. The line must move between point and A and B without dropping any

balls/balloons. If a ball/balloon is dropped, the line must stop moving forward and retrieve the dropped

item without dropping the others; the line may use their hands at this point. Hints: have spare balloon

with front person in each line! Adaptations: make the line run through an obstacle course. Send a line

that drops a ball/balloon back to the start. Have only the person whose balloon/ball dropped able to

use their hands.

Birdie On A Perch

Group Size: Any, but bigger is a bit better Group Division: Partners

Needs: None

Have the group choose a partner and stand in two concentric circles facing each other. When the music

(provided by you in some format) starts, the inner circle will rotate clockwise while the outer circle

rotates counter-clockwise. When you call out Birdie on a perch!, the inner circle person (the Birdie) must get completely off the ground, supported by his/her partner (the Perch) in the outer circle. The last pair to get the Birdie off the ground is out and can then help judge (it can be hard to see all the

pairs). Repeat until only one pair remains. Remember to emphasize heads above the waist, taking care

of the diamond of life, and safe lifting. Hints: this activity is for older groups (awesome with college

groups!) and can be done later as a trust activity. Watch weight comments by the group. Adaptations:

switch Birdie and Perch positions part way through the activity (especially if doing as a trust activity) this requires asking the group to choose partners of approximately equal stature. For large groups, the

last 3 pairs in each round can be eliminated.

Chicken King

Group Size: Any, but bigger is better Group Division: None

Needs: 1 bandanna, 1 rubber chicken, 1 place marker per participant

Set an unfolded bandanna with a rubber chicken on top, have the group stand in a circle with elbow room

between each person, and put a place marker down at each spot. Introduce the rules from the middle, adding

one rule at a time. Rule #1 the challenge. The person in the middle is IT, and the goal is not to be IT. S/he picks up the chicken and challenges someone in the circle by tapping him/her below the waist with the chicken.

Both players now walk to the middle of the circle. The IT person places the chicken down on the bandanna and

tries to run to the challenged persons space in the circle before being tagged. As soon as the chicken is on the bandanna, the challenged person can pick it up and tag (below the head) the IT person. If s/he is successful

tagging IT, IT must stay in the middle and challenge someone else. If IT makes it to the circle, the challenged

person is now IT and must challenge someone. Note: if the chicken is not placed on the bandanna, everyone in

the circle points to it and squawks until it is placed on the bandanna (this keeps the IT person from just


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chucking it and is very fun). Rule #2 any player in the circle may choose to go to an open spot; players must stay inside the circle. However, any time anyone is off a dot, s/he may be tagged. Rule #3 the Chicken King. At any time, someone in the circle may try to become the Chicken King by placing his/her forehead down on

the bandanna and yelling, I am the Chicken King! and then making it back to his/her place in the circle without being tagged by IT (if tagged, s/he would become IT). This person is then the Chicken King, which

means s/he cannot be challenged by the IT. This can happen even while challenges are taking place, a Chicken

King can be tagged off a spot, and a new Chicken King replaces the previous person (only one Chicken King at

a time). Hints: if playing on a hard surface, pad underneath the bandanna. Adaptations: not all the rules need

to be added, and rules 2 & 3 can flip-flop order. The Chicken King can be exempt from being tagged in order

to cause more chaos.

Cooperative Blanket Ball

Group Size: 1-2 small groups Group Division: groups of 4-6

Needs: 1 blanket or tarp per 4-6 people, one or more volleyballs/large balls

Divide into groups of 4-6, and give each team a blanket or tarp. Place a ball in one of the blankets and have that

team toss the object into the air and have the other team catch it in its blanket. Adaptations: water balloons

after regular ball mastery. Multiple balls thrown at a time. Each team throws a ball to cross in the air and

catches the other teams at the same time. One large group throw and catch with multiple balls. Goal of how many can be caught in a row as a large group or throwing one at a time. Incorporate a net, tree branch, or

rope in the air.

Dragons Tail Group Size: Any Group Division: Groups of 3 (or more)

Needs: One bandanna per group of 3, boundary markers

Set up a medium boundary. Divide into smaller groups and have each dragon stand in line with hands on the shoulders of the person in front of each of them. Give each person in the back of each dragon a

blindfold/bandana (or tail) to tuck into their belt loop, waste band, or pocket. The tail must be easy to pull out and be exposed a good 8. The goal is for each dragon to try to steal other tails and stay in the game. Only the first person in the line may grab a tail, and the dragon must stay together at all times. A dragon that breaks

apart is out. A dragon that loses its tail is out and must give any pulled tails to the dragon who got the team out.

Play again, rotating positions each time. Hints: have students hang their tails a bit to the side and check them

before starting the game. With larger dragons, debrief ideas include how the middle played an essential role in

keeping the dragon together and the communication between the head and tail. Adaptations: blindfold the tail

or all participants other than the head. Can be done with larger groups, but 3 makes it so each person can be

each role.

Flinch


Needs: 1 throwable

Have the group stand in a circle with the facilitator in the middle. The facilitator will direct a throw

towards one person at a time. If the object is released, the person in the circle must catch it. If the

object is not released, the person in the circle must not move or flinch. A person who falls to catch the

object or flinches is out. Hints: remember to keep the game moving so people who are eliminated will

have the chance to play again. Great time-filler. Try multiple throws at one person to get him/her out and rotate around rather than work on neighboring participants. Adaptations: a person who catches

the object is in the middle.


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**Hobby Hunt


Needs: 1 hobby sheet per person

Provide each student with a list of popular hobbies. Then give students time (5-7 minutes depending on group

size) to locate other students who have these hobbies, writing their names on the worksheet for all hobbies that

apply. Share popular and rare hobbies. Adaptation: see Name Bingo.

Human Pinball


Needs: 1 soft ball

Have the group stand in a circle, facing outwards, feet wide apart, feet touching neighbors feet, and arms hanging down. This makes everyone a flipper. The goal is to tag the human pinball (the person in

the middle) with the ball. Flippers may only swing their arms at the ball and cannot pick up nor throw

the ball. The human pinball may move around inside the circle. The person who tags the human pinball

becomes the new pinball. Adaptations: have the group face inside (if uncomfortable with flipper

position) or sit and use only feet.

Island Hop


Needs: 1 hula hoop per 3-4 participants

Have hoops in various places on the ground as islands. Every time the leader says certain magic words, everyone must be standing completely on an island. Every time the magic words are repeated, they must switch

islands. Hints: ropes in circles can also be used. Adaptations: have the new group on each island find a

commonality. Each time they move, participants must be sharing the new island with completely different

people (problem-solving, slow-moving activity). See Ships & Sharks for teambuilding version.

Knights & Dragons

Group Size: Any, but smaller is better for certain debriefs Group Division: Intermixed


Establish a medium size boundary. Have the group each silently choose one person in the group to be his/her

Knight. Then have the group each silently choose a different person in the group to be his/her Dragon. No one should reveal his/her choices! On the magic word, the goal is for each person to keep his/her Knight between him/herself and his/her Dragon. Go around the circle at the end and have each person reveal his/her Knight and Dragon. Hints: have facilitator(s) and chaperone(s) play, too, to keep things moving. Debrief idea is to discuss the strengths of the chosen knights. Works a bit better with older groups; suggest that

everyone choose people they might not ordinarily work/hang out with.

Last Detail

Group Size: Any Group Division: Partners

Needs: None

This game tests observation skills. Have the group stand in two equal lines facing each other, across from their

partners (or in concentric circles with one partner facing in and the other facing out). Have the participants turn

around and change 3 things about their appearance. After a brief period of time, have them face each other and

try to point out the 3 changed things. Debrief with questions about why it is important to pay attention to

others.


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**Line Ups


Needs: None

Have the group line up according to the given characteristic on the go phrase. Be sure to designate the start,

direction, and end of the line (small groups only) or circle (preferred). Possible characteristics: alphabetically

by first name (groups that dont know each other well), middle name, or last name; birthday (month and day, no years); favorite color; etc. Adaptations: try it without talking for a higher level challenge. A small group could

try it on a line or fallen log (safety as a facility initiative).

Name Bingo


Needs: 1 bingo sheet per participant, 1 pen/pencil per person

Provide each student with a bingo card, with different categories such as: has been to a foreign country, speaks

another language, has gone surfing, etc in each space (the middle can be free). Then give students time (5-7 minutes depending on group size) to locate other students who fit into each square, writing their names on the

worksheet. Each student may only sign another students card once. Share people who were able to sign in each space. Adaptation: see Hobby Hunt.

Order Up


Needs: None

This game is similar to Simon Says, using Order instead of Simon. Introduce the commands. Anyone who doesnt follow a given command will be out. Remember to bring these people back in often. Order Up Arms out to the sides with hands up. Order Down Arms out to the sides with hands down. Order Pizza One arm up holding a pizza box. Order Lobes Both hands touch ear lobes. Order Bows Both hands on shoulders with elbows sticking out in front. Order Knees Both hands touch knees. Order Nose Both index fingers touch nose. Order Nimidybibble Index fingers rotate around and participant says nimidybibble.

Quick Line Up


Needs: None

Have the group form a good square around the facilitator, who remains fixed in one location. Challenge the

group to remember the order of the square and how it is oriented to the facilitator. On the command Quick line up!, the group needs to move and reform the square exactly as it is around the facilitator. Hints: start by just rotating and then moving to a new location. This can be a great transitional activity to relocate the group and

can be used throughout teambuilding to get the group back together creatively.

Rotate Places If


Needs: 1 spot marker per person is helpful, a list of questions

Have the group form a circle with a place marker at each persons feet. As the facilitator, ask the group members to rotate one place clockwise if the statement you say is true to them individually. If there is already a

person at that place, the people at that spot will form a line behind it. The activity ends when someone rotates

all the way around the circle. Statements to use can be along the lines of Rotate places if you have ever


29

traveled out of the country, etc. Each time people rotate, ask someone to share more information. Adaptations: for larger groups, rotate more than 1 place at a time.

Screaming Toes


Needs: None

Have group form a small circle and have everyone stare down at someone elses toes. On facilitator command, everyone looks up at the eyes of the person whose toes they were looking at. If two participants are staring at

each other, its a match and they must SCREAM loudly. Repeat. Adaptations: 1 when a match is made they scream, give high fives, and switch places. 2 to adapt to large groups, you may only look at the person to your right, the person to your left, or person directly acrossdetermined at the start.

Set Em Up, Knock Em Down Group Size: Any, but smaller is better Group Division: 2 groups

Needs: 2 boundary lines/designations, a lot of aluminum cans/plastic jugs/etc (~1-2 per person)

Set up a medium playing area. Divide the group evenly into two teams and have them stand behind opposing

boundary lines facing each other. Place clean, empty soda cans or plastic milk/juice jugs in the middle. One

groups goal is to set up all the objects while the other groups goal is to knock them down. The set up group may not guard; each person must be a good 1 foot radius away. Everyone must also keep the objects inside

the overall boundary. Remind the group of safety considerations. They may start on the go phrase and must

stop on freeze. Everyone should set the objects back up after freezing and then go back to the lines. Repeat, changing how they can set up/knock down the objects. Sequence hands feet only elbows only face only. Hints: eliminate physically riskier turns depending on group. Adaptations: dont allow anyone to stand up during feet only.

Ships & Sharks

Group Size: 1-2 small groups Group Division: groups of 3-4

Needs: 1 hula hoop or rope circle per 3-4 participants, start and finish boundary markers

Set up start and finish lines a fair distance apart. Divide participants into teams, or boats of 3-4 (this is a good time to break up cliques) and have them stand in a hoop or rope circle (the boat). Their goal is to safely get

their boat from the island of Maui to Oahu (the finish line). In order to make sure the water is clear of sharks,

you will scout and yell Ships! when its clear. At this time, everyone must safely jump out of the boat and begin moving the boat as a team towards Oahu. Everyone must have one hand on the boat at all times in order

to move. When the water is unsafe, you will yell Sharks! At that time, the participants must drop their boats to the ground and safely get back inside. If anyone is left outside the boat after a quick 5 count, there is a man overboard, and that team must go back to the start line. Hints: call sharks often in the beginning to get the teams working together. Call sharks after you already called sharks to get a group out for flinching (good when one group is far ahead). Using different color ropes and hula hoops helps divide the group originally and

give the boat some identity. Hula hoops will take a beating. Have participants stay in their boats at the finish

for an easy captive audien

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