Teambuilding Manual - Teambuilding

YMCA Camp Chingachgook
Teambuilding and Challenge

Programs Manual
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Overview.. 2
A. Participant Eligibility . 2
B. Challenge by Choice . 2
C. Full Value Contract . 3
D. Standard Operating Procedures ... 3
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
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
Trust Activities 41
A. Introduction & Operating Procedures.. 41
B. Spotting
... 42
C. Activities
... 42
1. General Trust Activities
2. Leaning/Lifting Activities
Non Facility Initiatives47
A. Operating Procedures . 47
B. Non-Facility Initiative Activities.. 47
Facility Initiatives... 53
A. Operating Procedures . 53
B. Facility Initiative Activities
.. 54
Closing and Debriefing Activities..... 65
High Ropes... 66
Rock Climbing.... 91
Values Sessions 110
1
Updated 2/06
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.
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.
2.
3.
4.
5.
6.
7.
8.
Teambuilding is a program in which a facilitator helps a team of individuals learn from each other
about group dynamics.
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.
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.
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.)
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.
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.
A facilitator will not exceed the level of his/her training.
A facilitator will play fair, provide challenge, be honest, be safe, and have fun!
Facilitator Dos and Donts

Please Do:
-Create a supportive environment
-Provide all the information the group needs
-Be creative
-Be spontaneous, and maybe slightly unpredictable
-Make your directions concise and clear
-Model the behavior/expectations you have of the group
-Share a little personal information about yourself
-Sequence initiatives in a thoughtful manner
-Stay attentive; observe the group and its process; be active
-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
Please Do Not:
-Provide all the answers for
the group
-Be unenthusiastic
-Be unprepared
-Be unreasonable
-Be complicated
-Always be right
-Be the be all and end all
-Be inconsistent
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.
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:
OBJECTIVE/GOALS
Determined by:
-The group
-A supervisor
-The facilitator
-The overall group
THE FACILITATOR
THE ACTIVITIES
Who are you?

-Skills & Training
-Knowledge
-Experience
-Personality
-Interests
-How you use your power
THE GROUP
Who they are:
-Size
-Age
-Gender
-Special population
-Abilities
-Voluntary / mandatory
-Time since forming
Factors affecting
choice:
THE PROGRAM
-Introduction
-Opening activities
-Progressive program of
activities: games, trust,
non-facility and facility
initiatives
-Concluding activity
-Final debrief
THE TIME PERIOD

-Length of program
-Experience prior to
arrival
-One of multiple visits
-Safety
-Nature of the activity
-Timing
-Fun for the group
-Environment
THE RESOURCES
Whats available:
-On-site or off-site
-Indoor & outdoor space
-Props
-Sharing with other
groups
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.
2. The Debriefing Model

The Debriefing Model for processing is a simple and straight-forward method.
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?
The Debriefing
Model
2. What Happened?
-What happened
during the activity?
-What role did you
play?
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?
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.
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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.
15
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 nonfacility 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.
16
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
**Indicates great initial

activities for the whole
school/group on arrival.
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).
17

**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 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
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
18

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)
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 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
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 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
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.
20
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
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.
21

**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
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
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
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
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
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
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).
24

**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
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
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
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
Group Size: Any
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
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
Group Size: Any
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
Group Size: Any
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
Group Size: Any
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
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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
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
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 audience for the next activity introduction. Can be used as a traveling activity! Also a great
activity if a class or team is coming to Camp together but then splitting into separate small groups.
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Ultimate Being (aka Evolution)
Group Size: Any
Needs: None
This activity is based on rock, paper, scissors so be sure the whole group knows how to play and when to throw
the sign (on or after the word scissors). The goal is for each person to become an Ultimate Being. To get there,
each person must win a series of rock, paper, scissors battles. Have the group design the sequence of levels to
get to the Ultimate Being, usually 3-5 levels, like egg-chicken-farmer (in this case, the farmer is the Ultimate
Being). There should be a funny noise and body posture for each one, and ideally the positions should start low
to the ground and finish standing up. Everyone will start at the lowest level, and everyone starts playing at
once, choosing a partner of the same level. The winner progresses to the next level and challenges someone
else at that new level. The loser drops down a level and must find another person to challenge at that level.
Ties continue to play until there is a winner. Players who achieve the ultimate level can no longer be
challenged. Play until the last remaining person(s) has no possible partners. Hints: make the motions and level
really funny. Adaptations: allow Ultimate Beings to continue to play against any level without the risk of ever
falling down a level (this keeps them involved and allows everyone to eventually become Ultimate Beings);
however, if the lower level person loses, s/he must drop a level and find a new partner.
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4. SMALL GROUP ICEBREAKERS & NAME GAMES

Animal Ba Bop (adaptation = Lizard King)
Group Size: Small
Needs: Pool noodle bopper
Participants sit in a circle. Go around the circle and have everyone select an animal and make up a motion &
sound that represent that animal. Select someone to be in the middle of the circle with a bobber noodle who
will close his or her eyes and count to 5 while the facilitator selects someone to start. The starter first performs
his/her own action and then does someone elses action. This completes a pass. The person it was passed to
acknowledges the pass by performing his/her own action and then does someone elses action. The person in
the middle tries to bop a person, below the knees, in the circle when s/he is in the middle a pass. When
someone is bopped, s/he moves to the middle. This can be a quiet game. Hints: as a facilitator, get bopped
to the middle to end the game. Adaptations: you introduce the game from the middle and then take on the
animal role of the person you bopped. The game is done in a circle with a hierarchy if someone messes up on
a sign, s/he moves to the bottom and everyone below that person moves up a spot (Lizard King).
Auto Trip
Group Size: Small
Needs: 1 place marker per participant
Players sit in a circle at a place marker and are assigned the names of auto parts (i.e. hood, wheel, door, etc.).
The storyteller tells a story of an auto trip. As parts are mentioned in the story, that person must get up and
follow the storyteller. When the storyteller yells Blowout, each player scrambles for a seat. The one left out
becomes the next storyteller.
Bump and Scoot
Group Size: Small group (1 or 2)
Group Division: 2
Needs: Volleyball net and volleyball
Using volleyball net, divide the group into two even and distinguishable groups boys/girls, clothing, etc.
Whenever someone from one side hits the ball over the net, s/he scoots to the other side. The idea of the
game is to completely switch the teams to the other side, but they must all work together to succeed.
Caterpillar Hoop Trick
Group Size: Small
Needs: 1 hula hoop
Have group stand in a single file line next to each other and join hands. Each person puts his/her left leg over
his/her left arm, forming a caterpillar. Give the hoop to the front person who has the free left hand. The hoop is
passed to the back without letting go. This can be done in a circle too, which the group can brainstorm if
challenged for speed. Be careful not to kick anyone. Adaptations: see Hoop Circle.
Common Threads
Group Size: Small
Needs: 1 blindfold or 3 foot piece of rope per participant.
Stand in a circle. Give everyone a blindfold or rope. One person begins by sharing his/her a) name b) 3 likes c)
3 dislikes d) 20 second talk about things theyve done e) any information you think may be shared by the group
and holds up his/her blindfold. Afterwards, another person in the group who can relate to the first person takes
and holds the end of the first persons blindfold or rope and says, I too(like, dislike, etc.). The second
person shares his/her information and holds up his/her blindfold, and someone else who has not yet spoken then
takes the free end, shares the reason, and shares his/her own information. This continues until everyone has an
31

end of a blindfold in each hand. Wrap up with a debrief about sharing common threads and celebrating
differences; this is a great activity for diversity. Hints: monitor the groups acceptance of each persons
sharing and shorten the information shared for younger participants. Adaptation: can be used to start a human
knot, but this may form linked circles.
Count Down
Group Size: Small
Needs: None
Have the group sit in a circle with the facilitator as a member of the circle. The person to the right of the
facilitator begins the count off, starting at number 1, around the circle. Each participant should remember
his/her original number. Explain the rules:
1. The goal is for the group to successfully count down from the highest number to the lowest.
2. The facilitator will start the activity by saying begin count down.
3. No one may use his/her original number.
4. No one either side of the counter may count down next.
5. No two people can speak the same number at once.
6. No one may say more than one number.
7. No one may say anything except a number until the group is successful or the game is aborted.
8. If any rule is violated, the facilitator will say, count down aborted.
Hints: to prove a point about planning and communication, do not allow the group to plan before the first
round and possibly more rounds. Adaptations: when using on a hike, have the group count up to the highest
number possible without two people speaking at the same time or a person saying two consecutive numbers.
Cross the Line
Group Size: Small
Group Division: Progresses
Needs: 2 straight boundary lines/designations
Make 2 parallel lines 10-15 apart. Stand the group behind one line. Have each participant cross to the other
line in a unique way (walking, hopping, etc). Celebrate each crossing. Have the group partner up and cross
back in a new, unused way. Form groups of 4 or 6 to cross and then have the whole group cross. Hints:
possible debrief includes group strength in generating ideas, celebrating diversity, etc.
Crossover
Group Size: Small
Needs: 2 straight boundary lines/designations, a list of questions
Make 2 parallel lines 10 apart. Stand the group behind one line. Have each participant walk to the other line if
the statement you read (Crossover if ) is true to him/her. Ask for people to share, whether or not they
crossed. Repeat. Questions range from yes/no type (younger groups) to opinion-sharing questions (older
groups; higher level challenge). Hints: be sure to create a safe atmosphere for sharing; can be a great Trust
Activity. Debrief should involve celebration of accepting differences and sharing opinions. Adaptations: Are
You More Like A (in Values Session).
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Duckie Wuckie
Group Size: Small
Needs: None (or 1 bandanna)
Have the group stand in a circle. Have one person in the middle close his/her eyes and have the participants
change places in the circle. The middle person spins, points to a person, and says, Duckie Wuckie. The
person pointed to replies, Quack Quack, and the middle person guesses who it is. If right, switch places; if
incorrect, spin again. Hints: please see Trust Activities procedures for taking care of blindfolded people if
choosing to use a blindfold. Can be used as a Name Game with groups who know each other pretty well.
Electric Hula Hoop
Group Size: Small
Group Division: Varies
Needs: 1 hula hoop (or more if dividing into small teams)
Put one person inside a hula-hoop and up to 8 or so people on the outside holding it with both hands. The goal
is for the group to get from point A to point B without the person in the middle touching the hoop. If the person
touches the hoop, s/he screams, and the group freezes for a count of 10 before moving again. Hints: can be
used for goal-setting with number of touches. Make sure the hula hoop stays below neck level of participant.
Adaptations: a race between small teams; 2-3 people in the center (harder challenge); rope instead of hula
hoop (harder challenge); the person on the inside or those on the outside have their eyes closed (hardest
challenge). Point A to B can be an obstacle course. **Use this as a trust activity if eyes are closed; can be
transitional non-facility initiative.
Everybody Up
Group Size: Small
Group Division: Progresses
Needs: None
Have the group members choose a partner of approximately equal size. The pairs sit on the ground back-toback with elbows linked, knees bent, and feet flat on the ground. Each pair should stand up, using one another.
Have two pairs join up to form groups of 4 (still facing outward). Repeat until the whole group stands up
together. Hints: can be used as a trust activity. Debrief with communication concepts, strength of the whole
group, trusting partners & teamwork.
Hoop Circle
Group Size: Small
Needs: 1 to 2 hula hoops
Everyone stands in a circle holding hands. Put a hoop between 2 joined hands. The hoop has to be passed
around the circle without a break in hands. Variations: go for speed; put 2 hoops in opposite directions;
blindfold some participants.
Impulse
Group Size: Small
Needs: None
Have the group stand or sit in a circle. Participants will receive a pulse (a hand squeeze) in one hand, and they
will then pass it on to the next person until it travels all the way around the circle back to the facilitator. Pulses
should only be passed after they are received and need to continue the right beat. Squeeze the hand of the
person on the facilitators right side. Try to get the impulse to move as quickly as possible around the circle.
Hints: send different pulses to verify that no one is passing on an illegal pulse. Can be used to help break
physical barriers or refocus the group. Adaptations: try sending two different pulses in opposite directions.
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Indian Chief
Group Size: Small
Needs: None
Have the participants sit in a circle. One person is named the Scout, who leaves the group and covers his/her
eyes & ears. The group chooses another person to be the Chief, who starts doing actions that the whole group
mimics. When the Chief changes motions, the group changes as well. Motions can be clapping, hands tap
knees, one hand tap head, snapping, or anything s/he can think of while sitting in place that everyone can do.
The Scout comes to stand in the middle of the circle (not outside) and has 3 guesses as to who the Chief is.
Remind participants not to stare right at the Chief and to be sly so that it wont be too obvious to the Scout.
Hints: be sure the Chief changes motions fairly often or else the game is really slow and too hard for the Scout.
Moon Ball
Group Size: Small
Needs: 1 beach ball, (optional) 1 hula hoop
You have entered a new Olympic event called Moon Ball. Your objective is to score as many points as you can
before the ball touches the ground or within a 3 minute time limit. Every time a player hits the ball, the group
chants the score (1, 2, 3, ). Each time the ball touches the ground, the score and clock start again. The ball
must be hit (head, hands, arms, feet) and cannot be caught, held, or thrown. Game begins with a toss when
someone starts the clock. Hints: great for goal-setting early on. Adaptations: Passing the ball through the hula
hoop held up vertically by another player scores an extra point; however, no one may hold the hoop for more
than one goal. (i.e. score then pass the hoop). The ball must still only be hit. Can also start just with hands &
arms and later add in heads and/or feet.
More Like A ?
Group Size: Small
Needs: Questions See Values Session
Pass the Pulse

Group Size: Small
Needs: 1 coin or 2 small objects, one rubber chicken
Divide the group in half. Each half forms a straight line holding hands and facing the other team about 5 apart.
The head person is the participant on each small team sitting by the facilitator. Place the rubber chicken by the
tail people. As the facilitator, you will show one side of the coin (or one object) to the head people. Designate
which one will be the pass side/object and which is the no pass side/object. When the head person sees the pass
side/object, s/he sends a pulse down the line. When the tail person gets the pulse, s/he will grab the chicken.
The first team to grab the chicken wins that round, and that teams head person rotates to the tail. The goal is to
be the first team to get the initial head person back to the top. If the head sees the no pass side/object, no pulse
should be sent. Choose either no penalty or rotate one position backwards if a pulse is passed when it should
not have been. Hints: can be used as a trust activity must be if blindfolds are used.
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Quick Draw
Group Size: Small (can be adapted)
Group Division: 2
Needs: 2 dry erase boards, 2 dry erase markers, 2 envelopes with topics
Divide the group into two teams. Have them sit by a board and decide the order in which they will draw;
everyone should take a turn if possible. Define the rules of the activity no letters and numbers, drawer cannot
talk, etc. Set the envelopes a fair distance from the white boards. On go, the drawer runs to the envelope, takes
out one topic, and then runs back to draw it. The goal is to for the team to guess the topic first. Adaptations:
tell the drawer the topic (whisper or write down). For larger groups, have more small teams.
Relay (Object or Hula Hoop)
Group Size: Small
Needs: 1 throwable object (or hula hoop) per 2 participants
Have the group members choose a partner. Establish start and finish points/lines. The goal is for the pairs to
make it to the finish line as fast as possible by passing their objects. Have the pairs choose one person to start at
the start point and, on the go phrase, tell their partners how far to go before saying stop and throwing the
object. The partner that catches stays where s/he caught it and tells the first person how far to go before
throwing it. This continues until one of the partners catches the object at or beyond the finish point. Hints: this
is a great transitional activity to move the group and raise the energy level. Adaptations: use a hula hoop
instead of catching it, the partner puts his/her hands up and the hula hoop is tossed over him/her. Can be done
in groups of 3.
This Is A What?
Group Size: Small
Needs: 2 objects with some distinguishing characteristic
The leader of the game starts by passing the first object to participant A on his/her right saying, This is a
(funny name). Participant A replies a what?. The leader answers, a ___, the participant A again asks a
what?, the leader again answers, and participant A says, oh, a ___. Participant A then turns to participant B
- the next person on his/her right and says this is a ___. Participant B asks a what?. Participant A then
looks back to the leader and asks a what? and then passes the response to participant B. The questions and
responses travel around the circle getting back to the leader each time to answer them. The other object can be
passed in the same manner in the opposite direction. Yes, its confusing, especially once the objects cross
across the circle!! The objects (A B) and questions (B A) must always travel in the same direction even
after they cross. Hint: choose funny names that are similar and dont represent the object, such as spoon &
fork, ping & pong, thingymajig & thingamabob. Make sure one side gets through to participant B or C before
introducing the second object. Adaptations: just have participants ask a what? once and then the next time
say oh, a ___.
Thread the Hoop
Group Size: Small
Needs: 2 hula hoops
Take 2 hoops of the same size and hold them together as one hoop. Everyone stands around the hoop holding it
at waist height with one hand. Without letting go of the hoop everyone has to take a turn at going thru the
hoop. See how fast they can do it.
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Whiz Ball
Group Size: Small
Needs: None
Have the group stand in a circle and start passing the imaginary whiz ball by sideways waving right hands and
saying whiz to pass the ball clockwise. To change direction, make a fist with the other hand (do not whiz) like
a bumper and say boink. Use left hands to pass counterclockwise. Practice. Introduce passing say bounce
and look directly at the person being passed to. That person can pick either direction to whiz the ball but
cannot boink it. Someone who does the wrong sound or motion is out and steps backward from the circle.
Shawaa is passing the ball behind the back, skipping two people in the same direction (shawaas cannot
change the direction). Hints: this is a great time-filler too. Adaptations: people who mess up stay in the circle
as stones, and the players must remember who is still playing (stones do not count in shawaas, which skip two
live players).
36
B. Name Games
Name games are designed to help participants, chaperones, and facilitators learn one anothers names while
having fun.
Remember, referring to people by name is one of the most powerful teaching and facilitating tools.
Make sure name games have a balance of repetition choose whether the activity should be cumulative,
repeating the information from either the previous person or all the previous people in the circle.
Name games should be done in circles and include chaperones, who should use the name they want the
participants to use.
Do multiple name games if necessary, staggering them among icebreakers and new games.
Some icebreakers and new games can also be used as name games either innately (like All My Friends) or
by adding the sharing of names when someone gets in the middle, hits a ball, etc.
Bumpity Bump Bump Bump

Needs: None
Have the group stand in a circle with one person (you first) in the middle. Each person learns the names of the
people to his/her left and right. The middleman then points to someone and says left or right. The person
pointed to must give the correct name of the person on that side before the middleman can say bumpity bump
bump bump. If the challenged person answers correctly, the middleman points to a new person. If the
challenged person does not answer in time or answers incorrectly, s/he switches places with the middleman.
Hints: after a while do an all change to mix up names. You might want to quickly go around the circle to
hear everyones name before beginning. Adaptations: add me (the middleman) and you (the challenged
person) to left and right.
Bust-A-Move
Needs: None
One person: Hi, my name is ______. I bust a move like so ___(dance move)___.
Group:
__(Name)__. Repeat move.
Hints: best as cumulative activity. Adaptations: have each person name his/her move.
Clean Sweep
Needs: 1 roll toilet paper
Pass around a roll of toilet paper asking people to take as much as they usually use. Do not tell them why.
When everyone has his/her supply, have each person introduce him/herself and give one self fact for every sheet
taken. Adaptations: use M&Ms.
Dinner Date
Needs: None
Each participant shares his/her name and then the name of a person with whom s/he would like to go to dinner
with and why.
Fact or Fable (aka Two Truths and a Lie)
Needs: None
Each participant shares his/her name and then two pieces of information about him/herself one must be true
and the other false. The group then votes on which is true. Hints: tell participants to think of things that other
people in the circle wouldnt know already. Adaptations: two truths and a lie. Facilitator can offer information
and let the group try to guess at the end of the teambuilding session after asking questions (great for making
conversation with participants).
37

Fire Hose (aka Quick Draw)
Needs: None
Have the group stand in a circle with one person, the Fire Marshall, in the middle. Go around the circle and
have each of the participants, or Flames, share their names. The Fire Marshall will point his/her imaginary fire
hose at a flame in the circle, who ducks down as though put out. The person on left and right of the doused
flame point to each other and try to say each others names before a 3 count. If both get the names in time, the
Fire Marshall moves on. The person who says a name incorrectly or doesnt get the name out in 3 seconds
switches places with the Fire Marshall. Adaptations: to move through faster, eliminate the 3 count the person
who says the name last is the new Fire Marshall. Make it cumulative Fire Marshall is always facilitator, and
if someone gets out, s/he stays doused which makes participants learn names of people further away.
Group Juggle
Needs: 1-5 throwables
Have participants stand in a circle. Each person must say the alert statement, _(Name)_, this is for you before
throwing. The recipient must say, Thank you, ____ before choosing the next person, using the alert
statement, and throwing the object to the next person. Each person should catch and throw the object (only
once), should throw underhand, and should remember the pattern. After the sequence is well established, begin
introducing more objects into the game until you have chaos! Hints: use objects that don't roll very much.
Adaptations: move into Warp Speed (see non-facility initiatives).
Instant Replay
Needs: None
Have the group stand in two straight lines facing each other. One person takes 2 steps forward and says their
name with flashy and original style, then steps back. The opposite line does an instant replay, stepping forward
two steps and repeating the name and drama.
I sit in the grass with my friend
Needs: Place markers
Players stand in a circle with one empty space. On GO, the players on either side of the open space try to be the
first to get there. The winner says I sit; the person on other side of the new vacant space moves into it and
says in the grass. The next person moves into that space and says with my friend _(name of someone in the
circle)_. That person then moves to the free spot, creating a new space. The game quickly begins again.
Adaptations: Here I standin the sandwith my friend ___.
My Favorite
Needs: None
As each participant introduces him/herself, s/he announces his/her name, favorite _____, and why s/he likes it.
Category ideas: animal, food, pasta, color, car, character, etc.
My Stretch (aka Share Stretch)
Needs: None
One person: Hi, my name is ____, and I like to stretch my _____.
Group:
Hi, ____. (Stretch) ooh, that felt good.
Hints: can be cumulative. Adaptation: have movement with name based on number of syllables.
Natty Name
Needs: None
As participants introduce themselves they add an adjective that begins with the same sound as their own name,
i.e. Devious Derek, Sassy Suzie. Hints: best as a cumulative activity.
On Top of Mt Everest
Needs: None
Have the group imagine they have just reached the summit of Mt Everest after a long, hard climb. Each will get
the chance to share the exhilaration by dramatically shouting his/her name in some flashy style.
38

One Breath (Scream and Run)
Needs: Open area
Have the group stand in a line in an open area. Each person takes one breath (no cheating refills on the way)
and then runs as far as possible while yelling his/her name until out of breath. At this point, s/he must stop.
Everyone stays in place or marks his/her place until everyone has had a turn. Adaptations: this can be a whole
group or small teams event with the next member beginning where the first person ended. The participant can
run around the outside of the circle while the group counts how many laps.
On My Left, On My Right
Needs: Spot markers
An adaptation of All My Friends (New Games & Icebreakers, Any Size Group). The person in the middle
stands in front of someone and says, Hi, my name is Jack. Who are you? The reply is, Hi Jack. Im Jill.
On my left is Fred and on my right is Pat. I like everyone who ______.
Smart Kid On The Block
Needs: None
This involves performing a clever trick or some physical strange phenomenon, i.e. wiggling ears, double joints,
etc. The first participant begins by saying, Im ___. Im the smart kid on the block because I can (perform a
stunt). The next person says, This is ___. S/he thinks s/hes the smart kid on the block because s/he can (tries
to perform stunt). but Im____, the smart kid on the block because I can (stunt).
Wampum
Needs: Bopper
Everyone sits or stands in a circle with a person in the middle with a bopper. Begin by going around the circle
and having folks say their names. The game begins when the person in the middle calls out a persons name.
That person must stand up or step forward and say someone elses name before getting bopped, below the knee,
by the middleman. If bopped, that person becomes the new middleman. Hints: adjust circle size for group
familiarity with one another groups new to names will need smaller circles. Adaptations: the person whose
name is said must first say his/her own name and then the name of another (helps facilitator learn names and
buys the middleman time). Everyone sits on the ground with their legs flat out in front so middleman can bop
feet (if you pull your feet back, you are in the middle).
Who Are You?
Needs: None
Have participants stand in a circle. One person, the chaser (initially you), leaves the circle, and the group closes
the gap. The chaser walks around the outside of the circle and taps one person out (the runner). That person
steps out of the circle, shakes hands, and begins dialogue with the chaser Hi, Im ___. Who are you? Im
___. Who are you? Hi, Im ___. Who are you? Im ___. Who are you? Hi, Im ___. Who are you?
Im ___. Who are you? After this third exchange, the chaser and runner pull each other in opposite
directions as they run around the circle trying to be the first one back to the runners original spot. Either the
chaser wins so the runner becomes the new chaser or the chaser must tap someone else out. Hints: watch
terrain.
Whos In The Hot Seat (Peek-A-Who)
Needs: 1 tarp or blanket
This is a fun name game that should be played with people that know each other fairly well. Divide the group
in half and sit on either side of a large non-see-thru blanket or tarp. Each team selects one person to sit close to
the blanket while everyone else sits behind. On the count of 3, the blanket is dropped; the two people point at
each other and call out the others name. The first to do this correctly wins that person onto his/her side.
Continue until one side wins or you sense the game is getting old. Adaptations: for larger groups, put more
than one person at the blanket at a time & one designated person says all names. Instead of winning the person
to the other side, keep track of points.
39
C. Ideas On How To Divide Groups

Use these ideas to creatively move participants into smaller teams and/or break up cliques.
Either have the group mingle and share which category they are along the way, finding everyone
with that trait or tell the group which side/area to go to for each category.
Sometimes you might have to do a couple of different ones to get the right number or ask some
participants to switch categories.
2 Groups:
Thumbs Up
To give a Thumbs Up, do you use one or two thumbs? Adaptation: sign thumbs.
Mail Box
Imagine you are going to mail a letter in a drop box; you open the door and put in the letter. Did you walk
away (trustees) or open the door again to make sure the letter dropped (checkers)?
Color Scheme
Do you prefer the warm colors of red, orange, yellow or the cool colors of green, blue, purple?
Crossed
Cross your arms. Is your left or right arm on the outside? Adaptations: top thumb of linked hands.
Are You More Like A (see New Games, Any Size Group).
3 Groups:
Shake Those Hands

On magic word, have everyone go around and shake hands, one person at a time. Those that shake the same
number of times stay together and find others. Everyone has 1, 2, or 3 natural shakes.
Over, Under, or Dont Care
Imagine youve just run out of toilet paperits up to you to put in the new roll. Do you put the end
on top, on bottom, or dont even look? Adaptation: folder, wadder, or combination.
PB & J
Do you make a peanut butter and jelly sandwich with more peanut butter, more jelly, or an equal amount of
both? (People who just like one item go to the appropriate more category). Adaptations: for two groups,
use more pb or more j and divide the equals. For four groups, add a category of prefer other sandwiches.
Chocolate-Vanilla Swirl
Do you like a scoop of chocolate, vanilla, or swirled chocolate & vanilla ice cream best? Adaptations: for 4
groups use choc, vanilla, strawberry, neopolitan; for more, have group members suggest some of their
favorite flavors.
Any Number:
Animal Farm
Decide on X number of animals. Ask the group to select one. With their eyes closed (or blindfolded), they
must find the rest of their group by making the animal noise. Hints: you can give out cards, colors, etc. to
represent the animals if you want even groups. You can even have them start a long way apart.
40
IV. Trust Activities

A. Introduction and Operating Procedures
Facilitating trust means providing a setting where participants are able to feel accepted and safe emotionally as
well as physically. Feeling safe allows people to share portions of their true personality without feeling like
they will be made fun of or criticized. Feeling safe allows groups to move beyond simply doing activities and
into a group and personal experience.
All group activities are designed to help build trust within the group as they help everyone learn more about one
another, begin to feel more comfortable working with the each other, gain communication skills, and practice
supporting one another towards common goals. Building trust within your group is an ongoing process. As a
facilitator, it is your role to continuously model the atmosphere of support, encouragement, sharing and
openness that will allow your group to feel safe with you and one another.
Trust activities help the group delve more deeply into physical support activities and/or deeper sharing, for
which it is paramount that emotional safety be maintained as the challenges can present a lot of perceived risk.
This trust carries the group forward into initiatives and all subsequent activities.
OPERATING PROCEDURES
All previous standard operating procedures for teambuilding continue to apply to trust activities: participant
eligibility, challenge by choice, facilitator role, safety practices, etc.
Facilitators will judge group readiness before beginning trust activities.

Facilitators must be actively involved in all activities.
Spotting techniques, as covered in the next section, must be introduced and practiced before presenting any
activities involving lifting, leaning, or being physically supported off the ground.
Participants may choose their levels of participation but should always provide positive support.
Emotional and physical safety must be monitored and maintained throughout trust activities.
Any activities involving participants off the ground must have at least two spotters. Some specific activities
require additional spotters.
Spotter positions may be adapted for particular activities. Facilitators will demonstrate appropriate modified
techniques.
Care must be taken at all times to protect the diamond of life head, neck, collarbone, spine area.
Blindfolded activities may be introduced during trust activities. Care should be taken to respect levels of
participation; participants can be asked to close their eyes in lieu of being blindfolded.
Trust activities should be debriefed; discuss the perspectives of both sighted and blindfolded participants (if
applicable).
Trust activities should allow partners to switch roles.
Feet must always remain below the head, and feet should touch the ground first.
Spotting continues until the person being spotted is set, with feet on the ground and balance established.
The facilitator or a designated chaperone should spot in the diamond of life location.
Terrain and potential hazards must be identified, removed if possible, and addressed with the group prior to
activities.
Many activities provide excellent debriefs on effective communication.
DO NOT leave a blindfolded person alone; maintain physical or verbal contact at all times!
41
B. Spotting
The following techniques are practiced at Camp Chingachgook:
International Spotting Position/Stance The spotter stands with feet shoulder width apart, one foot in front of
the other, with bent knees. The spotters arms are up, elbows are bent, and hands are up close to the participant,
cupped with spoons not forks, or paws not claws. This position allows the spotter to support the weight, even if
just temporarily, by absorbing force into their arms and legs. Participants should practice rocking back and
forth on their legs.
Leaner Position The leaner stands with feet together, body stiff as a board, and arms tucked in. Arms can be
tucked by either 1) crossing forearms and pinching bits of clothing up by the shoulders or 2) stretching out the
arms, clasping hands, and bringing hands and forearms into the chest. Fingers should not be interwoven (no
inter-digitation). This position keeps the leaner from flinging his/her arms into a spotter and keeps leaners from
concentrating their weight in their butts.
Spotting Commands The following are used before any lifting, leaning, or stepping off the ground:
Leaner:
Spotter Ready?
Spotter:
Ready. (The spotter may only answer if s/he is focused and in position.)
Leaner:
Leaning.
Spotter:
Lean away.
(Activity)
Leaner:
Set. (When returned to original position or feet are on ground with balance established.)
C. Activities
The spotting position must be practiced with the group before doing many of these activities.
Trust Leans should be done before the activities as noted so that participants feel comfortable physically
supporting participants.
Activities are arranged such that activities involving leaning or lifting are in the second part of the activities and
are in general progressive order.
GENERAL TRUST ACTIVITIES

Blindfold Soccer
Needs: 1 blindfold per 2 participants, 1 beach ball, goals, boundary markers
Establish a medium boundary. Have the group choose partners and then make two even-sized teams with the
pairs. Blindfold one person of each pair. Using the verbal commands of their partners and hands on their
shoulders, the blindfolded people play soccer with the help of their sighted partners. Have the blindfolded
people put their hands/arms out as bumpers. A wall or anything else you set as a goal will work. Emphasize no
blocking, rough housing, high kicks. Then switch roles.
Come To Me
Needs: 1 blindfold per 2 participants
Have the group choose partners and stand with elbow room in two straight parallel lines (20-30 apart) facing
their partners. Blindfold one line. The sighted person walks forward until the blindfolded person holds up both
hands in a spotting type position and yells, STOP! This activity is an exploration of comfort zones, personal
space issues and trust. Have participants switch roles and repeat the activity. Follow with a discussion of
comfort, safety, and other issues that may have arisen.
42

Lap Sit
Needs: None
Form a circle, shoulder-to-shoulder with the people beside you. Have the participants turn 90 degrees to their
left, puts their on peoples shoulders, and make sure their toes and heels hit those in front and behind them (this
means moving towards the middle, not forward). On the count of three, everyone slowly sits down on the knees
of the person behind him/her. Try switching to the right. For a hard challenge, try to walk while in a lap sit.
Hints: chaperones can help spot trouble areas. Adaptations: can be done as a large-group closing activity, too.
Lighthouse (aka See No Evil, Hear No Evil; Wireless Communication)
Needs: Lots of throwables, 1 flashy object, a start line, 1 blindfold
Have the group stand behind the start line. Place a number of random objects out in the field/floor (stormy sea).
The goal is for the group (a collective lighthouse which can see) to retrieve a designated object from the stormy
see waters beyond the line using its ship (a blindfolded person who cannot speak nor see) and its navigator (who
can speak but not hear). The navigator faces the lighthouse, which gives directions only non-verbally from
behind the line. The ship stands back-to-back with the navigator at the start. The navigator may give directions
to the ship but may not look at the sea. The ship must walk out to the object, retrieve it, and bring it safely
back. Process and repeat, changing ship & navigator and placing the object in progressively more challenging
situations. Hints: as a facilitator, walk near the ship to ensure his/her safety. Adaptations: ship can talk; place
ship in the middle of objects and have the navigator get him/her to shore (no object retrieval); do not allow time
for planning on the first exercise; divide the group into pairs with one person who can see guiding the
blindfolded person through safely to a specific object retrieval; have small teams of ship-navigator-lighthouse
try to get the same object or different objects from different boundaries.
Wireless Communication: instead of retrieving an object, have the ship do a task like put on a hat, etc.
The Maze
Needs: A lot of ropes!, 1 blindfold per 1 or 2 participants
Set up a boundary line and a maze with a rope be careful to watch for obstacles from the top of the head all
the way to the ground. Have the group choose partners and decide which person will be blindfolded first. Place
the blindfolded people randomly throughout the maze and the sighted people behind the line (they are not right
next to their partners). The sighted people must direct their partners to the end of the maze. The blindfolded
people must always be holding onto a rope; they may go around trees or under ropes as long as they are always
following a rope. Hints: if there are hazardous obstacles that cannot be removed, position sighted partners,
chaperones, or a facilitator at that location. You may want to rearrange the maze while the partners switch
roles. Adaptations: put the whole group in the maze blindfolded and let them find the end on their own, with or
without talking.
Minefield
Needs: Lots of throwables, boundary markers, 1 blindfold per 2 participants
Have the group select partners and blindfold one person. Set up an area with a start & finish and objects as
heavily scattered about. The sighted partner will verbally lead his/her blindfolded partner through the
minefield, without touching any obstacles, to the other side. If an object is touched, the pair starts over.
Sighted people may not move objects or touch their partners. Switch roles and change up the objects.
Adaptation: for older and advanced groups, have partners on opposite sides of the minefield the callers are
stationary and must guide their partners from a distance. This usually transforms the group from individual
pairs to a large group effort as callers realize that they cannot yell over each other.
43

Rush Hour Traffic
Everyone partners up and has one blindfolded person (the car) per pair. The car holds up his/her arms as
bumpers straight out in front of him/her. The driver stands behind the car, placing hands on the cars shoulders
at all times, and drivers must be very careful with their cars, looking all around, up, and down for hazards. The
facilitator plays the role of policeman, calling for traffic rolling, slow school area, red light, freeways,
left turn, right turn, u turn, etc. The drivers respond by steering their cars through the other traffic
without touching or bumping anyone else; the cars may use a beep beep to alert other cars on the direction of
the drivers. Switch partner roles. Hints: this is a great way to relocate the group or set up boundaries to keep
the pairs contained and in traffic.
Tank
Needs: Boundary markers, lots of soft throwables, 1 blindfold per 2 participants
Set up a four-sided boundary. Have participants pair off and blindfold their tank in each pair. The tank driver
(sighted person) must be in physical contact with his/her tank at all times (shoulders, elbows, etc). The object is
for the tank to tag out other tanks (no head shots) using the objects on the ground. Only the tank may touch an
object, the tank must throw underhand, and the object must hit another teams tank, not driver. When teams
gets tagged, have them move outside the boundary and help retrieve objects thrown out of the boundary.
Switch roles and play again. Hints: have the teams spread out before placing objects on the floor/field.
Adaptations: for younger or more energetic groups, have the group split in half and stand behind opposing
sides of the boundary each team blindfolds one tank, and the teams drivers talk their tank through finding
objects and tagging out the other tank.
Team Radar
Needs: 1 blindfold per participant, a destination object, a long piece of rope, a starting point
Have the group stand behind the starting point. The groups goal is to get to the destination object once
everyone is blindfolded and holding onto the rope. The group will be given a certain amount of time to walk
around the course to landmark, pace, and work out how they will find the marker. When the time is up,
blindfold the whole group a single file line holding onto the rope. Hints: make sure they stay away from
dangerous areas if they get off course: ditches, trees, rocks, etc. Spot hazards that cannot be removed.
Trust Walk/Sherpa Walk
Needs: 1 blindfold per 1-2 participants
Trust Walk: Have the group pair up and blindfold one person in each pair. The sighted person will lead the
blindfolded person by holding arms, hands on shoulders, or no contact just verbal communication (only for
older and more advanced groups). The group forms a line of pairs behind the facilitator who leads the group
through a selected area, stopping halfway to swap roles. Stress safety, watch terrain, ensure verbal
communication, and emphasize comforting the blindfolded person. A Sherpa Walk is a group trust walk that
might be appropriate for younger groups or for groups who have not done as well with one-on-one activities.
The whole group forms a line, placing hands on shoulders or holding onto a rope, and then everyone gets
blindfolded. The facilitator leads the line verbally, silently (hold the front end of the rope), or with clapping.
Hints: Debrief this is an emotional activity. This can be used as a transition activity to a new location.
Adaptations: one sighted participant can lead the Sherpa Walk rotate participants in this powerful role.
44

Trust Wave
Needs: None
Have the group form 2 lines facing each other with arms outstretched and staggered between opposite people.
The runner begins several yards away and can choose to walk, skip, or run through the line. The runner asks the
group if everyone is ready, and then begins. The people in the line must raise their arms like a wave as the
person passes. The idea is for the runner not to flinch or slow down while the lines try to move their arms at the
last minute. Hints: give each runner two turns and have them choose a higher level of challenge on the second
turn (fast walk can be an option). Rotate runners from both lines evenly.
Who Was My Guide
The group divides in half; one half is blindfolded. The other participants silently choose a blindfolded partner.
The sighted guides may not talk to their partners at any time as they them on a trust walk by allowing them to
hold their arms (must be physical contact!). The blindfolded person may talk. Stress safety and watch terrain.
At the end of the walk, the guides gather together away from the blindfolded half and the blindfolds are
removed. Switch roles between the halves. At the end of the activity, each person tries to identify his/her guide
and why. Adaptations: for older, advanced groups, have the guides use other sounds (ie clapping, snapping,
etc for the blindfolded person to follow.
Yurt Circle
Needs: None
The group, which must consist of an even number (so the facilitator may need to take part), stands in a circle
with arms at a 45-degree angle to their body. The group holds hands and counts off by twos. The goal is for
the group to support one another as everyone leans in opposite directions. On the count of three, ones will lean
forward and the twos will lean backwards. The participants will need to remain stiff and rigid with feet
stationary like the leaner position and work with their neighbors as well as the whole circle to find the balance
point. Switch leaning directions. Hints: use a creative count off. Reconfirm that each person knows which way
s/he is leaning each round, eg. have the group members put a foot in if they are leaning out or put a foot out if
they are leaning out. Smaller people need to lean further to displace neighbors with more mass. Adaptations:
do as a whole group/school closing activity.
LEANING/LIFTING ACTIVITIES
Trust Leans
This is the prerequisite
Needs: None
Have the group choose partners of approximately equal size and stand one person in front of the other in a circle
or a straight line. Have the spotter stand behind the leaner such that s/he can touch the shoulders of the leaner
while keeping his/her arms slightly bent and almost toe to heel. Have the spotter and leaner assume the correct
positions. After reviewing commands and checking their positions, have the pair practice using the commands
and having the leaner lean back. The first lean should be with spotter hands about 2 inches from the leaners
back and the spotters front toes should touch the one of the leaners heals. Subsequent rounds, after each round
of commands, can have the spotter move back slightly, not to exceed one foot. Have the pairs switch roles.
Hints: for younger groups, have one pair go at a time with facilitator direction.
45

The Cookie Machine
Prerequisite: Trust Leans
Needs: None
The group forms 2 parallel facing lines shoulder to shoulder about 2 feet apart. Everyone lifts his/her arms out
in toward the middle, alternating arms with the people across from them and keeping their knees bent in the
spotting position. The first person at the end of one of the lines runs and carefully dives onto the bed of hands.
The group then gently bounces and rolls the person to the end groaning, cookie-cookie. Assist the person off
the line. Hints: keep lines balanced by alternating the spot the churned out cookie dough takes. Adaptations: a
lift onto the arms can be used for different levels of participation.
Human Ladder
Needs: Three 3-foot long 2 dowels
The group stands in a double line with a rung between each pair. The rungs must be held firmly and level;
the first rung should be at the knee/thigh height, the middle rung at waist height, and the last rung at the
knee/thigh height. Holders should position the dowels safely for themselves and have their legs bent in the
spotting position. Two spotters, one on each side, walk with the participant that climbs over the rungs while the
facilitator spots him/her behind the first rung and then in front of the last run. Adaptations: the ladder can be
all one height. Add more spotters and/or rungs for larger groups.
Trust Circle (Willow in the Wind)
Needs: None
One person (the willow) stands in the middle of the circle, assumes the leaner position, closes his/her eyes, and
remains stiff as a board. The group (wind) assumes the correct spotting position. After the command sequence,
the willow will lean in one direction, and the wind will gently pass him/her around the circle. The group may
change directions but should avoid passing the willow across the circle. There must be four hands on the
willow at all times! Make sure the proper spotting commands are used followed by the set command when
finished for each participant. If not all the spotters are ready, do not begin. Hints: the circle must be tight; very
large groups should be split into two smaller groups with a chaperone or facilitator monitoring each circle.
Adaptations: assign a diamond of life spotter positioned behind the willow and, after some gentle passing, have
that spotter nod at the group to lower into the Flying Carpet position.
Flying Carpet
Needs: None
One person lays on the ground in the leaner position with eyes closed. The rest of the group picks the leaner up
and brings him/her in a horizontal position no higher than their shoulders. The group then gently sways the
leaner back and forth (along the length of the leaner) as they slowly lower him/her to the ground and gently
setting him/her down. Hints: soft terrain. The group should be quiet and the leaners eyes closed in order to
fool the leaner into feeling high in the air. Adaptations: the group can slowly rotate or travel with the leaner.
The group may lower the leaner into a horizontal position from Willow in the Wind (designate a diamond of life
spotter who calls the shots with silent nods).
Statue of Liberty
Needs: None
Have the group crouch in a circle. One person stands in the middle pretending to be the Statue of Liberty by
imaginatively holding up a torch and books. Place spotters in front and behind the statue. The statue stays very
stiff while the rest of the group coordinates efforts to pick up the statue from below the knees to a height of no
more than waist high. Remind participants to lift with their legs, not their backs! Hints: works best with older
groups of 10-12 to have enough lifters & spotters.
46
Non-Facility Initiatives
A. Operating Procedures
All participant eligibility policies continue to apply.

Participants must have already been sequenced through new games and trust activities.
All hazards must be clearly identified to the group before the activity begins.
Initiatives are more fun when presented with a creative story.
Be sure the group understands that every challenge presented has one or more solutions and can be done. If
a group finds a successful loophole, allow it.
To encourage group planning, have the group circle up and select a speaker to present the plan.
To encourage group planning, use the expression, at least __ minutes/seconds to plan.
Spotting must have been presented and practiced prior to any leaning or lifting activity.
Present the initiative slightly away from the equipment being used.
Follow all blindfold procedures as detailed in the Trust Activities section.
Guide your group to an appropriate solution; solutions included in activity descriptions should not be told to
participants.
Let your group try any brainstormed plan as long as it is safe and everyone is on board with it.
Be aware of chaperones that are too willing to give participants the answer.
Some initiatives involve set goals; others should include group input to set goals.
Be creative in accommodating people with disabilities or physical limitations, such as one free pair of magic
shoes that can be worn by just one person, etc.
Activities with start and finish boundaries need ghost spotters participants that may spot and then return to
the side they were at.
Participants who may have done an activity before may be muted or blindfolded to up the challenge.
B. Non-Facility Initiative Activities

Air Traffic Controller
Needs: 1 air traffic controller set, 1 blindfold per participant
Have the group sit in a circle and blindfold everyone. The goal for the group is to figure out which shapes with
their corresponding colors are missing from the group. Each person may ask the facilitator what color his/her
shape is. Other than that, the facilitator will not answer any questions about the shapes. Hand out 1-2 shapes to
each participant. Hints: dont hand one participant the two different star shapes. Keep one star shape. A good
activity to see some natural leadership emerge.
Blind Polygon
Needs: 1 long rope tied into a loop
Lay the rope on the ground and have the group form a circle around it, with toes against the rope. Blindfold
everyone. Challenge the group to form a shape using their bodies and the rope in unison. After the go phrase,
make sure everyone has picked up the rope and maintains at least one hand on the rope at all time. Hints:
decide if participants are allowed to move from their original locations on the rope watch for safety.
Centipede
Needs: 4-6 hula hoops, 1 bandanna per participant
Arrange hoops in a staggered line. Have the group stand in a circle and tie their legs together at the ankles. The
goal is for the group to walk across the space touching only the inside of the hoops.
47

Chocolate River
Needs: 1 spot marker or carpet square per 1-2 participants, start and finish lines/designations
Set the start and finish lines far enough apart that the markers/squares will not reach. The group has found
themselves trapped on one bank of the steaming hot Chocolate River and must cross over, using the magic
marshmallows provided. The participants must be on a marshmallow after leaving the bank; if anyone touches
the steaming chocolate, s/he must go back and start again. The marshmallows float and can be eaten by
creatures living in the river; to avoid this, each marshmallow must always have direct pressure on it when
placed into the river. (Marshmallows left unattended are collected by the facilitator and may only be regained
after starting over at the discretion of the facilitator.) No one may step on the other bank until everyone is off
the first bank. Hints: use only enough markers that the group will have to share them. Watch for (and debrief)
participants placing the marshmallows too far apart and possible frustration at the difficult communication
between the start and end of the line. Adaptations: make the whole group go back if the chocolate is touched or
have an individual who touches the chocolate lose the ability to use that hand/foot.
Connect the Dots
Needs: 9 carpet squares/spot markers, 1 very long rope (30)
Place 9 carpet squares into a 3x3 square. Using the rope, the group must connect all
9 carpet squares, keeping the rope straight except for 3 bends.
Dont Touch Me!
Needs: 1 rubber chicken or hula hoop
The group forms a circle around the chicken/hula hoop. 1) Everyone must touch the object and return to his/her
spot. 2) No one may touch anyone else at any time (add in saying, Dont Touch Me any time someone gets
close). 3) The original order in which the group touches the object is the order they must continue to follow
each time. Challenge the group to reduce the time on each attempt. Hints: choose whether the object must be
stationary or if it can be moved. Adaptation: have partners across the circle that must switch places. See Warp
Speed.
Equilateral Triangles
Needs: 6 even length poles
The task is to arrange the poles so that they make 4 equilateral triangles. All the poles must be used, and all
parts of the poles must be incorporated into one of the triangles. None of the poles may cross.
Escape From the Planet of What?
Needs: Clues, materials to build the spaceship
The activity begins by giving the group a clue that leads to the spaceship. Once at the spaceship, the group
finds a message on a piece of paper that explains that the spaceship has malfunctioned and crashed on the Planet
of What. The group will have 40 minutes to follow the clues that lead to a new spaceship. However, the group
may only say who, what, and where. Clues lead the group from station to station where it has to perform
a task (such as making up a national anthem for the planet or crawling through a laser field). The final task is to
build a spaceship out of any equipment available. Hints: this can be used throughout the non-facility and
facility activities, weaving each activity into the main story.
48

Gas Leak
Needs: Puzzle pieces or Legos, 1 hula hoop
Scatter the puzzle pieces inside the hula hoop. There is a gas leak that the group must repair inside the circle by
putting together the puzzle (or connecting all the legos). One participant is allowed in the circle at a time, and
that participant must hold his/her breath. When s/he runs out of breath, someone else goes in. Hints: explain
away from the hula hoop. Adaptations: participants are blindfolded and given a time limit inside the circle
(smoke screen).
Group Jump & Turnstile
Needs: 1 large jump rope/long rope
Group Jump: The goal is to get the group to jump all at once.
Turnstile: Each participant must go through the turning rope. Hitting the rope may mean that individual or the
whole group starts again. You may want to set up the ability to change the rope direction.
Hints: have the facilitator and chaperone or lower level of participation member turn the rope. Turnstile can
be accomplished by having one person jump at all times while others just run through.
Helium Pole
Needs: 1 hula hoop or set of tent poles
Stand the group into 2 lines facing each other (tent poles) or a circle (hula hoop). Everyone holds out his/her
index fingers palm-side up and close together. Onto these fingers, the facilitator places the poles/hula hoop.
The goal is for the group to place the pole on the ground without letting their fingers break contact with the pole
until the pole is just about on the ground. Hints: the facilitator should apply a little downward pressure as
fingers are placed under the pole; the pole will immediately rise.
Hole In One (aka Pipeline)
Needs: 1 pipe/pvc set, 1 marble/golf ball, 1 bucket
The goal is for the group to get the marble/golf ball into the bucket using only the pipes/pvc as a
channel/pipeline. The ball must always be rolling forward, may not touch the ground, and may not be touched
by hand. When the ball is in a particular persons pipe, that persons feet must be stationary. Variation: go for
distance instead of the bucket cumulatively, on an individual try, or in a time limit.
Human Bridge
Needs: 2 start/finish lines/designations
Set up two parallel lines ~15 apart. Have the group stand behind the start line. The goal is for the group to get
across to the other side of the freezing cold river. Anyone stepping in the river is immediately frozen in place
until in contact with a group member on the other bank. Hints: the group will need to form a parallel human
bridge, walking on one anothers feet to get the line to reach the other side. Adaptations: set the lines closer
and give the group 6 points of contact (only 4 people get stepped on).
Human Knot
Needs: None (can use 1 bandanna per person)
Stand the group in a circle and have each person grasps right hands with someone across the circle (can use
ropes for groups with little flexibility or are afraid of physical contact). Each person then grasps the left hand of
someone different. The goal is to untangle the knot without letting go; pivots are allowed. Hints: permit breaks
if necessary. Pass a pulse before beginning to untangle to see if there are interlinked or concentric circles.
Adaptations: use bandannas or rope pieces between participants for flexibility and physical comfort have half
the group hold the bandannas in right hands and grab someones hand who does not have a bandanna; repeat
for left hands.
49
Jumbo Jimmies Shoes

Needs: 1 long piece of rope, a point on the ground, 6-8 tent stakes (optional)
Attach the rope to a point on the ground. The goal is for the group to tie a huge shoe-style bow. Each member
must participate on some level. Wherever a person grabs onto the rope is the point where s/he remains stuck to
from then on. S/he may not slide or switch his/her hand. Adaptation: lace the shoes using tent stakes, two on
the end as anchors and a bunch more acting as grommets.
Key Punch
Needs: 1 key punch set, a boundary designation (rope, rock, hula hoop,), a start line/designation
Place the numbers randomly scattered inside the circle on the ground. Have the group a short distance away so
that they cannot see any of the numbers or letters. The key punch will unlock the supercomputer when the
numbers are punched in the right order. Be creative about what the supercomputer will do in return (ie the
groups homework for a year, etc). The rules are that 1) the numbers 1-30 must be punched in sequential order
2) only one number may be punched at a time 3) everyone in the group must punch as least one number 4)
everyone must start behind the starting line 5) two numbers punched at the same time or out of order results in a
lockdown, and the group must start again 6) the numbers must be punched in a certain time limit or the
computer locks down 7) time starts when the start line is crossed and ends when the last person crosses after
#30 is punched. You decide whether no one may enter the circle or that one person at a time may be inside the
circle (for a max 5 seconds). Hints: make sure all numbers are present! Group may decide whether only one
person at a time crosses over the start line.
Line-Ups (aka TP Shuffle)
Needs: 1 blindfold per participant (optional), log (optional)
The group must line up in some order according to the category decided by the facilitator (see Line Ups in New
Games Any Size Group). This can be alphabetical by middle name, birthday, etc. Communication styles are
altered (i.e. mute, blindfolded, full verbal). This can be done on the ground or on a log (TP Shuffle); remind
participants to step off if they feel like they might fall. Determine whether a touch or fall means the group starts
from the beginning or if there is a certain amount of free touches.
Magic Slippers
Needs: 2 boundary lines/designations
Set two parallel lines ~15 apart. The group needs to get everyone across the steaming river of lava safely to the
other side. No one may touch the lava, unless s/he is wearing the magic slippers, which protects him/her from
the lava. Slippers can be designated by the person holding a bandanna or doing a ritual passing on of your
invention. Each person can wear the slippers one time only and in one direction only. The slippers may not be
tossed across the river. Watch for safety issues; remind participants that anyone lifted must be spotted (use
ghost spotters). Hints: participants need to carry two people at a time (can be lifted or walk on others feet).
The Monster
Needs: 2 boundary lines/designations
Set the start and finish lines. The group joins together to form a monster. It can have 1 more leg touching the
ground than the total number of legs in the group and may OR must have the number of hands. It must be
one connected monster and walk between the start and finish lines.
50

Steal My Chicken (aka Steal My Keys, Not My Car)
Needs: 1 boundary line/designation, 1 rubber chicken
Have the group start behind the line. You, as the sheepdog, will be ~20 yards away from the line and will be
protecting the chickens & henhouse behind you (between you and the participants). The participants, or the
foxes/coyotes, are out to steal the chicken and bring it back behind the start line. When your back is to them
and you are counting out wheres my chicken?, the participants may move. When you turn around, the foxes
must remain absolutely still or you will see them. If someone moves, s/he must return to the start line. Once
the chicken is picked up, you will have 2-3 guesses (depending on group size) to figure out who has the
chicken. You may pivot but not move. If you guess correctly, the chicken is dropped where it is (easier) or
returned to the henhouse (harder), and the person holding it must go back to the start line (or the whole group).
If you guess incorrectly, the group may move again once you turn your back. Hints: the group will come up
with lots of creative ideas. A good activity to start getting the group problem-solving together.
Stepping Stones
Needs: 1 wooden block per participant
Have each member grab a wooden block and put it on its largest surface area side, standing behind it in a circle.
When you say go, the participants will step up on the blocks. Explain the safety procedures: 1) only one person
may be on a block at a time unless there is communication first 2) people may not touch each other unless there
is communication first 3) if someone feels like s/he may fall off, s/he should just step off. Goal #1: the group
must travel around the circle without falling off the blocks. Goal #2: the group will turn each block and stand
back on each persons original block. Set more goals as appropriate, like traveling on the turned blocks, setting
blocks back on original side, etc. Hints: if someone rotates a block a different way, go with it. Adaptations:
have the group choose a block and then tell everyone it will be the groups responsibility to look out for Buddy
Block for the duration of the teambuilding session.
Traffic Jam
Needs: 1 place marker per participant + 1 more
Set the markers in an arc (so the group will be able to see better) and divide the participants into 2 groups (try to
make them identifiable). Have the two halves stand on the markers, facing the middle and leaving the middle
marker vacant. The goal is for the groups to swap places while maintaining the order in the small groups, ie.
ABCD_EFGH EFGH_ABCD. There are only 2 permissible moves. One may step forward into a free space
or go around an opposite team member into a space. Other rules: Feet must remain facing the beginning
direction. No one may leave his/her marker to look. If the group needs to start over, have them rotate one
position, i.e DABC_FGHE. Hints: a good planning activity. The group may come up with the idea to solve it
using rocks, sticks, etc. The solution involves no two team members ever standing next to each other once they
start moving. This is a bit higher level of challenge.
Touch Pad (aka the Maze)
Needs: Carpet squares, sidewalk chalk, or marked tarp & key
Set up a maze and decide on a route. The team must find the route to the other side. Moves can be forward or
sideways (or diagonal). One person goes at a time. Each wrong square gets a negative sound effect for fun.
The person goes until he/she makes a mistake, after which s/he goes to the end of the line and a new person
tries. Usually done as a silent activity. Hints: this is a good activity to debrief the groups support given to the
individual who is in the middle of the maze. You may choose whether to let the group come up with a marker
system.
51

Turn the Blanket (aka Magic Carpet)
Needs: 1 tarp or blanket
The whole group begins by standing on the blanket or tarp as though they are in mid-air. Unfortunately, the
carpet is upside-down, and the group needs to turn it over without anyone stepping off in order to get the carpet
flying. If anyone touches the ground (falls off in mid-air), the group must start again. Hints: solution involves
slowly twisting the tarp.
Warp Speed
Needs: 1 throwable object
Have participants stand in a circle. Each person must say the alert statement, (Name), this is for you before
throwing. The recipient must say, Thank you, ____ before choosing the next person, using the alert
statement, and throwing the object to the next person. Each person should catch and throw the object (only
once), should throw underhand, and should remember the patter. After the sequence is well established,
challenge the group to go as fast as possible, emphasizing the rules 1) the object must be touched in the same
order 2) time begins on the first touch and ends on the last. Names and alert statements can be left off at this
point. Hints: use an object that don't roll very much. The group will eventually think of changing the order
everyone is standing in and then possibly just using hands or fingers in order. Adaptations: do this activity
after Group Juggle (see Name Games). See Dont Touch Me!
52
Facility Initiatives
A. Operating Procedures
Camp Chingachgook staff must evaluate group readiness to participate on the course.
Spotting must have been presented and practiced prior to any leaning or lifting activity.
Follow all blindfold procedures as detailed in the Trust Activities section.
Facilitators must orient participants to each facility, clearly identify and address any hazards, and frontload
the storyline and safety procedures away from the actual element.
Facilitators should ensure sensitivity towards individual physical characteristics. Be creative in
accommodating people with disabilities or physical limitations, such as one free pair of magic shoes that can
be worn by just one person, etc.
There must be at least one Chingachgook facilitator per small group of participants.
Facility initiatives may only be used under the supervision of a Chingachgook staff member. Signs
reinforcing this are posted by each element.
Each element must be checked for safety prior to each use. This includes hardware as well as surrounding
terrain and environmental hazards. Elements that are slippery or icy should not be used.
Facilitators must remain active and ensure as well as perform proper spotting.
Participants must be placed on the ground feet first, and spotting continues until the participant is set.
Elements requiring lifting have specific lift and spotting requirements.
Commands for lifting and spotting must be followed.
In general, there must be at least two spotters per area of an element in which lifting occurs.
The participants head may never be below his/her waist.
Each element should be debriefed at some point during the teambuilding session.
Many elements have multiple solutions.
All participant eligibility policies continue to apply.
Participants must have already been sequenced through new games, trust activities, and non-facility
initiatives.
Initiatives are more fun when presented with a creative story.
Be sure the group understands that every challenge presented has one or more solutions and can be done. If
a group finds a successful loophole, allow it.
To encourage group planning, have the group circle up and select a speaker to present the plan.
To encourage group planning, use the expression, at least __ minutes/seconds to plan.
Guide your group to an appropriate solution; solutions in activity descriptions should not be told to group.
Activities with start and finish boundaries need ghost spotters participants that may spot and then return to
the side they were at.
Participants who may have done an activity before may be muted or blindfolded to up the challenge.
Elements may be used for creative scenarios provided safety is ensured. Muted participants must still
follow the verbal spotting command sequence.
Goals for elements that involve not touching the ground or element should be set; this may include starting
over if anyone touches or allowing a certain number of touches before beginning again.
Groups should be given time to plan; this provides for a much safer first attempt at completing elements.
Lifting should be done with the legs and not the back. Participants may be lifted in the following ways:
piggy-backed, sit on anothers shoulders, step on another participants thigh, sit on two participants linked
arms, put arms over shoulders and have others support hips/legs/shoulders (for face-up supine position).
Participants may not step on another participants back or step into someones hands. The lifted persons
head must remain above his/her waist.
Avoid having the group walk through or over an element after completion.
Facility initiatives are inspected annually by a professional vendor.
53
B. Facility Initiative Activities

All Aboard
Concepts:
Cooperation, communication.
Objective:
To get everyone in the group onto a small wooden platform.
Sequence:
Good as a first activity or final group support activity.
Scenario:
The participants are the last survivors aboard a ship sinking into ice-cold water and have only
one lifeboat available. Everyone must fit on the lifeboat (platform) long enough to be rescued by
the Coast Guard (~10 seconds or a good version of Row, Row, Row Your Boat).
Rules:
o
o
o
Participants must all have their feet off the ground.

Participants may lift one another only if proper spotting is maintained. Not on shoulders.
If a participant feels as though s/he may fall off the platform, s/he should just step off.
o
o
o
o
Groups tend to want to jump on the platform immediately without planning.

Groups which do not plan may need to fail a few times.
Good to set a (flexible) time limit to keep the group focused.
The group may find the loophole of sitting on the ground and placing feet on the platform. The
storyline can be set up to include that the lifeboat needs everyones weight in it.
Use a tarp folded to desired size for larger groups or groups with multiple larger participants.
Hints:
Possible Solutions:
o Participants reach across the platform to support one another.
o Participants piggy-back others in the center.
o Participants on the outer edge form a yurt circle. (This activity could be done previously or as a
break if the group is struggling).
Adaptations: Can be done as a non-facility initiative using a tarp (lower challenge).
54

Islands
Objective:
Using only 2 wooden planks and themselves, the split group must switch platforms.
Concepts:
Sequence:
Early-Middle
Scenario:
The group is split up into two neighboring office skyscrapers: the office workers and the
firefighters. A fire has ignited on the 17th floor in one of the buildings so all of the office
workers must cross to the safe building while the firefighters have to get across into the burning
building to put out the fire.
Rules:
o
o
o
If anyone steps off a platform at any time during the activity, everyone goes back to original
buildings (helps keep the group focused).
The group must be careful not to hit anyone with or pinch fingers under the board.
Spot members crossing on the board.
Hints:
o
o
o
Communication on the crowded platform can be frustrating. Have the group step off and discuss
if a break is needed.
The planks and platforms are slippery when wet.
Place the board on the platform before group members step up for groups with a large number of
participants or less dexterity.
Possible Solutions:
Group members weigh down the plank while someone goes across and then send someone across
the other way, taking turns. If too many people step off the plank, they dont weigh enough to
hold people walking across. Many groups develop a shuffle method to make the process most
efficient.
Adaptations:
o The group starts from behind one platform and gets everyone to the far side of the other platform
without having to all stay on at once (lower challenge).
o Use two boards, neither of which will fully reach between the platforms (group must put the
weighted board on the bottom to hold up the other board higher challenge).
55

Land Skis (aka Giants Skis, Trolleys)
Objective:
To walk as a group using the skis to a destination.
Concepts:
Cooperation, communication, leadership.
Sequence:
Early to whenever
Rules:
o Participants must have one foot on each ski.
o There is a penalty for stepping off the board leader is rotated, that participant turns backwards,
group goes back a step, group starts over, etc.
Hints:
o Smaller groups should hold multiple ropes to avoid dragging and tripping.
o The planks are slippery when wet.
o Start with a flat terrain. Boards can also destroy nice grassy areas.
Solutions:
Groups need to devise a communication system and lift as well as slide forward.
Adaptations:
o When the group gets to the destination, it can be a new country with a different (or no)
language.
o Alternate the way people face (higher challenge).
o Use 3 skis for larger groups; the middle one is shared (higher challenge).
o Connect multiple skis as a train for larger groups.
Meat Grinder
Objective:
To get everyone over a green felt-coated wheel, using only each other and the wheel itself.
Concepts:
Trust, cooperation
Sequence:
Early to whenever
Scenario:
The group is a bunch of new cadets in training. They must prove that they can make it over the
wheel to continue on with the obstacle course.
Rules:
o Participants may only touch things covered in green. Be sure to point out that no fingers or
hands should go in any of the holes.
o Participants heads must always be above the waist.
o Participants may not jump from the top of the wheel.
o There must be two spotters on either side of the wheel when someone is going over. Ghost
spotters may be used (recommended: chaperone on one side; facilitator on other).
Hints:
Watch for the big rock, inconveniently positioned tree, and the stump.
Possible Solutions: Most groups will let the person going over hold the edges, lift him/her slightly, and then
roll the wheel, stopping at the top to let the person switch positions. They then ease the person
down, spotting the landing. The last person just holds on while the group rolls the wheel.
Adaptations: Instead of people, the group could roll an object over without it hitting the ground.
56

Canyon Crossing (aka Nitro Crossing, Peanut Butter Pit)
Objective:
To get everyone from behind a log across an imaginary canyon to a platform/designated space on
the other side, using only the rope and whatever the group has.
Concepts:
Problem solving, leadership.
Sequence:
Early to whenever
Scenario:
The group has been falsely accused of stealing gold from a wealthy prospector, and now the
posse is after them. Running across the desert, they come to the edge of a 500-foot cliff, with
only a rope linking them to the other side. They have to get everyone across before the
authorities arrive.
Rules:
o Anyone stepping over the imaginary cliff will cause the group to start over (keeps group focused
and managed).
o Participants may not leap off the cliff to grab the rope, Indiana Jones-style.
o Participants may or may not (decide ahead of time) use anything other than what they brought
with them.
o The rope should not be whipped towards anyone.
o The rope may not be tied to anyone or in any new knots.
o Any person who touches the ground needs to start again OR the whole group starts over.
o Any object in the canyon stays in the canyon.
o Set up either the facilitator & chaperone or two ghost spotters who will spot the swinger until set.
o Swingers should be spotted before, during, and after swinging.
o Swingers should be careful not to ram into their spotters at the end. Suggestion: set up catchers
on the platform.
Hints:
o If you have a group with participants that are not willing to swing or are physically unable, add
the limited use of a magic hover-board, pair of slippers, etc represented by a bandanna carried by
the swinger.
o Set up a goal according to the groups ability: all swingers get across without touching or a
certain number of total touches is allowed.
o Decide whether participants must land on and stay on OR can step off of the platform.
o Watch the over-zealous participants that always want to go first and constantly swing.
Possible Solutions:
o Participants may hurl shoes, backpacks, clothes, etc to hit the rope to get it swinging (object that
land on the ground stay in the canyon to encourage cooperation rather than individuals throwing
at random).
o Participants may tie clothing or shoelaces together to form more of a lasso.
o Participants having difficulty supporting their body weight may use existing knots or be lifted a
bit at the beginning to hold higher on the rope.
o The group will usually figure out that participants that may have a harder time swinging should
go early on.
Adaptations:
o Use multiple hula-hoops or rope circles to swing into (for larger groups, lower level challenge, or
foul weather).
o Make the platform larger by making an imaginary addition to it with sticks as a boundary (lower
challenge).
o Have the group transport a bucket of water (their only drinking water in the desert) across the
canyon (higher challenge).
57

Giants Finger
Objective:
To slip the tire off the ground and over a vertical wooden pole, optional: without letting the ring
touch the pole.
Concepts:
Problem solving, leadership
Sequence:
Later; older/taller groups
Scenario:
The group is a gaggle of thieves who has infiltrated a giants lair. The mission is to slip the
golden ring off the sleeping giants finger without waking him. If the ring touches his finger, he
will wake up, and the mission will be thwarted (for a lower challenge, it is ok to touch the pole
with hands and not the tire, vice-versa, or both).
Rules:
o Anyone being lifted must be spotted.
o The waist of the person being lifted may not be above the lifters head.
o Everyone must participant at some level around the finger; otherwise, the giant may smell them
and wake up.
Hints:
The group must put the tire back on the pole before leaving the element.
Solutions:
Participants sit on each others shoulders and form an A frame with others being lifted.
Adaptations: Lift the tire ring to a certain point instead of fully off. This may require a different story.
The Maze
Objective:
To get everyone to find a hidden object in a maze of ropes tied between trees, after each person
is blindfolded and placed in a various place throughout the maze.
Communication, leadership
Early to whenever
The group of shipwrecked castaways must make it through a cave with many hidden
passageways in order to reach the only radio on the island. The ropes indicate the passageways
in the cave. Once everyone has reached the radio, the group will be able to call for transport off
the island.
Concepts:
Sequence:
Scenario:
Rules:
o
o
o
Either participants may speak until finding the hidden object and then, individually, they may not
speak OR participants may not speak from the beginning until everyone has found the hidden
object.
Participants must always follow the ropes, having at least one hand on a rope at all times.
All blindfolded procedures must be followed.
Hints:
o Take each blindfolded participant into the maze and place one of his/her hands on a rope.
o Planning may need to involve how the group will know if everyone has found the object.
Possible Solutions:
o Participants usually figure out that they can stomp their feet or clap their hands (or some other
signal) when they find the hidden object.
o The group might figure out a way to send out scouts to find the remaining lost participants, or
something like that.
Adaptations: See the above under Rules.
58

Mohawk Walk
Objective:
To get everyone all the way around a series of trees connected by cables without anyone stepping
off the cable, using only the resources provided.
Concepts:
Cooperation, problem solving
Sequence:
Middle to later
Scenario:
Open be creative
Rules:
o
o
o
o
Although the cables are only about a foot off the ground, advise to just step off the cable rather
than take a fall.
If someone steps off the cable, either that person goes to the end of the line OR the whole group
goes back to the start.
Only participants who are on the cable may touch the rope.
Anyone on the cable must have one spotter on each side. Ghost spotters may be used.
Hints:
o
o
o
Cables are slick when wet or icy!

Give the group (or have them set the goal of) a certain number of touches to determine challenge
level.
Set the challenge level appropriately; this could be a tree partway instead of at the end.
Possible Solutions: Usually the element is completed by forming a human chain, often with alternating which
direction the participants face. Walking across the wire individually is next to impossible.
Adaptations:
o Everyone other than spotters must stay on the cable in order for anyone to finish (higher
challenge).
o The group as a whole other than spotters must be on the cable, and the goal is to get one person
all the way to the end or destination tree (can be higher or lower challenge).
o Give groups the option of having a designated number of portable trees (people who can be
leaned on partway through the course). Choose whether these trees are mobile (can walk
alongside), portable to a new location (can change which segment of cable they stand by), or
locked into position. The group could have to reach a smaller goal to pick up the ability to
designate a tree.
59

The Muse
Objective:
Concepts:
To get everyone in the group across a set of small wooden stumps, using only a set of four planks
and group members as resources.
Communication, cooperation, leadership.
Sequence:
Middle to whenever
Scenario:
The group of frogs is being pursued by a zoologist looking for frogs to use in a new exhibit. As
the participants like their freedom, they must get from their starting point at the edge of the
contaminated pond using only the lily pads (stumps) and the sticks (planks) to reach the other
bank. Since the pond is contaminated, the participants must stay on the lily pads and sticks.
Rules:
o
o
Hints:
If anyone feels as though s/he is going to fall, s/he should just step off.
Anyone who steps off a stump must go back and start again.
For a group with a physically challenged participant, one designated plank can be used as a blade
of grass that floats on the contaminated water so the person can walk on it on the ground.
Possible Solutions: The planks need to be used together in a T shape in order to reach between some of the
stumps.
Adaptations:
o Give the group less boards (harder challenge).
o Everyone must be on a stump before the first person can step off to the finish bank (harder
challenge; more teamwork).
o Anyone touching the ground means the whole group starts again (harder challenge).
o Each person must touch a certain number of stumps (harder).
o There is a specific maze or pattern to follow that must be determined as well (harder).
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Spiders Web
Objective:
To get everyone through a set of bungee cords arranged to look like a spider web.
Concepts:
Problem solving, trust
Sequence:
Middle to whenever
Sample Scenario: The group has spent the night sleeping in a cave, only to awaken to discover that a giant
spider has built a web in the mouth of the cave. The only escape route is to pass through the
web. Since spiders detect their prey by vibrations on the web, the group has to pass through the
web without touching any of the strands.
Rules:
o
o
o
o
o
o
o
o
Anyone being lifted must have at least two spotters on each side of the web.
Ghost spotters may be used.
Anytime a hole is used or infiltrated, it is closed to anyone else going through it.
Reiterate proper lifting techniques (see operating procedures).
If anyone touches the web when someone is going through, the person going through must start
over or lose an ability/limb.
If at any time the web is touched, there is a consequence: a hole closes, the group starts over, or
someone loses an ability/limb.
No one may pass through on the outside of the web: not under, over, or around.
Spotting commands must be used.
Feet down first, and spotting does not stop until the person says set.
o
o
o
Listen for whether the group plans who will go first & last and which hole they will use.
The facilitator should watch the diamond of life at all times.
Good to put a chaperone on one side and the facilitator on the other.
Hints:
Possible Solutions:
o The activity works best when the group saves a couple of large lower holes for the last few
people to pass through, and for the last couple of people to be strong members who can help lift
their teammates.
o Passes are best done with the person in the supine position, stiff as a board.
Adaptations:
o
o
o
o
o
Have the group help set the goal of how many people to pass through (lower challenge).
Have the group help set a goal for how many touches before starting over (lower).
Allow the group to use holes twice (lower challenge or for larger groups).
Use only certain designated holes for smaller groups.
Have holes close up only if penetrated by someone passing through (lower challenge).
61

Trust Fall
Objective:
Concepts:
Sequence:
Safety note:
To have group members take turns falling safely backwards off a platform into the waiting arms
of the other participants.
Trust
Later to end, and only with advanced and preferably older/adult groups.
Do not attempt this activity with a group unless you are confident that they can be trusted
to follow instructions and catch each other safely. You must practice with other trust
activities, including trust leans and other leaning/lifting activities first.
Rules:
o
o
o
o
The person falling should never be more than 5 feet high.

The person falling must keep his/her hands & arms in the leaner position with a rigid body.
Spotters stand in two parallel lines facing one another, with arms outstretched and alternated like
a zipper, and with legs in the spotter stance.
There should be a minimum of 8 spotters.
Hints:
o
o
Place yourself in the catching line further towards the diamond of life.
Encourage 100% participation, but you may have a group member who simply will not fall.
Sometimes its easier if you can get the person to at least stand on the platform and look at the
group waiting below.
Whale Watch
Objective:
To balance the wooden see-saw platform with everyone in the groups entire weight on it.
Concepts:
Sequence:
Early to whenever
Scenario:
The group of scientific researchers is out to study some whales. In order to launch the boat and
sight some whales, the group must carefully load the boat so that it is evenly balanced all-around.
Everyone must be on the boat and balanced long enough for them to sing a hearty version of
Row, Row, Row Your Boat to get the whales to surface.
Rules:
o Participants should never put any part of their bodies (fingers, toes) under the platform where
they might get crushed.
o Participants should step, not jump, onto the element.
o Participants should step on the platform at the fulcrum (gap in the paint) in the middle of the long
side.
o Participants need to remain inside the painted line.
Hints:
One corner of the whale watch tends to rest on the ground. Watch for balance from there.
Possible Solutions:
o Most successful groups stand or sit in one place on opposite sides of the platform, then let one
last person move around until the platform is balanced.
o The group may try to crowd around the middle, balancing the element with one foot on each
side.
Adaptations: When the group gets the platform balanced, the facilitator may put a balloon (bring spares) under
each end of the platform. If the balloon bursts, the group must try again (harder challenge).
62

Wild Woozy (aka Wobbly Woozy)
Objective:
To get people to cross in pairs from one tree towards the two trees, walking on a pair of cables in
the shape of a V.
Concepts:
Trust, cooperation
Sequence:
Middle to whenever
Rules:
o Spotting is very specific.
o Commands must be used before stepping up on the cable.
o Each person on the cable must have one spotter on the outside of his/her cable.
o In the beginning, there is one spotter in the middle of the V between the pair and the two trees.
o As the pair moves away from the one tree, another spotter goes in between the one tree and the
pair.
o As the pair continues to move away from the tree, additional spotters will be added close to each
person on the cable such that there is one on his/her left and one on his/her right.
o Spotters turn into turtles as the pair gets lower towards the ground.
o Each pair will set a reasonable goal for itself.
o No interdigitation.
Hints:
o Be careful of the two stumps nearby.
o Its good to pair up people according to their abilities and/or personalities.
o It can be good to pair up people who have trouble getting along because it sets them up to
accomplish something together.
o Try to avoid competition of pairs getting further than other pairs.
Possible Solutions:
o Participants will figure out that the most efficient way is to push in towards on another and keep
their butts in to keep their bodies straighter.
o Participants will find that it is easier to hold their hands up high in the beginning at the tree to
gain stability.
Adaptations: Set a goal like a bandanna tied to the cable that the group has to reach (good for groups that
would have trouble focusing for a longer time since this would involve less pairs).
63

Other Suggestions for General Adaptations
To encourage leadership in students who are normally quiet, you can mute participants who are most vocal
or have done the element previously.
To help the group continue to move forward rather than start over OR to emphasize taking care of one
another, have participants who touch objects/ground lose the ability to use a limb (designated by tying a
bandanna around that part), sight, or speech. Be careful when taking away the use of a foot/leg; use only on
appropriate elements.
For advanced or adult groups, give each participant a headband and have the group interact with each
participant in the manner described on his/her headband (dont let the participants see whats written on
their own headbands). This is best used with elements that require little or no spotting. Examples of
headbands may include the following: IM AN EXPERT; IGNORE ME; MAKE SMALL TALK WITH
ME; LAUGH AT WHATEVER I SAY; TREAT ME LIKE A CHILD; IM A FOLLOWER; DISAGREE
WITH ME; CHANGE THE SUBJECT ON ME; EVERYBODY LIKES ME; TELL ME STORIES; IM
HARD OF HEARING; IM THE BOSS; etc be creative.
For elements involving lifting, encourage chaperones to be a part of the group in going over/through the
element if the students ask them to help lift.
For elements not involving lifting, encourage chaperones to be participants as totally obedient members: the
students must give them complete directions to follow. This encourages leadership and effective
communication on the part of the students.
64
VII. Closing and Debriefing Activities

Other games and trust activities can be done as closings, too, such as a giant lap sit.
Button/bead Necklace
This activity focuses on the individuality within the group. Buttons or beads that are very similar in nature are
used. Pass the beads around and allow each person to pick out a bead. OReach person is given a bead and
spends some time investigating that bead. The beads are then collected and redistributed around the circle. The
group passes the beads from person to the next looking for their bead. Even though the beads are very similar,
individuals end up with their original bead. The activity leads into a discussion that even though group
members might seem very similar at first glance, each person has their own unique variances, which the group
may have the opportunity to discover.
Character Counts Bracelets
The activity involves a bead of the four character counts colors and a material which will make a bracelet. Each
participant will share something about the characteristic as they are given each bead. RedTell us something
that you have done that is Caring. BlueHow can you share Honesty when you go back home? Yellow
What is something Respectful you have seen someone in this group demonstrate? GreenIn what ways has
Responsibility affected the activities? Adaptations: have participants share when they give their beads away to
someone else.
Concentric Circles
The group is divided in half and two circles are formed, with the participants facing each other in an inner circle
and outer circle. The participants greet each other and answer a question the facilitator asks about the activity.
After these partners visit, everyone switches partners by having the inner group to move left three spaces. The
partners greet each other, share their answers to a new question, and then the outside circle moves, and so on
and so on.
Seeds
The facilitator presents the group with seeds of any kind. The group is asked to share what those seeds will
need in order to grow into living, thriving plants. The group is asked to share what their group will need in
order to grow and thrive once they leave this event. You may let them keep the seeds to plant to remember their
group.
Snapshot/ Slide Show
Ask each person to describe one snapshot from the activity/day.
Treasure Chest
Gather interesting objects and toys and have participants pick objects that represent something meaningful or
relevant about the experience.
Water Toast
The facilitator needs two pitchers, one full of water and one empty. The group will only need one cup for each
person. Each participant states what they added to the group, with each answer some of the water is poured into
the empty pitcher. Once everyone has shared, the water is poured into individual cups and the group has a
toast to their group.
65
(High Ropes Manual Part 2) pg 66

(Staff Challenge Skills Checklist Part 2 Supplement) pg 90
(Rock Climbing Manual Part 3) pg 91
(Values Session Part 4) pg 109
66

Teambuilding Manual - Teambuilding

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Teambuilding and Challenge

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Review medical concerns with the facilitator(s)

Wear close-toed shoes

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C. Full Value Contract

D. Standard Operating Procedures

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II. The Facilitator

A. The Facilitator Code

Facilitator Dos and Donts

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2. Setting the Tone and Modeling Attitude

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6. Providing a non-judgmental atmosphere

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?

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

Are there other small groups doing the same program?

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?

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

Available resources and space

Time allowed for being active vs. processing the experiences

A good closing activity for the group

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Who are you?

THE TIME PERIOD

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2. Assessing Group Development

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3. Letting the Group Think for Themselves

4. Leading Debriefing / Processing

5. Selecting the Next Activity

1. Facilitator Debriefing Role

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2. The Debriefing Model

3. Sample Debriefing Questions

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Sample debriefing questions by participant/group development level

Sample debriefing questions which are concept-centered

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G. Teambuilding I vs. Teambuilding II

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III. Warm Up Activities

A. Icebreakers & New Games

**Indicates great initial

Remember to define appropriate tags never on the head!

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2. LARGE GROUP ICEBREAKERS & NEW GAMES

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