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GroupLoop Activity GuideCreated And Written By Tom Heck
23 Fun Group ActivitiesThat Enhance Teamwork,Leadership And Creative
Problem-Solving
Introduction
Table Of Contents
Acknowledgements.....................................................................2
Introduction ................................................................................2
Experiential Cycle Components.................................................3
Activities
All Aboard.............................................................................................7
All Touch No Touch.............................................................................9
Amoeba Electric Fence .....................................................................10
Amoeba Walk.....................................................................................11
Balance Tug.......................................................................................11
Bus Stop.............................................................................................12
Crossover ...........................................................................................14
Figure Eight Pass..............................................................................15
Geometry ...........................................................................................16
Hidden Numbers...............................................................................17
Hole In Space ....................................................................................18
Human Clock.....................................................................................20
Inside Out..........................................................................................21
Knot Now ..........................................................................................22
Nab The Knot ....................................................................................22
Pen Write ...........................................................................................23
Race Car ............................................................................................24
Reach .................................................................................................25
Subway...............................................................................................26
Team Lift............................................................................................27
Trust Circle........................................................................................29
Trust Walk..........................................................................................30
Turnstile.............................................................................................31
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I would like to thank my friend Jim Cain for encouraging me to putmy thoughts onto paper. I would also like to acknowledge the workof Dr. Tom Smith of the Raccoon Institute and Mike Cottam whohave diligently worked to spread the word about all the benefits that are made when people work together as a high-performing,unified team.
Thanks to all my friends through the years at the Camp Woodsonprogram. It is here that I began to understand the power ofexperiential education.
The activities described in this guide are meant for groups of 7 to12 people. If you have more people, consider dividing the group intoteams of 7 to 12, each with their own GroupLoop. Several of theactivities can be executed with as few as 2 people. This guide isdesigned to help you and your students get the most from yourGroupLoop.
The most important thing you can do as a leader is create a safelearning environment. The activities must be led in such a way as to protect the participants’ physical and emotional safety. Putting safety first helps participants increase their level of trust in you and the program. When participants feel safe, they havemore fun and gain more from the activity.
The description of the activity offers preparatory information for the activity and details on how to present the activity to the group. A list of rules also accompanies each activity. In leading many of the activities, you can simply cite the rules or read them from theactivity guide. A few of the activities are more involved and maywarrant the creation of a rule sheet to hand to the group.
It’s important as a leader to know how and when to change, modify or bend the rules for a particular group. One of the mostchallenging things to do is to change the rules midstream in anactivity. When this is done effectively, the group feels empowered.Done poorly, the group looses confidence and can becomefrustrated. Every group is different and it’s important to be able toadapt the activity to the group.
The “teachable moments” sections will assist you in helping the
Acknowledgements
Introduction
group learn useful lessons from the activity. I suggest that you readthrough the activities in advance and prepare appropriate topics ofdiscussion based on the needs of your particular group.
Drawings are provided for many of the activities to help you gain abetter understanding of that activity. Keep in mind that due to limitedspace, the drawings usually depict fewer people than the normal smallgroup size of 7 to 12 people.
It is my hope that you use the GroupLoop activities to exploreimportant issues such as teamwork, leadership, cooperation, creativeproblem solving, trust, decision-making, conflict resolution, resourcemanagement and more.
In the field of experiential education, there is a cycle (see illustrationbelow) of learning, which begins with the activity. The activity createsa common experience for the participants and allows everyone to talkabout an issue through the language of the activity. To help you withthe debrief, please refer to the “teachable moments” section with each activity.
Experiential Educational Cycle
Top 10 Reasons To Use Experiential Activities, Like GroupLoop:
1. It’s Fun!
2. It provides a common experience for the group, creating a bond.
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Experiential Educational Cycle Components
Experiencethe Activity
Apply Learningto “Real Life”
Reflect onWhat Happend
Debrief andProcess the Activity
as a Group
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3. People learn best through stories. These activities are like mini stories.
4. It challenges people on many levels (physical, mental, emotional, etc.).
5. It encourages creative, out-of-the-box thinking – a necessaryskill in today’s world.
6. It helps develop a clear link between one’s behavior and theresults of the chosen behavior.
7. It provides great data for the group on how they are acting bothon an individual and group level (and people tend not to arguewith there own data).
8. It expands identity.
9. It provides realistic “practice” for real life.
10. It challenges people with different learning styles.
Program Design
Some of the activities in this activity guide are harder than others.Some require greater levels of teamwork and planning. When youare putting your game plan together, please consider the following:
1. Begin with the end in mind. Know your outcome and understandyour purpose for presenting and leading the activity. Are you justdoing it for fun or do you want to create a great discussionaround trust.
2. Understand the power of sequencing (flow). Pay attention to thelevel of intensity required to solve the challenge (both physicaland mental). Build the level of trust by starting off with easieractivities.
3. Match the challenge to the stage of development your group isgoing through.
A. Form – Polite, Impersonal, Watchful, Guarded, Testing Rules
B. Storm – Difficulties, Conflicts, Confrontations, Feeling Stuck, Opting Out
C. Norm – Getting Organized, Developing Skills, Giving Feedback, Confronting Issues
D. Perform – Open, Effective, Supportive, Flexible, Synergistic
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Program Delivery
1. Safety First! (physical, emotional, spiritual)
2. Apply the “Challenge by Choice” philosophy: Allow each individualto communicate his or her comfort level with the activity and tojoin in, rather than be coerced into participation. Challenge andadventure activities are an opportunity for participants toexperience growth, and as such, should be the result of aninvitation, rather than a requirement.
3. Keep the rules simple and clear.
4. Have lots of fun and people will learn in spite of themselves.
5. Know when and how to change (bend) the rules.
6. Stay flexible in your approach.
7. Present the activity then step back and allow the group to work(and sometimes stumble) through the challenge. Allow enoughtime for the activity and the process.
How To Debrief The Activity
• Encourage the group to review both the task and the process (most groups tend to focus on the task).
• Clarify and focus the comments of the group and provide helpful information.
• Call attention to details that may have been overlooked.
• Assist the group in discovering what they have experienced asopposed to telling them what they experienced.
• Be comfortable with the time between the question you ask andthe often-quiet period before someone responds.
• Help participants see the link between their behavior (theirchoices) and the outcome.
Poor Facilitation Warning Signs
• Providing too much information at the beginning of the activity soparticipants have little to discover for themselves.
• Talking more than listening.
• Leading participants to the “classic solution” instead of allowingthem to reach the goal in their own unique way.
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• Processing the experience in more detail than is required.
• Stopping the activity too frequently.
• Not waiting for a teachable moment.
• Encouraging the group to be creative and then restricting thiscreativity by unnecessary rules or guidelines.
• Leading an activity without a clear outcome and purpose in mind.
The Importance Of Spotting
Some of the activities presented in this activity guide requireparticipants to lift each other off the ground. This can be dangerousfor both the lifters and the person being lifted. For this reason, you asthe leader must be able to convey the importance of proper spotting.
Spotting is the art of protecting a team member’s head and upperbody from the impact of a fall. Spotting does not mean that you catcha person when they fall. It does mean that you create a cushion,effectively slowing down their fall.
Effective spotting requires that all participants pay close attention towhat’s going on. If the group or any member of the group is not readyto participate in an activity that requires spotting, choose anotheractivity that doesn’t require spotting.
To be effective spotters, participants must have a high degree of trust.If participants have been into horseplay or are using language (orother forms of communication) that takes away from the feeling oftrust, then you must reconsider any activity that involves spotting.
Spotting is a difficult task to teach, as the potential spotter usuallydoesn’t recognize their importance until they actually have to supporta falling body. The following are pointers for teaching spotting:
Introducing Spotting To Your Students
• Explain the concept and meaning of spotting to your students.
• Practice spotting with participants before they actually need to usethe skill in an activity. Promote the attitude that teasing/jokingabout not caring about someone has no place in your program.
• The activities in this guidebook require a minimum number of 2 spotters and depending on the skill and ability level of yourparticular group, more spotters may be necessary.
• Supervise spotters closely.
• The leader must model spotting.
• A good spotter shares the responsibility of spotting equally. It iseasier and safer to work as a team when spotting.
• Spotters should stand in a balanced position, holding hands up ina “ready position” or as some say “bumpers up.” Spotters shouldfocus on the participant.
• Spotters should cushion a fall, not catch and hold, and shouldmove with the direction of force.
Spotting Safety Guidelines
1. Make sure all participants understand the importance of properspotting, prior to starting any activity.
2. The activity leader must have a clear understanding of thephysical and emotional abilities and the limitations of eachmember of the group prior to starting. This information should beused to determine the appropriateness of this activity.
3. The leader must participate in spotting, paying close attention tothe head, neck and upper back.
4. When a group must lift a teammate to successfully solve achallenge, the leader must effectively teach and remindparticipants how to safely lift so injury may be avoided.Remember: Lift with your legs, not with your back.
All Aboard
Challenge: The entire group must fit inside the GroupLoop.
Safety: This activity requires the group to be calm, responsible andmature. Do not allow the group to fall over in such a way as to injurea group member. If your group is not ready for this activity, don’t do it.
Description: Lay the GroupLoop on the ground and ask the group tostand inside the circle. Once the group completes this, make the loopsmaller and smaller with each consecutive attempt. GroupLoop canbe made smaller by either doubling or tripling over the GroupLoopor by pinching off a portion of the GroupLoop.
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Activities
Rules:
• Everyone must be touching the ground inside the GroupLoop insome way.
• The group must stay inside the GroupLoop for the length of timeit takes them to sing one round of the song, “Row, Row, Row Your Boat.”
• During the song, no one can touch the ground outside theGroupLoop (the group may touch the GroupLoop itself).
• If a rule is violated, the group must retry that attempt.
Variations: Instead of providing the group with a large loop area thatprogressively becomes smaller and smaller, provide the group with a small area from the beginning. While the group is in one of thesmaller spaces, provide the group with a snack to eat that requiressome preparation (crackers with peanut butter and jelly works well).
Teachable Moments: As the size of the loop gets smaller, the groupusually goes through a period where they do not believe they can fit insuch a small area. It’s only through creative thinking and hard workthat the group is able to solve this challenge. I like to use this activityto lead into a discussion about what’s “impossible.” When somethingis viewed as impossible, it’s usually because of limiting beliefs thatare held. An example of this might include beliefs from severalcenturies ago that the world is flat. Often times, the only thing thatlimits us is our beliefs. If a person believes something is possible,they will take different action than if they believe it’s impossible.What did the group have to believe in order to be successful?
This is a great activity to discuss the concept of failure. As the groupsolves each level of this challenge, I will often make the loop evensmaller AND I will give them a time limit in which to complete theactivity successfully (example: 5 minutes). The group will get to apoint where the challenge is greater than their ability to solve it in thegiven amount of time. I ask them if their inability to solve it meansthey’re a failure. From this point, we discuss the definition of failure.You will find that some people in the group have rules for themselvesthat make failure easy to achieve: “In order for me to fail, all I have toknow is that I didn’t complete a task.” Others in the group will haverules that make failure hard to achieve:
“In order for me to fail, I must not learn anything. As long as I learnsomething, I have succeeded.” Ask students which rules about failureserve them best. An interesting point: Babe Ruth, the famous baseballhome run hitter and hall of famer also held a record for having themost strike outs in a season.
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All Touch No Touch
Challenge: All group members must touch the GroupLoop at the same time. (See illustration below.)
Description: Tie the GroupLoop into a baseball-sized wad.
Rules:
• Group members may not touch each other, this includes hair andclothing.
• The GroupLoop must remain tied up as presented .
Variations: Require someone in the group to touch with their nose,another with their elbow, another with their knee, another with theirfoot, etc.
Teachable Moments: I use this activity to help focus a group at thebeginning of a program. If you are working with a group that hasissues about touching each other (such as boy/girl-cooties-type stuff)this activity provides a nice segue into other activities requiringphysical contact (such as All Aboard or Amoeba Walk). Discussionpoints include: How can our group do more with less? What issuesshould we focus our energies on during this training event?
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Amoeba Electric Fence
Challenge: The group must travel as a unit, over the “electric” fence.
Description: Stretch the GroupLoop tightly between 2 people so thatthe height of the GroupLoop is at the inseam of the shortest personin the group. The 2 people holding the GroupLoop will remain theholders throughout the activity (see illustration below).
Rules:
• The group must always be in contact with each other, physicallytouching another person at all times even when they are onopposite sides of the line.
• No one may touch the GroupLoop at any time.
• No part of any person (including shoes, clothing, fingers, hair, etc.)may be directly under the webbing.
• The group must travel over top of the GroupLoop (not around it).
• No other equipment or tools may be used to help in the process(example: no chairs, tables, etc).
• If someone touches the GroupLoop, apply an appropriate penalty(only that person goes back, everyone goes back, 2 go back, etc.).
• No one in the group may jump over the GroupLoop in a way thatendangers themselves or a member of the group.
Variations: Require the group to stand in a line and hold hands. The only 2 people that have a free hand are at the ends of the line.
Teachable Moments: When I present this challenge, I usually set theline at several heights with the first being VERY easy (one foot off theground) and build up to a higher, more difficult level. Potentialquestions to pose to the group might be: What obstacles have wesuccessfully crossed in the past? What obstacles are we facing now?
Amoeba Walk
Challenge: Walk as a group from one point to another.
Safety: This activity requires the group to be calm, responsible andmature. Do not allow the group to fall over in such a way as to injure agroup member. If your group is not ready for this activity, don’t do it.
Description: Ask the group to stand really closely to each other and tie the GroupLoop snugly around the group (not tight, but snug).Next, ask the group to walk from one point to another — NO running.Don’t make the distance too great, or the group will get frustrated.
Rules:• The GroupLoop must stay at waist height.
• Running is not permitted.
• All team members must stay inside the GroupLoop.
Variations: Have the group carry something, like a bucket full of waterover their heads, to make things more challenging (this is fun on ahot day!).
Teachable Moments: I use this activity to begin a discussion aboutwhere we might be headed as a team (group, company, business, etc.)and the challenges of moving as a unit towards our goals.
Balance Tug
Challenge: Cause your opponent to lose their balance.
Description: This is an activity for 2 people. Two people face each otherwith about 5 feet of space between them. Each person must standwith his or her feet side by side, then squat down. Have each persongrab onto the GroupLoop such that the sewn ends of the GroupLoopis between them. When you say, “Go” each person attempts to win bygetting the other to lose his/her balance (move feet, cause to put ahand down, stand up, etc.). Winning can also be achieved if someonepulls the sewn ends of the GroupLoop toward them for one fullrotation (see illustration below).
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Rules:
• Do not allow participants to wrap the webbing around the hands,arms or body; this could result in injury.
• The feet must be side by side with insides of feet touching oneanother.
Variations: Competitors can close their eyes, which will make theactivity much harder.
Teachable Moments: This activity seems like it is about brute forcewhen it’s actually about strategy. Often an opponent can be beatsimply by letting the GroupLoop slide through the hands allowing theopponent to fall backwards. A small person can beat a larger person.This is not a game of tug-of-war though some think that pulling reallyhard is the best strategy. This activity lends itself to discussionsinvolving balance: Who do you know that seems to have their life inbalance? How do you think they do it? What is out of balance in yourlife? What aspect of your life seems to be in balance? If someone feelsthat their life is out of balance, what are some strategies you mightoffer them to help regain a sense of balance?
Bus Stop
Challenge: Group members express their opinions in front of other people.
Description: Lay the GroupLoop on the ground in the shape of a giantrectangle. Ask the group to stand inside the rectangle facing towardsthe front of the imaginary bus. The bus driver (the activity leader)stands at the front of the bus and faces the passengers. Word pairsare read out by the bus driver (refer to list below) and as the driverreads them, points to one side of the rectangle (bus) and the other.The passengers get off the bus on the side they most associate with atthat time.
Example: The bus driver says, “TALK (pointing to the left side of therectangle) and LISTEN (points to the right side of the rectangle).”Group members walk to the side of the rectangle they most associatewith (stepping over the GroupLoop and off the bus). Ask participantsto look who made the same choice as them. Then the bus driver says“all aboard.” The next word pair is given and the passengers maketheir selections. The process is repeated several times.
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Potential Word Pair Choices
Day Time Night Time
Spend Money Save Money
Shark Dolphin
Chocolate Cake Chocolate Ice Cream
Run Walk
One friend Many Friends
Triangle Square
Deep Sea Diving Sky Diving
Something New Something Old
Art Class Math Class
Little Kid Big Kid
Read Watch
Problem Solver Problem Maker
Rules:
• Passengers must get off the bus when a stop is made (they mustmake a choice).
Variations: Have participants think of word pairs that would challengethe group.
Teachable Moments: I use this activity to lead into a discussion aboutthe power of making a real choice. I believe that great teams do notachieve success (consistently) through luck. Long-term success isachieved through the choices we make both as individuals and as ateam. Sometimes we make choices consciously and sometimes wemake choices without much thought at all. The choices we make on adaily basis create what is known as destiny. By becoming aware of ourchoices, we can decide whether they serve us - or not. Each choice wemake leads us either closer to or further from our life’s mission orpurpose. Sometimes our ability to choose is influenced by what othersare doing around us (example: peer pressure).
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Crossover
Challenge: A group of 15 or more people, working both individually andas a team, must move from one side of a circle to the other.
Description: Double over (or even triple fold) your GroupLoop andcreate a small circle of about 20" in diameter. Place the small circle on the ground in the center of the group. Join hands and stretch thegroup in a circle around the GroupLoop. Each player must changeplaces with the person directly across from them in the circle see illustration below). This is a great activity with 30 or 40 people. The smaller the group, the easier (and faster) it gets. (See illustration below).
Rules:
• You and your crossing partner must both step into the GroupLoopat the same time as you cross to the other side.
• You may not touch anyone at any time during this activity(includes clothing).
• Group members may not reposition themselves once the activityhas begun.
• If you have an odd number in your group, the odd person changesplaces with an imaginary partner.
Variations: Time the attempts, set a record and break it. After you havepeople partner up, ask one of them to complete this activity withoutthe use of sight (i.e. half the group is sightless). This makes thisactivity infinitely more difficult and requires the partners to reallywork together.
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Teachable Moments: I like this activity because it’s simple to set up, yetchallenging. Potential questions to pose to the group might be: Whowould you like to trade places with for a day? If someone traded placeswith you and experienced your life for a day, what would it be like for them?
Figure Eight Pass
Challenge: Pass 2 connected loops around the circle as quickly aspossible, getting both loops back to their original starting point.
Description: Tie the GroupLoop into 2 circles of equal size with an overhand knot in the middle creating a figure of eight shape (see illustration below).
With the group standing in a circle and holding hands, have one pairof people reach through the two loops of the figure eight and connecthands (see illustration below).
Rules:
• One loop must travel in a clockwise direction and one loop musttravel in a counter clockwise direction.
NOTE: The loops must “pass” each other at some point and continueon (and yes, it is possible to do that).
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• No letting go of hands.
Variations: Pass both loops around the circle in the same direction.Time the group as they pass the loops to see how long it takes them toget it all the way around. Allow another attempt to break that record.
Teachable Moments: Initially, a group may find this challengeimpossible to complete. They might say, “How do you pass theGroupLoop around the circle without letting go of hands?” Thisactivity will often get a group laughing as they watch each personpass through the loop. Potential questions to pose to the group mightbe: What hoops, in real life, do you find yourself jumping through? Are they challenging? Who do you ask to help you in real life?
Geometry
Challenge: The group must create assigned geometric shapes.
Description: All group members should hold onto the GroupLoopwith both hands and close their eyes. The group is asked to form aparticular geometric shape. Ask that the group reach consensus as towhether they have completed the given shape prior to opening theireyes (see illustration below).
Rules:
• No group member may let go of the webbing once the activity starts.
Variations: Allow the group to keep their eyes open during the entireactivity. This is a good challenge for a younger group. Have the groupclose their eyes and create a given shape without verbalcommunication. See the illustration, below, for other shape ideas.
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Other Shapes To Try:
Teachable Moments: I use this activity to discuss effectivecommunication skills. Younger people (under age 10) usually have achallenging time making a triangle with no verbal communicationand their eyes open.
Hidden Numbers
Challenge: Participants must solve the puzzle by discovering thehidden numbers.
Description: Begin by kneeling down on the ground with the group in a semi-circle facing you. Announce to the group that you are about to show them a number between zero and 10. Then place theGroupLoop on the ground in any shape at all. You should use sometheatrics here by acting like you are trying to make a particular shape.In reality the shape makes no difference to what you’re really doingbut the group begins to think it does. (See illustration below.)
After you’ve arranged the GroupLoop on the ground, place yourhands on your thighs then ask “what number is this?” The group willlook at the shape you’ve created with the GroupLoop and make aguess. Ask for a couple of answers, then tell them the answer. HERE’STHE TRICK: You must show the “number” with your fingers, whichare on your thighs (see illustration below). If the number is 10, thenyou keep 10 fingers out. If the number is zero, then you keep 2 fists onyour thighs. If the number is 7, then you would have five fingers onone hand and 2 on the other with the “extras” folded under.
After the first guess by the group, make another design with theGroupLoop on the floor. You can even act like you are making apattern if you want. This only serves to distract people further. When done with the design, place your hands on your thighs againthen ask “what number is this?” Some people will get confused,others will think there is a “trick” that you’re doing, others will think
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0 5 10
you’re just making the whole thing up, and others will start to catch on.
Repeat the process of making a design then asking the question,“what number is this?” If the group is slow to pick up on it, confirmthat “the number is right in front of you.”
If the group has a very difficult time solving this puzzle, tell them youwill make it more evident as to what the number is. After fiddlingaround with the GroupLoop, really emphasize putting your fingers onyour thighs. You may even wiggle your fingers so that people willnotice them. If they still don’t get it, take the webbing away and askthe group “what number is this?” while emphasizing your fingers.
Rules:
• There are no real rules for this game. The setup is the importantthing (see above).
Variation: To make things more difficult, give the group a time limit tosolve the problem. You can make this a team effort so that if anyonesolves the problem in the given amount of time the team wins.
This activity can also be done with a group of 30 or 40 people. In thisevent, consider dividing the group into to teams of 10. Demonstrate acouple of numbers then pause to allow the teams to observe then tellthem the number. In this situation people are not allowed to askquestions or make comments. The goal is for each team to figure outthe “trick” or the riddle. After you demonstrate several numbers(show at least 5), ask the participants to come up with the solution tothe riddle as a small team. Give the team 5 minutes to come up withthe solution, then have them make a presentation to the group as awhole. Ask them to make their presentations humorous.
Teachable Moments: Often in life the solution to a problem is right infront of us but we don’t see it because we allow ourselves to becomedistracted by extraneous information. In this case, the GroupLoopacts as a distraction. People tend to focus so intently on theGroupLoop that they block out all other useful information. Somepeople will even argue that you were not showing the numbers withyour fingers the whole time.
Are there any problems you’re faced with right now that have an easysolution that you’re not allowing yourself to see?
Hole In Space
Challenge: Each group member must pass through a hole in space.
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Safety: It’s important to teach proper spotting techniques prior togiving the group this challenge. Do not allow participants to hit theirhead or spine on the ground. This is very important. If your group isnot strong enough (physically), mature enough and/or calm enough,do not attempt this activity. You must have a minimum of 12 peoplefor this activity in order for it to be safe.
Description: Two people hold the GroupLoop to create a square that is vertical to the ground. The square’s bottom edge should be from 3 to 4 feet off the ground (a little higher than waist level). Do considerattempting this challenge over a soft grassy area; if indoors, over acarpet with padding under it – this will help cushion any falls thatmay occur.
Divide the group in half, sending one half to one side of the hole inspace and the other half to the other side of the hole in space. Havethe group pass each person through the hole in space in such a waythat each small group ends up on the opposite side of the hole (seeillustration below).
Rules:
• No one may touch the GroupLoop other than the two peopleholding the square. If someone touches the GroupLoop, apply anappropriate penalty (only that person goes back, everyone goesback, two go back, etc.). No other equipment or tools may be usedto help in the process (no tables, chairs, etc.).
• No one may get under the hole in space.
• Jumping through the hole is forbidden.
Variations: To increase the difficulty, allow verbal communication onlyduring a planning phase, but not during the time the group carriesout their plan.
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Teachable Moments: A high degree of trust is required to successfullyaccomplish this challenge. This challenge is best for a group that isfairly advanced as far as maturity and their ability to safely care forone another. Potential questions to pose to the group might be: Whoin your life lifts you up and helps you during difficult and challengingtimes? Which did you prefer, to lift people or to be lifted? Why?
Human Clock
Challenge: Move the knot around in a circle as quickly as possible.
Description: Have the group surround the GroupLoop and hold onto it with one hand (forming a circle). Everyone should hold on with the same hand (either right or left). Make sure each person holds on tightly.
Designate a start/finish point. The leader may situate him/herself atthis point with a stopwatch. Use a stopwatch to time the group as theyrun around in a circle, thus moving the knot from the start/finishpoint and back again (see illustration below).
Rules:
• If anyone releases the webbing, the attempt is nullified.
• The group must stop the sewn ends of the GroupLoop at thedesignated start/finish point without passing it.
Variations: Have the group make the sewn ends rotate first in aclockwise direction then immediately back in a counterclockwisedirection. This creates a back-and-forth look to it.
Teachable Moments: This highly active challenge is best for outdoors ina grassy field. Potential questions to pose to the group might be: Doyou ever waste time? Why? How do you like to spend your free time?Does time move fast, or does time move slow for you? How would youlike to spend your time here?
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Inside Out
Challenge: The group must move from inside the GroupLoop tooutside the GroupLoop.
Description: Lay the GroupLoop on the ground in a circle. Have thegroup sit down inside the circle with their backs towards the center.Have the group elevate the GroupLoop with only their feet, then askthe group to reposition themselves so they are outside of the circle(GroupLoop).
Rules:
• The GroupLoop must never touch the ground.
• The only thing that can touch the GroupLoop is the participant’s feet.
• Participants must stay in contact with the GroupLoop throughoutthe activity.
Variations: Have the group reverse the procedure, i.e. have the groupstart on the outside and end up on the inside. Require the group tocomplete the challenge without verbal communication. Require halfthe participants to be sightless (blind folded).
Teachable Moments: This is a great activity to emphasize the value ofteamwork. To do this, ask the group if only 2 people can solve thischallenge. If they say yes, have them try (they might be able to). Ask ifone person can solve this challenge. If they say yes, have them try.Remember that the rules must be followed. It is impossible for oneperson to solve this without help. Potential questions to ask: Where inyour life have you taken on a project that would have been easier hadyou had help? What are some ways that you’ve used to gain a newperspective and how was it useful?
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START
FINISH
Knot Now
Challenge: The group must tie a knot in the middle of the webbing.
Description: Have the group members hold onto the GroupLoop andspace themselves out equally holding on to the GroupLoop with bothhands. Ask the group to tie a simple overhand knot in the GroupLoop.The knot will look like the knot used in the activity describedelsewhere in this activity guide called “figure 8 Pass.”
Rules:
• Group members may not let go of the GroupLoop.
Variations: Have the group tie a more complicated knot, like a figureeight or a bow tie. Have the group tie the knot around a post or smalltree.
Teachable Moments: I like to use this activity early in a program to getpeople talking, moving and solving problems in close proximity toeach other. Potential questions to pose to the group might be: Whatholds this group together? What aspects about daily life tend toentangle you?
Nab The Knot
Challenge: Retrieve the knot from the person protecting it.
Description: Tie the GroupLoop into a baseball-sized knot. One person is assigned the responsibility of protecting the knot.Everyone else is trying to escape with the knot without being taggedby the knot’s “Protector” (See illustration below.)
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Rules:
• The Protector may not step on, lay on top of or otherwise take theknot out of play.
• Anyone tagged by the Protector is out of the game until the knot isrescued and a new round starts.
• The knot is rescued when someone captures it AND gets awaywithout being tagged. You only have to escape to a point at least 10 feet from where the knot was originally placed on the ground.
• The person who rescues the knot is now the Protector for the next round.
Variations: Have 2 Protectors guard the knot.
Teachable Moments: Questions to pose to the group: What are youprotective of in your life right now? (time, money, relationship, etc.)What are you protective of that you need to let go of? In this game youhad to risk something to get the knot — what are you currentlypursuing in your life that is worth taking a risk?
Pen Write
Challenge: As a group, write the group’s name on a piece of paper.
Description: This is an activity for 2 people. Fold the GroupLoop inhalf. At the midpoint, wrap a rubber band around the GroupLoopseveral times leaving enough room in it to insert a magic markerbetween the rubber band and the GroupLoop (see illustrationsbelow). Next, have the two participants hold onto the ends of theGroupLoop. The challenge is for the 2 people to work together towrite out the group’s name (or other message) onto a piece of papertaped onto the floor.
Rules:
• Each person must hold onto the GroupLoop with at least one hand.
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Marker
Rubberband
Rubberband
Insert marker here
• Everyone must maintain a distance from the marker of at least 3 feet.
Variations: Write out a maze on the paper and have the group start themarker at one end of the maze and work it all the way through.Require the group to complete the task without verbalcommunication. Experiment with having 4 or more people holdingonto the GroupLoop and work together.
Teachable Moments: This activity looks simple but can be verychallenging (especially if done without verbal communication). This is a great way to start off a conversation about things in life thatappear easy and turn out to be more difficult (or just the opposite… it looks difficult and is really quite easy).
Race Car
Challenge: The group must make the sewn ends of the GroupLoop(race car) move around the circle as quickly as possible.
Description: Have the group surround the GroupLoop and hold onto itwith both hands (forming a circle). Have the group designate oneperson as the “start/finish line.” The group imagines that the sewnarea (sewn ends) of the GroupLoop is a race car, and they mustshuffle the webbing through their hands so the sewn area movesaround the circle back to where it started (see illustration below).This is a timed event, and it’s handy to use a stopwatch to get exacttimes. Have the group make race car sounds when they are racing(just for fun). To denote the moment the race car crosses the finishline, the entire team must raise their arms above their heads (whileholding onto the GroupLoop) and yell “YES!”
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Knot
Rules:
• Group members must stay stationary (i.e. they can’t run around).
• All group members must keep both hands in contract with theGroupLoop during the race (i.e. people are not allowed to let go ofthe GroupLoop).
Variations: Ask the group to make the sewn ends (racecar) travelaround the “track” in a clockwise direction for the initial attempt. On the second attempt, the racecar travels in a counterclockwisedirection because this is the “challenger” who wants to beat theinitial record. Have the group set a “world record” and then attempt to break it.
Teachable Moments: I really like using this activity with large groups(50 or more), which requires using at least 4 GroupLoops. It’s fun tohear the groups yell out “YES!” when the cars cross the finish line.This is a great activity to get the groups using their voices (gettingloud) and using their body without using lots of space.
Reach
Challenge: The group must move beyond a pre-determined goal.
Description: This is a good activity to do outside in the grass (though itcan be done successfully inside). To begin, the group is asked to marka point on the ground and then, connected in a human chain, placethe GroupLoop (which is all balled up) as far away from the startingpoint as possible. Once the group has created a “record,” ask them ifthey can break it. Prior to going for the “record breaking attempt,” askthe group to estimate the distance they think they can beat the oldrecord by.
Rules:
• The GroupLoop may not be thrown or tossed.
• People must be in contact with each other in some way
• If someone takes off a belt and uses it as the connection between 2 people, that is permissible.
NOTE: Don’t tell the group that they can use their clothes asconnectors. Let them figure it out.
• The team can only use the resources available on them at themoment the activity starts. They may not go away to get some otherprops (rope, yard stick, etc.).
• When the GroupLoop is placed on the ground to mark the furthest
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point, everyone must be in contact and the starting point must betouched by the opposite end of the human chain.
Variations: Related to the “Reach” activity is the Group Stride activity.In the Group Stride, the group starts at a point on the ground and triesto move the GroupLoop to a point farthest from the starting point(just like the “Reach” activity). Each person gets one step or “stride”with the first person starting at the beginning point. The first persontakes as big a step as they can and the GroupLoop is used to markthe furthest distance their foot is from the starting point. Keep inmind that the first person must have one foot touching the startingpoint. Next, the second person walks up to where the first personmoved the GroupLoop to.
The second person takes a big step starting from the GroupLoop, andthen the GroupLoop is moved up to the new distance. Everyone onthe team gets one chance to take a big step and move the GroupLoopa little further. In this way a “record” is set which you can later ask tobe broken by a second attempt.
Teachable Moments: This is a great activity to use as a lead into goalsetting. What I like about this activity is that the group not only sets arecord but they also get a chance to break it. The group will invariablybreak their first record. They do this by asking each person to stretchjust a little further. It’s only with the combined extra effort from eachteam member that the group can set a new record. If only 1 or 2people on the team end up pushing themselves a little bit further,then the initial record is usually not broken. Everyone on the teammust commit to pushing harder.
When the group beats the old record, they are usually very happy andoften think the new record is unbeatable. Now you can ask the groupto beat that record. Amazingly, the group will usually try even harderon this third attempt and end up beating the old record. One potentiallesson from this activity is there is always another level. We canalways work a little harder. We can always stretch a little further -even when we think we’ve “maxed” out. The long-term effect ofstretching ourselves on a continual basis is that we are able to movebeyond perceived limitations. Questions to ask: What goals have wesettled for as a team that could be surpassed if we all stretch just alittle further?
Subway
Challenge: The group must stand as close to each other as possiblewithout touching each other.
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Description: Layout the GroupLoop on the ground in the shape of acircle. Ask the group to stand inside the GroupLoop as close as theycan to each other without touching. Once they are convinced they’redoing this, close the GroupLoop in such a way that it is very close tothe groups feet but does not touch them — effectively marking thesize of their group mass. Next, ask the group to leave the outline. Nowask the group to re-enter the outline as quickly as possible withouttouching one another. Time the group. Go for the lowest time.
Rules:
• When the group re-enters the outline, no one may touch anyoneelse (including hair and clothing) at any time.
• For each touch, add a 5-second penalty to the time.
Variations: To make things more difficult, allow the group only 2 minutes to plan between attempts.
Teachable Moments: When I lead this activity, I don’t put myself in theposition of being a judge or referee. This requires the group to behonest about reporting any touch violations. Sometimes a groupmember will feel pressured to not report a touch so that the group willnot be penalized. If a violation is reported, the group will often harassthe reporter (sometimes jokingly). This can provide a greatopportunity to discuss honesty and the long-term effects of cheatingin your personal life and your public life.
Team Lift
Challenge: The team lifts one of its members into the air, using theGroupLoop.
Safety: It’s important to teach proper spotting techniques prior togiving the group this challenge. Do not allow participants to hit theirhead or spine on the ground. This is very important. If your group isnot strong enough (physically), mature enough and/or calm enough,do not attempt this activity. You must have a minimum of 9 people forthis activity in order for it to be safe. This is an advanced activity foran advanced group.
Description: On level ground preferably over carpet or soft grass, laythe GroupLoop on the ground in the shape of 3 connected circles(see illustrations, next page.) Get a volunteer from the group (person“A”) to lay down on the GroupLoop so that their shoulders laydirectly overtop of the top band of the GroupLoop shape and the restof their body is laying on top of the remaining part of the GroupLoop.
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Do not allow the GroupLoop to extend into the neck area of theparticipant. This is a safety hazard. Prepare to lift this person bypositioning the rest of the team as follows: 1) One person will liftperson A’s head (they will also be the leader of the lifting sequence),2) A minimum of 3 people on either side of person A, each persongrabbing hold of the GroupLoop with 2 hands, 3) A minimum of oneperson holding onto person A’s feet. The end result is to create a“litter” carry. The lifting sequence will be led by the person holdingperson A’s head.
The lifting sequence goes like this: Leader says, “Is there anyone whodoes not have a secure hold of the GroupLoop?” (group responds,“No”). Leader says, “Is anyone not ready to lift?” (group responds,“No”). Leader says, “On the count of three we will lift our teammateoff the ground…1, 2, 3, lift.” The person being lifted should rise in aperfectly horizontal motion. IMPORTANT : THE GROUP MUST NEVERDROP THE PERSON BEING LIFTED! The activity leader (you) mustmake absolutely certain that the person being lifted does not hit theground with their head or upper back/neck. This should be yourprimary focus. After the group has successfully lifted the person, havethe leader (person holding the head) say, “On the count of three wewill slowly lower our teammate to the ground. 1, 2, 3, lower.” Repeatthe process for other team members who want to volunteer to be lifted.
Rules:
1. Lifters must pay close attention before, during and after the lift inorder to avoid injury.
2. Once the lift has begun, lifters may not let go of the GroupLoop orthe person being lifted.
3. The activity leader (you) must spot the head/neck area of theperson being lifted.
4. Joking during this activity is strictly prohibited.
Variations: Once the group has mastered the lifting of someone towaist height, challenge the group to lift someone to shoulder height.If the group is ready, challenge the group to carry someone a shortdistance. Ask the person being lifted to close their eyes.
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Hold here
Hold here
Teachable Moments: This is a great activity to emphasize the necessityto take care of our group members. If someone on the lifting team isnot paying attention or doing their job, someone could get hurt(physically or emotionally) — just like real life. Some groups find itvery difficult to resist joking during the lifting procedure. If this is thecase with your group, stop the process and challenge them on this andask what’s going on. Some potential questions to ask: Who are thepeople in your life that lift you up? What does it feel like to be lifted upby someone? Who have you “lifted up” in real life and why did you do it?
Trust Circle
Challenge: The group must create a balanced team circle supported bythe GroupLoop.
Safety: This activity requires the group to be calm, responsible andmature. There is a risk that the group or a group member could fall ifsomeone suddenly releases their hold on the GroupLoop.
Description: Have the group surround the GroupLoop and hold onto itwith both hands, forming a circle (see illustration below). Make surethat each person holds on tightly. Extend arms and move back to beginfeeling the tension and support of the circle. Group members can leanback slightly. This activity is about trust and balance.
Rules:
• It’s important for the team to be calm during this activity.
• Everyone must hold on to the GroupLoop with both hands.
Variations: While the group is in balance, ask them to slowly bend theirknees and lean back. Each person will end up in a squatting position(see illustration, next page). Now, return to the standing position. It may be necessary to move people to other parts of the circle tomaintain balance.
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Teachable Moments: I use this activity to lead into a discussion abouttrust. Ask the group to rate the importance of trust on a scale from 1 to 10 with 10 being VERY important. Who is ultimately responsiblefor building trust within the group? How does trust affect otheraspects of the group (relationships, problem solving, etc.)? What isthe difference between trusting in oneself and trusting in others?Which is more difficult? Has anyone broken your trust? And if so,what long-term effect did it have on your relationship, if any? Are youworthy of someone’s trust?
Trust Walk
Challenge: Using communication and teamwork, the entire grouptravels a short distance together.
Description: Ask the group members to hold onto the GroupLoop sothat an equal amount of space is between each person. The leader(you) then holds onto the GroupLoop and leads the group on a shortwalk. NOTE: The leader can see and does not close his eyes. The walkcan be easy (over flat terrain) or difficult (under tables, over creeks,etc.). Never lead the group into a dangerous situation and never leadthem near anything that might hurt them. Encourage the participantsto communicate with each other.
Rules:
• During this activity, all participants must keep their eyes closed.Remember, this is a challenge by choice activity, and if someoneneeds to open his or her eyes (briefly) to feel comfortable, it’s O.K.
• Participants may not hold onto each other, and may only hold ontothe GroupLoop.
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Variations: Once you have taken the group on a successful trust walk,offer someone else on the team the opportunity to lead the group.Some groups may need to start off doing the first walk with their eyesopen, so they can build trust in the leader and the group.
Teachable Moments: In the journey of life, we are often faced with theopportunity to place our trust in another person. Questions to ask:During this activity, did you find it necessary to open your eyes? How many times did you open your eyes? Why did you open them? On a scale of 1 to 10 with one being low and 10 being the highestrating, rate how you think the group did communicating to each other.What rating would you like it to be? Who have you placed the mosttrust in during your life? Has anyone ever broken your trust? If so,what happened? How do you know whom to trust?
Turnstile
Challenge: The team must earn as may points as possible in one minute.
Description: Though the GroupLoop is sewn into a loop, in thisactivity you will be treating it as if it were a single line (like a longjump rope). Two people turn the GroupLoop jump rope style whilethe other team members run in to the turning rope, jumping one timeand exiting without causing the rope to stop. (See illustration below.)
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Rules:
• If the GroupLoop stops, the person jumping does not earn a pointfor the team and must allow the next person or persons to jump.The GroupLoop must stay moving in a “jump rope” fashion.
• Participants are allowed to jump the rope (GroupLoop) multipletimes on any given attempt. However, only one point will be earnedregardless of the number of jumps. The only way for a person toearn multiple points for the team is to recycle through after otherteam members have had their turn.
• If the group sends in 2 people at a time, and can jump the rope and exit successfully, the team earns 2 points. If 3 people jumpsimultaneously (and exit simultaneously), the team earns 3 pointsand so on.
• All group members must take a turn, including the GroupLoop“turners.” If someone does not want to jump the rope for whateverreason, they must at least walk through.
• The group must keep track of their own points.
Variations: See how many people can jump the rope at one time. Set arecord and break it. Allow verbal communication during the planningphase only, and no verbal communication during the activity.
Teachable Moments: This is an awesome activity that I use to launchinto a discussion about goal setting. After the group establishes aninitial record with their first attempt, ask the group to set 2 goals –the first goal being a reasonable goal and the second goal being anunreasonable goal. For example, if a group of fifteen people scores 20 points in their first attempt, a reasonable goal is to earn 40 pointsin one minute (double the first score). An unreasonable goal is toearn 60 points (one point for each second). I point out thatunreasonable is not the same as unrealistic. It is unrealistic for ateam to set a goal of earning 20,000 points in one minute if they onlyearned 20 points with their first attempt. The group will usually beattheir reasonable goal, but not achieve their unreasonable goal.
I often discuss attributes of great leaders, such as Martin Luther KingJr., and ask the group to what degree the rest of society saw theseleaders as being reasonable or unreasonable. This is not about beingunreasonable with other people. It is about being unreasonable withyourself — holding yourself to a higher standard. I believe that it isoften the people who are unreasonable in their expectations ofthemselves that make the greatest positive difference in the world.Are you being reasonable or unreasonable regarding the expectationsyou’ve set for yourself? What areas of your life might you considersetting some unreasonable standards for yourself?
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"pe-talk" is a world-wide communications environment that lets you ask and answer questions, share ideas, and postcommentaries. Sportime International created this opportunity for you, to both assist in your professional growth andprovide a method for you to resolve your day-to-day teaching, curriculum, and administrative problems. You can takeadvantage of this free non-commercial service, whether you’re a computer whiz or someone trying to decide if you’ll everbe part of the computer generation.
You Receive One E-mail Message In Digest FormAs a subscriber to pe-talk you’ll receive every e-mail message posted by other subscribers; subscribers from the USA,Europe, Canada, New Zealand, Australia, Japan, and Taiwan. Subscribers also include many NASPE State, District, andNational Teachers
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