PROJECT ADVENTURE ACTIVITIES

This document contains adventure activities that can be used in a physical education, team building, or ropes course setting. It is divided into the three sections: general initiatives, lower activity initiatives, debriefing activities, and briefing/debriefing topics. High elements or low elements that require significant set-up or construction are not included, instead please refer to the following websites: http://www.adve p.com/, http://www.pa.org/, http://www.challengesunlimited.com/, http://www.adventure-networ!.net/, and http://www.high"adventure.org/. General Initiatives #ey $unch $lace the numbered poly spots down in any order to form a %!ey pad.& 'reate a boundary around the %!ey pad& (indoors, typically a bas!etball !ey). *o not let the group see the set up. They are to start from a starting line a set distance away from the %!ey pad.& Tell the group a set order of numbers that they must punch in (e : lowest to highest or all even numbers, etc.) in order to disarm the nu!e or some other scenario. +nly one person is allowed inside the boundaries to touch the !eypad at a time. If multiple students enter, both must e it before someone returns and give a time penalty. They may touch a !ey in any number of ways. ,ive the group time to plan strategy. To start, the group runs together from the start line to the %!ey pad,& punches in the code, and run bac! together to the finish line as quic!ly as possible. Time them, and repeat as many times as necessary until they are satisfied with their time. -pider .eb The goal of this activity is to physically pass each team member through a human-si/ed spider web within the time limit. 'hallenging rules create situations that encourage the group to wor! together. #ey learning areas include resource utili/ation, problem solving and creative planning, as well as bringing strength and gender stereotypes to light. 0asy: have lots more holes than people, allow holes to used more than once, allow people to crawl under. 1edium: ,ive the group a %magic& stic! which can re-open a hole if necessary. Hard: If anyone touches the web, all must go bac!. 2ariation: 3) tie the !nots so the difficulty can be ad4usted by moving the string, 5) pass a whole length of rope in and out of the spider6s web instead of people. If the rope touches the spider6s web, it starts again. 7lind -quare 8 rope is placed near the blindfolded participants. The team must first find the rope, then unravel it completely and ma!e a perfect square on the ground, all within the allotted time. This activity focuses on communication, problem solving, leadership and team effectiveness. 2ariation: To ma!e it more challenging, mute them and/or ma!e them get into an order around the shape they ma!e (birthday, height, shoe si/e...) Tower of 7abble Ta!e a cardboard insert that comes in a wrestling mat (need two) and cut it into 3 9 foot long sections. -tudents must stac! the parts on top of one another (either a predetermined number) or all of the sections. -tudents must figure out how this is possible. 1a!e sure none of the pieces that may fall are heavy enough to hurt anyone.

1ine :ield +ne person must lead his/her blindfolded colleague through an obstacle course ; without saying a word from the opposite side of the gym< This activity helps build a sense of trust among co-wor!ers and allows them to develop creative ways to communicate with each other. 2ariation: 8ma/on ; $lane 4ust crashed in the 8ma/on. =ou must guide your blinded friend through the obstacles (sna!es-4ump rope, quic!sand ; poly spots, hills-mats, alligators-rubber chic!ens, etc) to safety. *ebrief: 'ommunication, barriers to communication, dealing with unfamiliar situations, road bloc!s to success, dealing with change >uclear .aste Transfer (similar to bull ring) The group has been hired by the state to transport sensitive cargo. 8s a group, they must pull the ropes to lift the nuclear waste vessel, move it, and dump it into the containment area (a ?ules: if the waste falls off, the group must start again, can6t shorten ropes, students not involved must switch in every 3 or 5 minutes. 'hange up: blindfold some carriers or add obstacles to 'an be done with a variety of ob4ects. 0 ample: coffee can with ping pong balls.

bo ). path. filled

.arp -peed The ob4ect is for the ball (any !ind, a ping pong ball wor!s great) to be touched by everyone in the group in the shortest time possible without individuals touching one another. It can be done in l or 5 seconds or less< 2ariation: 1ust hold the touch for 3@ seconds 2ariation: +ne person must touch with their nose, teacher can specify other body parts or conditions. -wollen ?iver -tudents must get from their island in the middle of the swollen river to safety (a!a other side of gym). The only equipment they have at their disposal are two hoops, a wand (A foot narrow $2' pipe), a scooter, and a 4ump rope (you can change the equipment depending on how you want to challenge students). -tudents may throw the two hoops out to form an island which they may stand on. -tudents may not stand on the scooter. 8ll 8board 8ll students in class or a subset of the class must get themselves aboard a small area about ABA feet such as tape mar!s on the floor or a piece of wood. The class must wor! together to determine how this is possible. +nce all aboard, students have to hold it for B amount of time or sing a song such as row row row your boat. If successful, reduce the si/e of the area. Cine Dps ; participants must get in the correct order without saying a word (good icebrea!ers)

7irthday ; Cine up in order of birthday (modify so students need to line up according to birth year as well as month, day) Cast name , height, E of siblings

>itro 'rossing The >itro 'rossing consists of a rope/vine suspended between two mats (elevated mats wor! best) or wooden platforms. The group starts from one mat, and is told that they must swing from their start point, to the other mat without touching the ground. The element is complete when the entire group has made it to the platform. The group must carry a coffee tin filled with ping pong balls simulating nitro to the other side. If anyone falls in, the challenge must be repeated. 1a!e the 5nd mat smaller so the group must wor! together to catch the %swinging& student and stay on the mat. Cily $ads -tudents are given 5@ poly spots (lily pads). They must cross the alligator infested swamp without falling in. If someone falls, the entire team must go bac!. If a poly spot (lily pad) is left unattended, the alligator (facilitator) eats it. The number of poly spots used typically equals half the number of participants F3. :or e ample, if 5@ participates, the number of spots would equal 33. -tudents are given "-3@ minutes to discuss solutions and strategy. o 2ariation: Two groups meet and try to pass each other without stepping off the lily pads. To begin ; divide the group in two groups. 0ach half on opposite ends of the area. The groups must pass each other with out stepping off the spots. If someone steps off the spots 3" seconds will be added to the time. Tarp :lip (Turn +ver a >ew Ceaf) 8 seemingly simple tas!, while standing on top of a completely open tarp, the group must create a plan to get everyone on the opposite side of the tarp without anyone stepping off. This activity requires problem solving s!ills, communication and effective team involvement. $rogressive $yramids 0 plore your group dynamic< -tarting with three sta!es and one pyramid of five stac!ed inner tubes, the entire team must wor! together to develop a strategy to transfer the inner tubes from the first sta!e to the third sta!e in pyramidal order - with some challenges along the way, of course. Through this e ercise, the group will wor! on collaborative problem solving, effective communication and leadership development. -herpa .al! $articipants are given blindfolds and can be as!ed to get into a formation (typically a line) that can move or they can hold onto a rope. The person in front guides the group by following the clapping hands of the facilitator. 1a!e sure that participants are aware that if at any time they feel uncomfortable, they can let you !now, ta!e off the blindfold, or say the word Gfree/eG

Trust 8ctivities (-potter6s $osition - :eet shoulder width apart and staggered, !nees bent, hands up, and eyes on the participantH ,eneral 'ommands - $articipant: I>ameJ ready to fallK -potters: I>ameJ ready to catch, $articipant: I>ameJ falling, -potters: I>ameJ fall away) *yad or -tiff as a 7oard ; +ne partner stands stiff as a board (body tight, hands interloc!ed under the chin). The other partner is the catching position meaning their legs are staggered and bent, their arms are up and ready. The first fall begins with the catchers hands on the bac! of the faller. The faller and catcher go through the above commands and then the faller falls bac!wards. The catcher catches the faller focusing on his or her legs and then stands up the faller and stabili/ers him/her. .hen comfortable, the faller can tell the catcher to step progressively step bac! when comfortable so the hands no longer start on the fall. Triad or 7oo! 0nds ; 8 three-person trust fall similar to the dyad e cept after the fall is stood up vertical, they fall forward. The forward catcher catches on the upper arm near the bicep. 1ortar and $estle ; -imilar to triad e cept that the faller may fall sideways as well as forward and bac!ward. Therefore, there are four catchers around the fall. If the faller falls sideways, the catch is made 4ust below the shoulder. Cevitation ; The person being levitated lays stiff on the ground in the falling position. .arn participants this is a serious activity because failure can result in paralysis and death. 0ight individuals are positioned around the person being levitated. +ne person, the leader or E3, is at the feet lifting along the achilles tendon. Cifters 5, A, and L are spread out along one side with both hands under the person being levitated. Cifter E" is at head supporting it. Cifters M, N, and O are on the other side. .hen E3 says %first position&, the person is lifted to waist high. .hen E3 says %second position&, the person is lifted to shoulder height. .hen E3 says, %third position&, the person is lifted to the height of the shortest persons outstretched hands. >e t, the person being levitated is slowly roc!ed bac! and forth while being lowered, falling almost li!e a leaf of feather. There should be no tal!ing during this activity besides E3 Trust :alls ;$articipants have one of four options: a) be a supporter or catcher, b) be lifted from the ground to a height, c) be lifted from a height onto the ground, or d) fall bac!wards onto a bed or arms. The bed of arms should be organi/ed li!e a /ipper with each person alternating arms. The fingertips should e tend to the elbow on the opposite side. 0ach person6s lower body should be in the catching position with arms bent. It is important for the fall to remain stiff as a board and not bend at the waist. +ne person should be positioned on the height (a vault, a series of mats etc) to align the faller with ,roup -upport 7ac! to 7ac! ; $articipants sit bac! to bac! on the floor. They must stand up using the other person for support. >either participant can use their hands. =urt 'ircle ; -tudents stand in a circle and hold hands. >umber students 3 or 5 (or $, 0 or colors, etc). +n count of A, all 36s lean forward and all 56s lean bac!. 8lternate moving forward and bac!ward. -ee how far you can get. $artner $ull Dp ; $artners face each other, sitting down with their toes touching. They reach forward, bending their !nees, grasp hands and pull together to try to stand up and then sit down again. 2ariation: 8dd group members to form circles which stand up. :irst with two participants, then L, then M, then O etc. -ee if the whole group can stand up. :lower $ower ; $artners stand toes to toes and hold hands or grab arms. They attempt to lean bac! and straighten their arms. .hen successful, find another pair and stand toes touching, facing one another. They are requested to do the same thing by grabbing each other6s hands or forearms and attempt to lean bac! and straighten their arms. Then a group of eight attempts the same movement. Cift +ff $lace an ob4ect in a sheet such as a stuffed animal or ball. The group6s goal is to lift together and propel

the ob4ect as high as possible. >e t, try and propel the ob4ect high and to the sideH the group wor!s together to follow the ob4ect in flight and catch it again in the sheet. In the last challenge, the group tries to propel the ob4ect into a goal (can, rope on ground, circle in dirt). Traffic Pam *ivide the group into two teams. The teams face each other in single file lines or horseshoe pattern with each person standing on a carpet square (or poly spot or hoop). $lace one carpet square between the two teams. The ob4ect is to have the teams pass each other and trade places. The rules: you cannot go bac!wards, only one person on a square at a time, you can only pass onto an open square, you cannot pass anyone from your own team or more than one person at a time. =ou can: move into the empty space right in front of you and move around a person facing you into an empty space. R R R R S S S S 2ariation: T$ -huffle - The T$ stands for telephone poll. -tudents must switch places without falling off of a telephone pole in the woods. +therwise the group goes bac!. 2ariation: 7egin the activity with two groups performing separate traffic 4ams. 8fter one group completes the challenge, have them help the other. 8fterwards, have both groups combine to do one traffic 4am.

Cog Pam Have all students stand on a long narrow ob4ect (log outside, low balance beam inside, etc). The tas! is to rearrange the group according to some criteria such as height or age. >o member of the group is allowed to touch the ground or lift another. Human #not 8ll students or a selected number stand in a circle and lin! arms with someone across the circle. The ob4ective is to untangle the !not into its most simple form-usually one circle or two interloc!ing circles. ,roup members may not leg go unless they feel unsafe. ,ive tough challenges one %out& where they can briefly let one connection go and re4oin. 2ariation: -paghetti -oup ; Tie the ends of a length of rope together so they won6t easily come apart. The rope should be appro imately "-M feet per participant. 'oil or 4umble the rope along the floor in a line. 0ach participant simultaneously bends over and grabs a section of rope on the +$$+-IT0 side with one hand. $articipants stand up and must return the rope to a circle formation without releasing their grip. 0lephant ?elay Teams of " students in a line with 3 hoop at the front of the line. +nce the music starts, the entire team holds hands facing sideways and passes the first hoop down the line. +nce the hoop reaches the far hand of the last person, he/she lets go, runs to the front of the line and begins passing the hoop again. The first team to return to the original position and sit down wins. 'an also do this game in a circle. 1onster ,roup must create a monster that moves as a unit using a certain number of hands and feet touching the ground (e : for a group of 3@, it must have A hands Q M feet). 7est performed on mats. Turnstile

 .hole group must move one at a time through a large turning rope without touching it. ?ope turners must also go through. If a person is caught, whole group must go bac!. 8llow students time to devise strategy and practice. 2ariation: +ne 4ump in the middle, must go through with a partner, whole class at once. Touch 1y 'an ,ive a group a soda can and brea! them off into pairs. 0ither secretly or out loud give each pair a body part (arm, nose, ear, toe, etc.) and tell them they can only use those parts to pic! up the can and lift it in the air. =ou can give each person a different body part if you want. 1agic ?ope -imilar to turnstile where everyone must go through without getting caught. However, the group must decipher the code, otherwise the rope will stop twirling and everyone must start over. 0 amples of codes include alternating gender, all girls then all boys, tallest to shortest, etc. 'limbing .all .hole group must get over the wall without the use of any props. Dse spotting commands and be mindful of participants falling sideways. $ass the 'an .hole group is seated in a circle with their !nees bent at a T@ degree angle and their hands on the floor behind them. The ob4ective is to pass a large coffee can (C8?,0 can) around the circle without using your hands. 1ohaw! .al! Individuals or groups traverse a series of cables tightly strung from one pole to another. The challenge becomes easier with multiple people on the cable to tighten the cable. To address falling off, have group go bac!, assess a time penalty, or allot %B& number of falls before the group must go bac!. 0lectric :ence :acilitator and the chaperone hold the ends of a 4ump rope high enough so that the shortest individual cannot 4ump over the rope. The group must then grasp hands in a line and without brea!ing hands or touching the rope, get the entire group safely over the rope. =ou may position one or two assistants on the opposite side to help. o 2ariation: 8llow students to not hold hands Uig Uag .al! .hole group must traverse a series of %stumps& with only a set number of rails. That means the team must pic! up rails and pass them to the

front. 7egin the challenge with no rails and add them so that the whole group is suspended for a series of rails before the first person is able to get off. 0quipment variation: 'reate a chal! or tape outline on the floor. -tudents must lay 5BL6s on this pattern. -ame rules apply. Have =ou 0ver $articipants stand in a circle on spotsH there is one fewer spot than participants. The participant without a spot stands in the center of the circle and states an activity he or she has done. :or e ample, %Have you ever watched a $hillies game liveK& Those individuals who have must find a new spot on the other half of the circle. The participant unable to find a spot goes to the center to begin the game again. 7lind -ensory 1a/e 7efore starting the activity, don6t let students see the ma/e. -tudents will wear blindfolds or simply close their eyes. If students are uncomfortable, allow them the choice of going bac!wards (challenge by choice). +nce students are blindfolded, the instructor will lead them individually to the ma/e at opening and place their hand on the rope. In the diagram, the squares represent cones with a pole e tending out the middle to a height of appro imately L feet. 8 rope is suspended from the tops of each pole around the entire ma/e. The students will be as!ed to find their way around the ma/e to the e it. 7e sure to inform students they may as! questions or as! for help at any time (remind them of this every couple minutes). 2ariation: +nce everyone is in the ma/e, close off the e it so there is no way out. The only way to get help out out of the ma/e will be to as! for help. +nce students as! for help, the instructor will as! them to ta!e their blindfold off and as! them to step under the rope. The instructor will also congratulate them because they were able to rely on others to success. 'ontinue for 3@ minutes and as! all students in the ma/e to open their eyes. ?ail ?aly/$ipeline :our cones are set up in a square about 3@ feet apart. $articipants form into groups of A. 0ach group is given two rails (see picture). ?ails can be any tube cut lengthwise to form a half-pipe about A or L feet long. ?ails can also be full tubes as wellH a great source is home depot. I have seen folded cardboard used as rails as well. $articipants must roll a ping pong ball down one rail and onto the ne t rail to %move& around the square. The individual holding the rail containing the ping pong ball cannot move. If the ping pong ball goes bac!wards or falls on the ground, the entire group must go bac! to the start. 0ach team attempts to complete one or two revolutions. 2ariation: $lace an animal at one of the cones which the group must rescue. 2ariation: Have two groups start at opposite ends of the same cone square. The ob4ective is to catch up to the other group and tag them. If a team drops a ping pong ball or it goes bac!wards, they restart at the last cone they passed. 2ariation: ?ace another group, go up or down stairs -et the poly spots up li!e an %C& -olitaire -eat -ort a dec! of cards into 8ces, 56s, A6s, L6s etc in order. -tart with the aces, distribute the cards face down to participants, remind them not to loo! at the cards. .hile the music starts playing, participants move around in general space giving their card to someone else while receiving their card in return. .hen the music stops, the aces form a square by standing bac! to bac!. >e t, they bend their !nees (a!a scoot down)

to about a M@ degree angle. >e t, the numbered cards sit in ascending order on the !nees of the their corresponding suit. :or e ample, the 5 of hearts will sit on the !nees of the ace of hearts and the A of hearts will sit on the !nees of the 5 of hearts and so on. This continues until all individuals are seated. Time the challenge and try to beat the previous record. ,ems The entire group stands in a rope circle while their gems are placed out of reach outside the circle. 0ach individual must get their gems inside their circle without touching the ground outside the circle. Time each attempt to see if students can improve their performance. The ?ebirth +b4ectiveH To get the entire group safety through a tire hanging between two trees. The support ropes for the tire and the outside of the tire cannot be touched. -ample -tory: =ou are on the Titanic and it is sin!ing. =ou must get your group out of the port hole without touching the sides since the ship has become electrified due to the accident. -afety 'onsiderations: 7ecause this element is off the ground, it is mandatory that proper spotting techniques be used. Have ail the group members be attentive to the person attempting the tas!. 8ny person coming through must have his legs and bac! supported at all times. Those not directly lifting or pulling should spot for the whole group, and be ready for any sudden movements or loss of balance. It is recommended that females go through on their bac!. +ptions: This element is designed to have a high success rate. If by casual observation you notice that someone in the group has a body si/e which might be too large to fit through the tire, give that group an over-the-top option on the tire. =ou should do this during your opening statements, not while the problem is developing. This would only focus the groupVs attention on that person, thus ma!ing him/her feel as if he is a hindrance, not an asset, to the group. .hale .atch $articipants attempt to balance the whale watch for a period of 3@ seconds. 2ariations: plant certain individuals so they can6t move, lead participants to the whale watch with blindfolds so they don6t !now what it is, beat one6s time to achieving a balanced position Trolley Dse buddy wal!ers. 8t first, 4ust get particpants to move their buddy wal!ers around. >e t, have them race one another, then do with blindfolds, and finally, play a game of tag. Islands $articipants must move from one island (appro imately ABA bo made of wood) to another island using only two plan!s. The solution is to have multiple participants stand on the plan! to support the individual bridging the two islands. o 2ariation: ,ive participants A plan!s but move them farther apart. The !ey is to lay the Ard plan! on the island but perpendicular to the plan! e tending between the islands. That way, several participants can stand on the Ard plan! to provide leverage to the one e tending in the middle. :ro/en $ond

'reate a pond with a climbing rope. 0ach person gets to throw a poly spot into the pond. The spots represent floating pieces of ice. The entire group must move onto the ice floats. +nce successful, retry with fewer spots. The goal is to reduce the number of spots to as few as possible (say they are melting due to global warming). 0ach time a person falls in or partially steps in the water thus flipping the ice float, the whole group starts over.

'ooperative ?ope Pumping This activity can be modified in a number of ways depending upon the age and ability levels of participants. The speed of the rope should be consistent. 8t the lower level of the spectrum, the turners can count the number of turns it ta!es for the whole group to get through the rope. $articipants simply run under the rope as it turns without stopping or 4umping over the rope. The group can then be challenged to reduce the number of turns for the entire group to get through. The natural outcome is that pairs, threes and ultimately the whole group will move through together. 8nother variation is to have groups (pairs, threes, fours etc) go through the rope and then come bac! around. #eep trying to increase the si/e of the group. The 7lob The challenge is to create a balanced shape, using all group members and with the fewest number of body parts touching the floor. 8ll players must be connected. The group must maintain the balanced position for a count of 3@. -hoe Tie *on6t 7other 1e $lace all shoes in a big pile in the center of the room. $artner participants up and have them sit around the outside edge of the room in a large circle. +n the command %go&, one partner must describe their partner6s snea!ers so he/she may retrieve them. >on-verbal direction such as pointing is not allowed. .hen the snea!ers are returned, then the typing process may begin. $artners sit facing one another and place one arm behind their bac!. The free hand is used to tie the snea!ers. .hen both are tied, the process repeats for the other partner. Tug of .ar Have a bandana tied in the middle. +nce the bandana crosses a certain point, one team wins. 1oonball The group must move a beach ball or similar ball from the starting line across a space to the finish line. 8ll group members must start behind the line. 0ach group member must hit the ball at last once before anyone can the ball a second time. 2ariations: 3) count the number of hits before a drop, no person may hit the ball a second time before all others have done so, 5) Cose a limb ; If you contact the ball with your right arm, you lose it and can no longer hit the ball with it. =ou can still use your legs for mobility even if you use them to !eep the moonball up. Wuic! 'ards $ass out a dec!, participants move about the activity area. +n go, they loo! at their card and form a line according to their suit. The aces should be in the middle with their bac!s to each other and butts halfway to the ground. The %5& of hearts sits on the ace of hearts !nees and so on. #eep time and see how few seconds it ta!es to complete. .hen trying again, have participants move about e changing cards face down before the go command. >oodle 1ania -lice several pool noodles into one inch slices. Two students will wal! around a cone (another ob4ect or

a course) and bac! with two noodle slices pressed between their palms. $articipants may not hold the noodle slices, they must apply pressure against the other noodle to !eep it from falling. 8fter once around the cone, they return and pic! up two more (or one more) noodle slices. They continue adding noodles until they fall. This can also be done with three participants and two stac!s of noodles, one between each participant. 7oard ?oom 1ove from one board to another. 'an6t step on the ground, can6t pass anyone, and may only have one person in the center. 1ay offer one free pass. 2ariations: 3) move to a different board with the same people as the original board, any order 5) different board, different people than you started with, any order A) different board, different people, same order, L) complete in ascending height order, ") complete in alphabetical order according to last name. 1ay compare to changing college ma4ors, average student does so A times: 3) change ma4or, same department 5) change ma4or, different department A) change ma4or, different department KKK 7ull ?ing -et up bull ring by ta!ing a metal ring (diameter no larger than a tennis ball) and tying at least O strings to it. Cay the apparatus on the floor and stand up in the middle of the bull ring, a M inch piece of $2' pipe. 8top the $2' pipe, place a tennis ball. The ob4ective is for a group to lift the tennis ball off the $2' pipe via the ring and place the ball on another $2' pipe located elsewhere. If either the pipe falls or the ball is dropped, the group must start over. >o string may touch the ground. 2ariations: 3) have e tra strings and have each person hold two strings, 5) have two bull rings set up and transfer both tennis balls to the other $2' pipe, A) have one bull ring transfer pass over/under another bull ring, L) do the activity partially blindfolded. 8nimal House $articipants stand on one of five LBL wood posts laying on the ground. They silently select an animal. The group must arrange itself according to the si/e of the animals the smallest animal at the pea! of the house. >othing may touch the ground and no outside props are allowed. 8ll passes must be started and completed with both participants on the same board. $assing on the corners is not allowed. If necessary, allow changes at the corners but at a price. 2ariations: birthday order, height order, no tal!ing

with

8cid ?iver -tudents are given N or O wood bo es (about the si/e of a shoe bo ) and three boards (5&B5&BO6). The bo es should be aligned so that some bo es may be connected by one board but eventually, the pattern will dead-end. The !ey is to form two boards together in a %T& pattern. 8ll students must stay on the boards or bo es, nothing is allowed to touch the river. If one falls off, the whole group goes bac!. ?ules: board must be at least 5 inches on a shoe bo , no spotters required. 1a/e -tudents must navigate through a ma/e or pattern on a sheet. The facilitator has a map of the ma/e where certain squares are colored. However, participants only see a blan! ma/e. 8fter a student steps on a square, the facilitator gives the thumbs up or thumbs down. If the participant doesn6t

loo! up to chec!, the thumbs down symbol is given. :ollowing the thumbs up, the participant may try a new square. If not successful, a new participant must attempt the ma/e. .ith each successive thumbs up, the group moves through the ma/e with one person standing on each successful square. However, if a thumbs down is given, the whole group must go bac!. -hould I ,oK (*o I ,oK) 8ll group members will stand on a platform. 0ach group must swing to a platform without touching the ground. 8llow free passes to participants not pass the hang test. 2ariations, 3) each participant must swing to a platform than the other members of their group, 5) all participants must onto one or two platforms from four platforms, A) participants must swing curved path to another platform 'ube $articipants are given several short pieces of $2' pipe, several straight connectors, and several bent (or elbow) connectors (see picture). The ob4ective is start from a desired location, run to the pieces, assemble them into a cube, balance the cube in a receptacle (often a short cut really wide piece of $2'), and then return to the start. +ne group races another. In the second phase of the activity, participants build one large cube from all the pieces (see picture) and while holding hands, move through the cube in the shortest amount of time possible. If the cube is upset, the group starts again. o 2ariation ; $articipants moving through the large cube must have at least one person go through each of the si sides of the cube. 'an ma!e easier by saying four sides. different who did different crowd in a

to

Congest Cine *ivide into groups of N-O and choose a starting line. .hen you say go, the group is trying to ma!e the longest line without detaching from each other. They may use anything they have +> them to help connect the line. Congest line wins but review each line to determine if there are any brea!s. >oodle 'ubes Two teams each get 35 noodles. :rom behind a rope they are timed to see how fast they can build a cube (L for base, L walls, L roof). 'ompare times. >e t, build one large cube (record is T seconds)H floor is O, walls O (two high), ceiling O. 7lindfolds 8 series of actives using blindfolds to create blindness. 3) line up from shortest to tallest, 5) trust wal!s - assign two locations for non-sighted and sighted partners to touch before returning to the start (no physical contact between participants), A) distribute related cards and students must find their partner (peanut butter and 4elly, salt and pepper, etc), ma!e these difficult, L) repeat step A but this time participants must find their partner using non-verbal communication only (ma!e cards words which students can communicate non-verbally to others such as hot and cold), ") the group forms a lin!ed line, participants must navigate across an area to another location, allow time to plan and have participants use landmar!s along the way (!eep participants safe, bring a whistle), M) ball toss, one partner is sighted and the other is blindfolded. Dpon a successful catch, step bac!, if a catch is missed, step in, N) 7lindfold Tag ; form partners, one person is blindfolded. The pair may wal! together in the boundaries and communicate through verbal commands. They canVt touch each other. *esignate one pair as Git.G .hen they tag another blindfolded individual, they are the new team Git.G =ou can also have the person who is blindfolded carry a noodle to tag other participants.

8moeba .al! Tie a rope around the group by first as!ing them to stand close to each other. >e t, as! the group to wal! quic!ly from one point to another (>+ running<). *on6t ma!e the distance too great or the group will get frustrated. The ,roup Coop must stay at waist height. This activity will require the group to be calm, responsible and mature. *o not allow the group to fall over in such a way as to in4ure a group member. *ebrief: discussion about where the group might be headed as a team (company, business, etc.) and the challenges of moving as a unit towards our goals. o 2ariations - ?equire the group to carry something, li!e a buc!et full of water over their heads, to ma!e things more challenging Uoom 7oo! by Istvan 7anyai (3TTO) featuring pictures of a scene that gradually step bac!. ?andomly distribute the pages of the boo! on the ground(must be torn out). $articipants pic! them up and place them against their chest. +n go, participants are allowed to study the picture for M@ seconds. 8fterwards, give participants time to tal! (XA minutes), loo! at pictures (M@ seconds), tal! (L minutes), loo! at picture (M@ seconds), tal! as a group (L minutes). $articipants try and organi/e pictures in the correct sequence. =ou can alternate loo!ing at pictures and tal!ing until participants are ready. Touch the 'an 8 group of ob4ects that progressively gets smaller. :or e ample, begin with the beach ball, to a floor spot, small fu//y ob4ect, dollar bill, quarter, and finally, a dime. $ut the ob4ect in the center of the room. 8s! the participants to each touch the ob4ect without touching any other person in the activity. -tart with the large ob4ect, progressively getting smaller. ,roups usually achieve far more than they initially thin! possible in this activity, which is nice for building confidence in their abilities. .e also use this activity to lead into discussions about personal space and boundaries. #not >ow Cay a rope (or webbing) out and have each group member grab hold with both hands. 8ll persons are spaced equal distance from each other. 8s! the group to tie a simple overhand !not in the middle of the rope. ,roup members may not let go of the rope. ,roup members must continue holding onto the rope at the spot they initially held onto for the entire activity. *ebrief - .hat aspects about daily life tend to entangle youK 8nd what strategies do you use to free yourselfK o 2ariation - Have the group tie a more complicated !not, li!e a figure eight or a bow tie. $artner or ,roup -heet Toss *ivide the group into partners or two groups. +ne group with a sheet and ball is as!ed to toss their ball to another recipient using only the sheet to propel the ball. The other group may have a sheet, or a buc!et, or webbing tied together, (be creative<). -ee how many successful throws and catches can be made< Towels for propelling and catching wor! well with partners. o 2ariation - +ne person throws an ob4ect towards the group. If the group catches the ob4ect on the tarp, a new thrower is selected and the group moves out toward their destination. o 2ariation - $articipants need to travel in a specific direction holding onto their sheet with both hands. The challenge is that they can only move while the ball on their sheet is in the air.

Lower Activity Initiatives Coo! *own, Coo! Dp :orm one circle. Instruct everyone to loo! down at the ground, then count to three or tell everyone to loo! up. .hen they loo! up, they should ma!e/ attempt to ma!e eye contact with someone else in the circle. If two people lin! eyes, they must scream and leave the circle and form another one. This continues, with people swapping circles every time they ma!e eye contact. If one loo!s up and that person has made contact with someone else they simply remain in the same circle. ,otcha< $articipants find a partner and stand face to face a comfortable distance apart. 0ach partner points their left palm face up in front of them. 0ach partner then places the tip of their right inde finger on the palm of their partner. .hen the leader says %,+,& each partner closes their palm trying to catch the other person6s inde finger. +f course, while closing your palm, you are also trying to remove your finger. :ind another pair and form a circle. Dsing the people on either side, form larger and larger groups as players begin to laugh and have more fun< o 2ariation ; 'lap hands using your partners in a circle formation (>oel6s game), vary E of claps 0lectricity ,roup forms a circle holding hands. -omeone starts the impulse by squee/ing the hand of the person ne t to him or her. 8s soon as the impulse gets to you, pass it on to the person beside you. .arp -peed The ob4ect is for the ball (any !ind, a ping pong ball wor!s great) to be touched by everyone in the group in the shortest time possible without individuals touching one another. It can be done in l or 5 seconds or less< o 2ariation: 1ust hold the touch for 3@ seconds 'amera ,et a partner and stand behind them with your fingertips on each temple. -pin them in a desired location and have them open theirs eyes. 7oth partners ta!e note of what they are loo!ing at. ?epeat three times and switch partners. 8fterwards, see how many times the partners match in terms of what they pic!ed out. *ebrief on the power of perspective and how each person sees the world differently through their lens. 8h, -o, =ou The facilitator demonstrates the commands with volume and /est. 'reate a samurai story to match. 8H (yelled) is li!e bringing one arm up to your forehead as if saluting. -+ is doing li!ewise but in front of your nec! (defensive maneuver). =+D is an offensive maneuver where you point in a chopping motion to someone else. $ractice these maneuvers. 8H is the start, whichever direction the fingers point, that person alongside must do the -+. .hatever direction the -+ fingers point, the person alongside must do the =+D. .hoever was pointed out continues with the 8H. If done incorrectly, the groups says =ou +utta Here. Those removed become the designated harassers (*H6s) and whisper the words to others still playing. .ho am IK 0ach person has an animal, famous character or personVs name taped on their bac!, and they get to as! yes and no questions to figure out who they are. Hagoo

The group forms a gauntlet and tries to get a person to smile, without touching them, as they wal! though the line. o 2ariation: Have the person wal!ing through with a mouthful of water.

Handcuff 'reate a string (about A feet long) with a loop on each end. $lace a hand through each loop, cross the string with your partner, then try and get out without removing your hand from the loop. $aper $ortal -end one or two students away while giving the remaining group the challenge of passing through a piece of paper. :irst, fold it in half, cut parallel lines on the ends from the folded side, cut the middle of the folded side, now cut parallel lines alternating on each side. .hen the two return, the group must describe, using only words, how to accomplish the tas!. Hug a Tree $artners in a wooded area. +ne partner is blindfolded. >on blinded partner leads other to a tree then away in a meandering path. 7lindfold is removed and participant tries to determine which tree they were originally led to. ,roup Puggle ,roup members toss various soft throwables around a circle. ,roup members develop an order to pass a ball around the group, by throwing the ob4ect to each other. The ball may not go to the person directly to the right or left. The sequence starts and ends with the facilitator. $articipants must say the name of the person they are throwing to, as well as a than! you to the person who has thrown the ball to them. .hen the order is familiar, the facilitator adds more balls to the group that should follow the same sequence as the original one. Debrie in! Activities .eb of 'ompliments +ne person starts with a ball of yarn and thin!s of a compliment for another group member. They say what they are proud of in that person and why they appreciated their accomplishment and then pass the ball of yarn to them while holding onto the end. This continues throughout the circle so that each person holds onto their piece of the yarn when they pass the ball. This can continue as long as you6d li!e or have time for, however as a facilitator you should ma!e sure that each person has received it at least one before ending the activity. There are a lot of discussions that you can then have about what the web represents to your group, etc. 'oncentric 'ircles :orm two circles, an inner and outer one. $articipants greet each other and answer a debriefing question provided by the instructor. 8fter a satisfactory period of time, the inner circle rotates B number of spaces to the left or right and the process begins again. 'hi4i 'ards -pread the cards out before the group and have them pic! a card that best represents an e perience or feeling they had. ,o around and as! each participant to share why they pic!ed that card. 'an also as! how one card might represent the group6s performance or the whole group could choose A cards of their e perience that tell a story, or determine only one card that represents the entire activity. 8 great avenue to create chi4i cards (unless you buy them online) is to print and laminate clip art which is available free online or with 1icrosoft .ord.

Inde 'ard .rite processing question on different inde card and pass them out. 8fterwards, have the participants reflect and answer the question as part of whole group, in partners, in small groups (place E6s or symbols on the cards to form groups), or silently. =ou may have participants e change cards and at the conclusion, have them share part of their conversation on what they learned. Wuic! Toss Toss an ob4ect around the circle and when caught, participants answer a predetermined question or can share a thought, compliment, or e perience. 'ircle -huffle 8ll participants stand in a tight shoulder with arms behind each others6 bac!. The circle rotates to the left until someone yells %stop.& That person ma!es a compliment directed towards someone or the group. That same person yells %right& and this continues until another person yells %stop& and the process continues. ?ose, Thorn, Q 7ud 8t the end of the activity, have each person share their rose, bud, Q thorn ; something they en4oyed about the activity (rose), an area that needed improvement (thorn), and something they hope to ta!e away that they learned (bud). Thumbs Dp, 1iddle, Q *own Have group members show with their thumbs how they thought the activity went with thumbs up, middle, or down and have them e plain why they chose what they did. 'ar/House $arts 8s! each person to choose the part of a car or part of a house that best represents their role within the group or particular activity. :or e ample, the foundation might be the person that is li!e the roc! of the group, the computer provides information, the mirrors help see things that aren6t always obvious, etc. >ature +b4ect Have group members find an ob4ect in nature that they can bring bac! to the group (as long as it doesn6t disrupt nature) and share how it represents them or something they felt or e perienced. Wuic! 'elebration -lap own !nees twice, clap hands twice, snap fingers twice, then say %ya& all together "rie in!#Debrie in! To$ics ,oal setting (realistic, challenging, obstacles) ,oal commitment (how do we/you !now) Trust (what builds, what destroys, trusting, trustworthy, earning, gift) 'ommunication (types, effectiveness) $erseverance Initiative/self direction ?esources (personal, inanimate), e pressing opinion/idea ?oles in group pro4ects (leadership/following) Cistening s!ills 'ircle of comfort, concern, and avoidance $roblem solving (" steps), plan acceptance

8cceptance of oneself and others :ear/ris! ta!ing (dealing with fear), opportunity ?espect for others, stereotypes 8ttention to detail $atience 0motions/dealing with frustrations Team interactions, choosing partners ?esolving conflict

Wuotes - :ear is the great limiter - There is more in us than we reali/e. +nce you find it, there is no going bac! (paraphrase, #urt Han) - Trust is built by many activities and lost by one. - Trust is a gift that must be earned