type of game

a-znational student learning programme .

a-zcompendium of training games

introductionWelcome to the newly revised, updated and best ever edition of the NSLP Games Guide! The ulti-mate training tool, this guide offers a diverse range of games and exercises to cover all trainingscenarios. The games in this guide have been organised alphabetically. As well as the instructions, informationabout each game covers the following:

type and purpose of gameIs it an icebreaker or energiser? Can the game be used in a team-building capacity, to form sub-groups, to illustrate effective communication and listening or to review learning objectives at theend of a session?Each explanation contains a brief summary as to what the purpose of the game is.

learning styles and preferencesIn order to help you plan your training session as effectively as possible, we have referenced whichlearning styles and preferences would get the most out of a game. The symbols to watch out for here are:

Activist Pragmatist Theorist Reflector

Games that are more appropriate for auditory, visual, or kinesthetic learning are clearly indicated bythe relevant word(s) being circled.

group size and timingAs many of us are aware, some games will work wonderfully with a large number of participants andfail dismally when there are only a few participants. With this in mind, an indication as to the mostappropriate number of delegates to be involved in a game will help you to select which games to use.

An estimation of the timing needed to carry out a game is also important information when planning your session.

materialsDon’t forget to get any materials ready in advance for any games that you plan to use. Familiariseyourself completely with all the materials needed to ensure that you will be properly prepared whenthe time comes.

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considerations when planning games

what type of game do I need?Consider what game you need carefully before integrating it into your session. What message areyou trying to convey? Does the game highlight this message sufficiently? Make sure you do notleave your trainees wandering why they have done an exercise. Everything in the training, includingthe games, should fit together to form a complete session. Make sure that the game links to thelearning objectives of the session. Don’t just choose a random game that has no specific meaning.

consider the following when selecting an energiser:• Energisers, as the name suggests, are used to revitalise and awaken trainees. Ideally they can be

integrated into training after a large amount of information has been delivered, or after a mealwhen participants may be feeling sluggish and tired.

• Energisers are also a fantastic way to switch attention from one topic to a completely different one.As a trainer it is important to be perceptive to the mood of the group, and adapt accordingly. If younotice the group is somewhat unresponsive, a short sharp energiser can do wanders in lifting themood of the group. Such a game does not have to take a lot of time out of your session.Sometimes the shorter games can be the most efficient.

• When you prepare your training, analyse the structure of the session. Highlight areas where largechunks of information are being conveyed. Be sure to include some energisers or attention switch-ers to ensure that trainees remain switched on and involved in what you have to say.

consider the following when selecting an ice-breaker:• Icebreakers help to set the scene, relax the environment and engage your participants, as well as

creating the first impression for your entire session. Successful use of icebreakers can grab theattention of your trainees and assist them in full participation.

• Learning is largely a social activity that can often place the delegate in an exposed position.Icebreakers give participants the opportunity to find out a little more about each other therebycreating a degree of familiarity before starting on the main session objectives. By doing this, del-egates are more likely to be in a mindful state and open to learning.

• Choose your icebreaker carefully. Consider your environment, group dynamics and the topic of yourtraining, as these should all link together to create a holistic training session. Remember that theright choice can make for a session filled with impact and meaning.

consider the following when selecting a review or closing game:• It is important to remember that review is an essential part to any training session. Without a

review, very little of the information you have imparted would be remembered. The use of gamesin the closing of your session can be an excellent way to go over what has been learnt.

• Ultimately, closers should be fun, interactive and lively. Trainees should leave on a high, feeling

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motivated and encouraged by the session they have just experienced. An effective closing gamehelps participants to summarise what they have learnt and take away vital information. If thegame is effective, it can act as a future trigger for trainees trying to remember the core details ofthe session.

• Closers do not need to be long. Often a shorter game can have more impact. The game should belogical, with clear meaning and purpose. Essentially such games are purely a summation of whathas already been covered. New points do not need to be highlighted at this stage.

explanationIt is important to inform the group as to why you are using a particular game. Is it an energiser oran icebreaker? Are you setting a scene or reviewing what has been learn? Those who have prefer-ence to the pragmatic learning style will appreciate knowing why they are playing the game.Games should always have a clear and definite purpose. The meaning of the game should always beexplained to your trainees, either before or after the game has been played. A concise briefingbeforehand, and a logical debriefing afterwards helps to keep trainees informed, and this in turnwill maintain their level of interest.

timingsWhile many games can be meaningfully ended early – and all games can be abandoned – this israrely a satisfactory option, and may annoy those employing a long-term strategy. If it is important,mention to the group how long you expect the game to last. This ensures that everyone is preparedfor what is to come. And don’t forget that the number of participants will affect the length of timeit takes to run a game as the larger the number, the longer the game will take.

resource and spaceBefore the game begins, ensure you have all the resources you may need to play the game. Do youneed overhead projectors or flip charts? Not all games are suited to every training environment. Itis best to view your available space before deciding on the games that you are to play. Should thisnot be possible, ensure you have some back-up games – in case the ones you have chosen are notsuitable. Also make sure that the environment is safe for the activities you plan to carry out.Double-check everything before you begin your session.

keep the briefing brief…….Many trainers have a tendency to give too much detail in the explanation, often because they wishto point participants in the right direction. However, any advice about how the game should beplayed undermines the purpose in playing it – i.e. players learn by doing rather than listening. Inyour briefing, you should aim to tell the players everything about the mechanics of the game, butnothing about the strategy.

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….. and don’t skip the debriefingDifferent players will have different experiences of the game – some may have had different roles,and some will have been more effective than others. Participants should be allowed a chance to dis-cuss their own experiences so as to encourage a holistic learning experience for the entire group.

keep to the rulesThe person you are trying to help will invariably recognise what you are doing and feel even worse.They will not be able to tell if any improvement in their position is a result of their own efforts orbecause of your assistance. Remember that the benefit of running training is that it transfers thepower from the trainer to the participants, and this should include the power to make mistakes. Asa trainer you should simply monitor the game. If you feel someone is not coping, find an effectiveyet subtle way to end the game.

access requirementsAs a trainer, it is essential that you start any session by highlighting that delegates can let youknow at any time whether any exercise or game is unsuitable for them owing to access limitations.Whilst you would hopefully have knowledge of any such issues from booking forms, never presumethat this is the case. And, don’t forget that access requirements are not always visible. Always provide the opportunity for people to sit out. It is essential to be prepared to play a differ-ent game with no notice, should you find yourself in this situation. Remember that not all gamessuit all scenarios. Whilst Winking Murders avoids mobility restrictions, this would not be suitable fora delegate who is visually impaired.

Should you find yourself in this situation, it may also be worth having a quiet word with theperson concerned. If this is approached from the right angle, they may be able to suggest somenew games.

include different learning stylesKeep foremost in your mind the fact that everyone likes to learn differently. The learning styleshave an important impact on the usefulness of games. Naturally not every game can appeal to alllearning styles. However, it is important to ensure that you deliver a balanced training session thatwill appeal to all the different styles at some point in the delivery.

enjoy, and happy training!

a-z reviewtype of game: review and close

learning styles and preferences: visual

purpose: to encourage reflection on the session and what has been learntgroup size: 4 upward timings: 10 minutesmaterials: flipchart paper and pens

instructions:The trainer needs to prepare by writing the alphabet down the left hand side of pieces of flip chartpaper with approximately 5 letters on each page. These are then placed around the room where theyare accessible for all participants. Delegates have a fixed amount of time to go around the room andwrite something about the training session that starts with that particular letter of the alphabet, andto continue doing this until there is something next to each letter.

training tip:Participants are expected, and will need to be creative with their responses for certain letters in the alphabet.

action linetype of game: communication


purpose: highlights the importance of effective communication and how easily we can mis-communicate a message.

group size: 6 upwardtiming: 3-6 minutesmaterials: none

instructions:Ask the group to stand at in a line, all facing one direction, looking at the person’s back in front ofthem. Explain that you will begin the game by going to the back of the line and tapping the personon the shoulder. Only that person should turn around to watch you perform an action. Once theyhave witnessed the action, they must tap the next person on the shoulder who will the watch themperforming the action as exactly as possible. This procedure should continue up the line. The final

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person should demonstrate what s/he saw to the entire group, as well as what they believe theaction actually is. It is always interesting to note how the final action differs from the first. Theperson who began the action should re-enact the initial action to show what has changed. Ideas formiming actions are:

• Washing a car • Throwing a ball• Cleaning an elephant • Chopping vegetables

action namestype of game: ice-breaker

learning styles and preferences: auditory visual

purpose: To get everybody moving about and energised, as well as introducing one another inan active and memorable way

group size: minimum of 5timing: 5 minutesmaterials: none

instructions:Gather the group together in a circle. Each member gets a turn to announce their name and a corre-sponding action. The action must begin with the same alphabetic letter as the first letter of eachname. E.g. my name is Jack and I like Jumping. The person announcing this action must actually dothe action.

variation:So that members of the group remember each other’s names, the game can be continued by askingmembers to announce someone else’s name and the corresponding action. This will take place whenyou have gone around the group at least once. So for example:

“ I am Jack and I like Jumping (jump). I am pleased to meet Mary and she likes Marching (march)”

Allow members to randomly choose anyone in the group, but make sure that everyone choosessomeone different each time.

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airplanestype of game: energiser, review

learning styles and preferences: all suitedgroup size: 6 upwards, and participants work individuallytimings: 10 minutesmaterials: pens and paper

instructions:Make sure that each delegate has a piece of A4 paper and a pen. Explain that each person is towrite a fact about themselves on one side of the paper without discussing this or showing otherpeople in the room. Next, everyone is to make their piece of paper into a paper airplane. Once thisis done, get delegates to line up down one side of the room. Explain that, on the count of 3, every-one has to throw their airplane over to the other side of the room. Then delegates need to pick upanother airplane, trying to make sure that they do not get their own one.Everyone then takes turns reading out the fact in their airplane and trying to guess who this partic-ular statement applies to.

training tip/variation:This is a great energiser when a group has started to get to know each other. Don’t be tempted touse this on a new group, as it will not work. This exercise can also be adapted to use to review a session. Ask delegates to come up with a ques-tion around something that has been covered within the training session, and write that in theirairplane. Delegates have to answer the question in the airplane that they pick up.

air-raid shelter communicationtype of game: communication

learning styles and preferences: visual kinesthetic

purpose: provides group with the opportunity to communicate effectively with oneanother. Emphasises the importance of efficient decision making.

group size: groups of 8 - 10timing: 15 minutesmaterials: post-it notes with stereotype roles written on each.

instructions:Write names of stereotypical roles on pieces of paper, e.g. doctor, athlete, teacher, movie star,mother/housewife, etc. Ask each member of the group to pick a role from a hat. Then explain to thegroup that they are in an air-raid shelter after an atom bomb has fallen. There is only food andspace availability for six people. Each group member must argue as to why he or she should beallowed to survive. A group decision must then be made as to who will go and who will stay. No sui-cides or murders are allowed. Set a time limit for the decision.After the time limit is reached, bring the groups together to debrief the exercise. Discuss how thegroup interacted in making the decision. Did people in the group play and active or a passive role?How satisfied was each person with his or her role?

variations:Instead of an air-raid shelter, use a life raft, desert island or spaceship. Add incidents, accidents,rituals and ceremonies as you please.

animals type of game: energiser, forming sub-groups

learning styles and preferences:

purpose: to energise the group, gets everybody moving around. Can also be used to re-organiseor re-group delegates

group size: 6 and moretiming: approx. 5 minutes

instructions: Ask the group to arrange themselves and their chairs in a circle. Allow them thirty seconds to thinkof an animal. Once they have done this, go around the group asking everyone to call out their ani-mal. Ensure there is one less chair than there are people. (The number of people may include thetrainer) Stand in the middle of the group and call out a characteristic that is common to a numberof the chosen animals. If the participants’ animal has that characteristic they must swap seats. Thetrainer should also find a seat. This will leave one person standing. They must then continue thegame by thinking of another characteristic. This can continue for as long as the trainer sees fit.

training tip/variations:Use types of fruit instead of animals. Allocate fruit names such that three or four people have thesame fruit. Names of fruit are then called out, instead of characteristicsThemes can be introduced instead. E.g. Cars, holidays, objects. Items can then be grouped thoughsimilar adjectives, such as “all yellow objects”, etc.

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alphabet game 1Type of Game: mental energiser, review gametype of game: mental energiser, review

learning styles and preferences: suitable for allpurpose: to energise the group, and create active mindsgroup size: any numbertiming: 5 minutesmaterials: none or flipchart and pens

instructions: Go around the group. Each person has to name something in the room that corresponds with a letter of the alphabet, starting with the Letter ‘A’, and then working sequentially around thegroup. Participants will have more than one chance to think of something as you go through theentire alphabet. If you decide to make it more complicated, you could then go backwardsthrough the alphabet.

variation:This game can work exceptionally well as a review. In this case, participants must think of relevantwords relating to the training they have just received. Again these phrases must correspond to theletter of the alphabet on which they are on. It may work well to get the team to write the alphabeton flipchart paper. This way it can be pinned up around the room as a further reminder.

alphabet game 2Tytype of game: energiser


game will need to be adapted for participants with restricted mobility

purpose: game is an excellent energiser. Works brilliantly to wake a group up after a meal or aheavy session

group size: 8 upwardtiming: 3 - 5minutesmaterials: flipchart paper and pens

instructions:Before the game begins, write the alphabet on a piece of flip chart paper. Next to each letter writeeither “L”, “R” or “B”, representing left, right or both. This may be randomly written, althoughthere should be roughly the same number of each letter.When you wish the game to begin, ask participants to stand up and space apart so that no one will

knock into another. Explain that as you call out a letter of the alphabet, they should follow with astar-jump type movement, protruding the side of their body that corresponds with the instructionon the flip chart. For instance, if you have written a “L” next to the letter “A”, participants shouldstick out their left arm and leg when the tutor shouts the letter “A”. ( the letter “B” stands for“Both” and a full star-jump should follow) This game works best if the trainer calls the letters ofthe alphabet out quickly.

variations:If you prefer, use the numbers 1, 2 and 3 instead of L, R and B. The trainer must then explain whichnumber refers to each body part.

bridgestype of game: energiser, forming sub-groups

learning styles and preferences: all suited

not suitable for delegates with restricted mobility.

group size: 5-10timing: 2-5 minutesmaterials: chairs

instructions:Ask the group to arrange their chairs in a line so that they are all touching. Ask the group tostand on their chairs. Then ask them to arrange themselves in alphabetical order without step-ping off the chairs.

training tip/variations:This game can be played without chairs, providing you have some form of creating a straight line(e.g. Masking tape, etc.)You can also ask the group to arrange themselves according to:• height• shoe size• birthday• miles traveled to venue, etc.

To demonstrate, non-verbal communication, you may ask the group to arrange themselves withoutspeaking.

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design a flagtype of game: team-building, communication


purpose: to generate discussion. A very good game to get delegates to focus on possible issuesthat may need to be discussed in the session, or to share information about eachother

group size: 3 – 6timings: 10 minutesmaterials: flip chart paper and pens

instructions: The object of the exercise is simply to design a flag that symbolises the group. The trainer may wishto split delegates into their unions, and use this as an opportunity to share information with therest of the group to identify what each union is doing or encountering problems with. Alternatively,this can work well splitting into random groups and explaining that delegates have an allocatedamount of time to design a flag that illustrates each person’s favourite pastime and what they hopeto get out of the training session, for example.

training tips/variations:This is a great game for adapting both to suit the delegates present and what the trainer wants toget out of the session. Questions can either be complete random and geared towards getting toknow each other, or can be worded with the intention of getting participants to start to think aboutthe session topic(s).Instead of flags, tell delegates to come up with shields, a coat-of-arms, or a logo.

did you catch that name?ice-breaker, energiser

learning styles and preferences: suitable for all, especially

Not suitable for participants with mobility restrictions

purpose: An active way for a group to be energised while learning names.group size: 5 or moretiming: 2 – 5 minutesmaterials: A small soft ball, such as a tennis ball or hacky sack

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instructions:Assemble the group in a circle. Ask everyone to say their name and where they come from as you goaround the circle. Then introduce the ball to the circle. Announce that each person must say theirown name first, and then as they throw the ball, call out the person’s name to which they arethrowing the ball.E.g. ‘My name is Benjamin. I throw to Jessica.’ Then Jessica would continue by saying ‘ThanksBenjamin, my name is Jessica and I throw to Adrian.’

training tipEnsure that everyone is fully included in this game, and that the group knows each other by the endof the game. The tutor is able to control the speed of the game, and can also ‘up the pace’ by mak-ing sure that delegates don’t pause before saying someone’s name.It can also work well for the tutor to participate in this game.

ditloidstype of game: problem-solving, review

learning styles and preferences: suited to all, especially

purpose: to encourage mental stimulation and group discussion.group sizes: 3 upwards, depending on number of delegates present.timings: approximately 10 minutes, but this depends on trainer’s restrictions and can be flexible.

instructions:Ditloids are a type of logic puzzle that require lateral thinking and some mathematics, depending onhow complicated the example is. Below is a list of examples for your reference:

101 D - 101 . . . . . . . . . . . . . . . . . . . . .Dalmatians3 B M - 3 . . . . . . . . . . . . . . . . . . . . . .Blind MiceT 10 C - T . . . . . . . . . . . . . . . . . . . . . . .he 10 Commandments366 D I A L Y . . . . . . . . . . . . . . . . . . . .366 days in a leap yearT 39 S . . . . . . . . . . . . . . . . . . . . . . . .The 39 Steps6 W O H T E . . . . . . . . . . . . . . . . . . . . .6 wives of Henry the EighthA B A T 40 T . . . . . . . . . . . . . . . . . . . .Ali Baba And The 40 ThievesT 7 W O T W . . . . . . . . . . . . . . . . . . . . .The 7 Wonders Of The World50 W T L Y L . . . . . . . . . . . . . . . . . . . . .50 Ways To Leave Your LoverN 10 D S . . . . . . . . . . . . . . . . . . . . . . .Number 10 Downing Street12 S O T Z . . . . . . . . . . . . . . . . . . . . .12 signs of the zodiac16 O I A P . . . . . . . . . . . . . . . . . . . . .16 ounces in a poundT 3 W M . . . . . . . . . . . . . . . . . . . . . . . .the 3 wise men13 I A BD . . . . . . . . . . . . . . . . . . . . . .13 in a baker’s dozen

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26 L I T A . . . . . . . . . . . . . . . . . . . . . .26letters in the alphabet10 G B H O T W . . . . . . . . . . . . . . . . . . .10 green bottles hanging on the wall4 L O A H . . . . . . . . . . . . . . . . . . . . . .4 legs on a horseA T W I 80 D . . . . . . . . . . . . . . . . . . . .Around The World In 80 Days2 W O A B . . . . . . . . . . . . . . . . . . . . . .2 wheels on a bike52 C I A D . . . . . . . . . . . . . . . . . . . . . .52 cards in a deck2 P I A Q . . . . . . . . . . . . . . . . . . . . . .2 pints in a quart 20,000 L U T S . . . . . . . . . . . . . . . . . . .20,000 Leagues Under The Sea30 P O S . . . . . . . . . . . . . . . . . . . . . . .30 pieces of silver12 I I A F . . . . . . . . . . . . . . . . . . . . . .12 inches in a foot147 I T M B I S . . . . . . . . . . . . . . . . . .147 is the maximum break in snooker24 H A D . . . . . . . . . . . . . . . . . . . . . . .24 hours a day 64 S O A C B . . . . . . . . . . . . . . . . . . . . .64 squares on a chess boardH B S 16 . . . . . . . . . . . . . . . . . . . . . . .Happy Birthday Sweet 1650 S I T U S A . . . . . . . . . . . . . . . . . . .50 states in the USAT N H A 1000 E . . . . . . . . . . . . . . . . . . .the night has a thousand eyesS W A T 7 D . . . . . . . . . . . . . . . . . . . . .Snow White and the 7 Dwarfs3 T A L . . . . . . . . . . . . . . . . . . . . . . . . 3 Times A Lady4 A 20 B B I A P . . . . . . . . . . . . . . . . . .4 and 20 blackbirds baked in a pie

Trainers may wish to divide the delegates into groups and hand out worksheets with these exampleson for them to complete. This could be made into a competition with a prize for the first team tocomplete the worksheet correctly.

Alternatively, as ditloids are very quick and easy to create, this is a great way to encourage review-ing a session. Delegates are divided into 2 groups and given a fixed amount of time to come upwith a number of ditloids around training areas covered to then ask the other group.

famous peopletype of game: ice-breaker, communication

learning styles and preferences: suitable for all

purpose: allows trainees to mingle with one another, adjusting to their environment and theirfellow trainees

group size: 5 – 12 timing: 10 – 15 minutes although longer may be requiredmaterials: paper

instructions:Before the session begins, write the name of a celebrity or well-known person on sheets of paper. Thenumber of celebrities must correspond to the number of trainees attending. During the session, attachone piece to every person’s back, without allowing him or her to see the name printed on it.It is important to check with everyone that this is alright before proceeding. The group must thenmingle and ask questions of the other trainees to try and figure out who their celebrity is.Questions may only be answered with ‘Yes’ or ‘No’. Once the trainee correctly guesses their celebrity,

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they may sit down. Ensure that chosen celebrities are very well known or topical so as to make thegame plausible.

variation/training tip:Should pair work be needed, and there are an even number of delegates, you may want to think offamous couples. The object of the game would then be to not only find out who you are but to find andsit with the other half to the couple. This is an exercise that works very well when running some kind ofmentoring or buddying training as the famous pairs can be selected to emphasise this, for example

• Batman and Robin• Zoë Ball and Sara Cox

Use post-it notes instead of paper, and stick to delegate’s forehead – but make sure that there areno mirrors in the room!

fizz buzztype of game: energiser


purpose: to get the group thinking and bring them back into a mindful state. Excellent afterlunch or a longish break.

group size: 5 –15timing: 10 minutes or more

instructions:Ask the group to assemble in a seated circle. The participants then begin to count around the circlein consecutive order. After a short time replace the number 3, and any multiple of it (3,6,9,12,etc.)with the word “Fizz”. After a few more minutes suggest that five and its multiples are replaced bythe word “Buzz”. Multiples of both 3 and 5 are then replaced by “Fizz-Buzz” (15, 30, etc.) If some-one forgets to replace the relevant number with the word, the count begins again.

variation:If the group finds this particularly easy, you can increase confusion by reversing the order everytime someone says “Fizz-Buzz”. For instance, if you were originally going in a clockwise order, thiswould be reversed to an anti-clockwise direction.

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giants, wizards and elvestype of game: very active energiser/ team builder – especially goodplayed outside

learning styles and preferences: auditory

group size: 20 or moretiming: 10-20 minutespurpose: this is a great game to really get people activated.

instructions:Divide the group into two equal smaller groups. Each group separates to opposing sides of the playarea and elects a captain. Explain to them that they are to decide, as a group whether to be Giants,Wizards, or Elves. They are not to let the other team know. Also explain that:

• Giants catch Wizards• Wizards catch Elves• Elves catch Giants

Trainer needs to explain to the group that they need to ‘get into character’ and make the followingnoises throughout the game:

• Giants are to roar• Wizards are to keep repeating ‘sheebang’ (imagine Harry Potter, and casting a spell!)• Elves are to make small ‘mi mi mi mi’ noises.

The two teams must then form a line and begin to approach each other. When they are near to oneanother, and on your count of three, each team must shout who they are. The predominating teammust then chase the other team back to their side of the room. Whoever they manage to catch thenjoins their team. For example, the team that has decided to be Giants will chase the Wizards and tryto catch as many as possible. This is then repeated for as long as you choose. On every occasion,the remaining team

members must decide to be something else. It is best to keep this game moving along rapidly inorder to maintain momentum, and really energise the group.

how much can you taketype of game: ice-breaker, communication


purpose: To introduce members of the group to one another and allow them to get to know alittle bit about each other

group size: 5 –12timing: 10 –15 minutesmaterials: A bag of sweets, or alternatively, a roll of toilet paper

instructions:Ask the group to assemble in a circle or semi-circle. Pass the bag of sweets around the group. Tellthem that they make take as many sweets as they like, but they are not to eat them just yet! Onceeveryone has taken some sweets, inform them that they must now tell the group one thing aboutthemselves for every sweet they have taken. This can be anything from where they live to theirfavourite food. Go around the circle, allowing each member his or her turn to talk. Either start orfinish with yourself. Once they have finished, they may eat their sweets as a reward. This acts as a stimulator.

variations and training tip:The same game can be played using toilet paper. Ask each person to take as many sheets of toiletpaper as they choose and then to do the same as above.Avoid using chocolates, largely from a practical and safety point of view. Chocolates may be morelikely to contain traces of nuts, and do not fare well in hot weather.

i am…type of game: review, closer


purpose: A chance for the group to reflect upon themselves and the training they have justreceived.

group size: 4 - 10 timing: 5 minutesmaterials: cards with phrases

instructions:Cards should be prepared beforehand. Write one word on each card to describe how a person might be

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feeling. There should be sufficient cards for each individual to have two. Describing words may be:

• happy OR sad • tired OR alert • hungry • excited

• open-minded • inspired • motivated • learnt a lot, etc.

These words can be specific to the training you have just delivered. Lay the cards on the floor, andask each participant to pick a couple that best describe how they are feeling. Allow some time forthe group to exchange cards, until everyone is satisfied with what they have chosen. In turn eachindividual should explain their choice.

interviewtype of game: ice-breaker, communication, listening and information


group size: 4 or more, preferably even numberstiming: 10-15 minutesmaterials: Nonepurpose: introducing members of the group who have never met each other before

instructions:Get the members of the group into pairs. It is probably best to allocate pairs as people are unlikelyto know one another. Ask the pairs to spend a few minutes interviewing one another. They shouldask each other a number of questions which you, as the trainer, should announce at the start.

Examples of such questions:• Name • Where do you come from?• What do you hope to get out of this event? • What was the last training session you ran?• What is your favourite food? • 3 likes and dislikes?• What did they have for breakfast? • What is the last CD they bought?

After giving each person a few minutes to interview their partner, bring the group back together.Each person must then tell the group the interesting things they have learnt about their partner.

training tip:Think of your own questions. They can be very socially based, such as the last/next concert you aregoing to, holiday plans or person you’d most like to meet. However, do ensure that you include aquestion that focuses delegates on the session and helps to put them in a mindful state.

japanese 1 - 9type of game: ice-breaker, energiser, communication

learning styles and preferences: auditory activist

unsuitable for delegates with restricted mobility

purpose: Emphasises the importance of communication, especially the use of body Language. Agood energiser.

group size: 8 or more (suitable for large groups)timing: 10 –15 minutes

instructions:Ask the group to stand up, and find a space where they can move around without bumping into oth-ers. Explain that you will now teach them to count to nine in Japanese. Tell them that this is asimple process, as you will use the process of association to make this a simple learning procedure.As you call out each number, do the corresponding action. This is an effective method of accelerat-ed learning, as people remember things by doing the action.

The counting session goes as follows:

ENGLISH JAPANESE SOUND ACTIONOne itchi itchy scratch yourTwo ni knee kneeThree san sun point to skyFour shi she point to girlFive go go move to your leftSix rocko rockuh rockSeven shichi shechee sneezeEight hachi hatchee put on a hat and sneeze againNine kyu coo coo like a dove

(do one and two together)

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koosh ball maniatype of game: energiser, ice-breaker, review used below)

learning styles and preferences: all relevant, especially physical and activist

purpose: A number of small games using a ball to energise and revitalise a groupgroup size: 4 upwardtiming: varymaterials: koosh ball/s, or other small ball/s

instructions:Give a koosh ball to each member of the group. Ask them to sit quietly and play with the Kooshball. Ask them to think creatively about the following:If I was the president, what would I use the koosh for?If I was a doctor what would I use it for? Etc.

variations:Allow the members to tell the group their creative ideas. Explain that the use of the koosh stimu-lates nerve-endings that increase messages to the brain. Hide the koosh balls beforehand. Arrangethe group into two teams, explaining that they are to find balls of a specific colour. The first teamto find all the balls in their colour wins. Play some music and get delegates to throw the ballaround the room. When the music stops, the person holding the ball must shout out a concept theyhave learnt from the training session.Divide the group into teams. Give each team a ball. Ask theteam to pass the ball around the group without touching it with their hands. They should use theirchins, elbows, or knees. The first team to pass it all the way around the group without dropping itwins. Divide the group into teams and give out normal size spoons. Get delegates to complete anegg and spoon race using the koosh ball as the egg.

lego towerteam-building

learning styles and preferences: kinesthetic

purpose: This is a creative way to review what has been discussed regarding the topic of Teambuilding. It highlights the six stages of Tuckman’s team-building theory.

group size: teams of 5-9 players eachtiming: 15 minutesmaterials: Duplo lego blocks in four colours

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instructions:Each team is to construct a lego tower. They will be given five minutes to discuss how the towershould be built. During the planning time, resources should not be touched. After five minutes, theycan begin building. During this time the team is not permitted to communicate verbally. After thefive minutes preparation, give each person in the team a postcard with a description on the per-spective they should take in the exercise: These are as follows:

Your role is to build the tower yourself. If others start to do any building, you must stop them.• The tower must be at least 5 levels high• The tower can consist of red, yellow and blue bricks only• The tower must consist of yellow and blue bricks only• The fourth level up must be different to all the others• The tower must contain at least 10 blocks• The tower must contain less than 20 bricks• The tower must contain no green bricks• The tower must be less than eight levels high.

After ten minutes stop the game. Bring the group back together to discuss how they felt duringthe exercise. Go on to discuss the full Tuckman’s Theory of team building and the importance ofeach stage.

listen carefully….communication, listening

Learning styles and preferences: all suited

purpose: effectively demonstrates the need to listen carefully and how people will interpretdescriptions differently.

group size: pairstimings: 2 minutes plus de-brief timematerials: copy of template in back of this guide.

instructions:Pair up participants. Explain that each pair needs to be sitting back to back. One person from eachpair will be the drawer, and the other will be the speaker. Give each speaker a copy of the templatefor this exercise from the back of this guide explaining that their partners must not see what is onthe template. Don’t let the speaker see what is on the template either, until you start the exercise.Once each drawer has paper and a pencil, explain that the speaker has 2 minutes to describe totheir partner what is on the paper and they have to draw it.

Once the time is up make sure that everyone stops and then let participants show each other their draw-ings. During the debrief highlight how this exercise relied totally on communication and listening skills,as well as how different people had perceived the same image and instructions in many different ways.

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little bit diceytype of game: review and close


purpose: A fun, relaxing way to review the session and establish what has been learnt.group size: 8-16timing: 10 –15 minutesmaterials: • A large dice (made from a cardboard box, 2 sides score 1, 2 sides score 2,

• 2 Sides “miss a go”)• Flip chart paper and pens• Pre-prepared question• ‘Board game’ floor layout, cut out squares and number up to 10/15 depending on

number of questions to be asked

instructions:Split the trainees into teams of 4 or more. Tell the teams they are going to play against each other. The object of the game is to be the firstteam to reach the end of the board game. One team member must be the scribe, writing the answers on the flip chart paper.Another member must be the board piece, moving along the board.The other members answer the questions. The trainer will be the question master.The team members take turns throwing the dice. The number on the dice is the number of movesthe ‘piece’ can make on the board if the team answer the question correctly. Ask questions on thesubject you have been training. The scribe writes down the answers given by their team – these canlater be displayed on the wall.

moving linestype of game: ice breaker, information sharing

learning styles and preferences: all suited!

not suitable for delegates with mobility restrictions

purpose: Gets participants out of their seats, allowing them to move about learning each oth-ers names in a relaxed environment.

group size: 6 upward

instructions:Line the group up in two equal lines, asking them to stand facing each other. Then inform themthat they have thirty seconds to introduce themselves to the person facing them and then providetheir partner with one other fact about themselves. Explain that delegates have to ask each otherabout a pre-decided topic. Examples could be:• University or college• Position in the Students Union• Favourite holiday destination• Favourite food, sports personality, band or singer etc

After thirty seconds ask each person to move one place in a clockwise direction. Theyshould then introduce themselves to their new partner, and then find out a new fact, once againprovided by the trainer.

training tip:Monitor how many delegates have managed to meet each other. Don’t forget that in larger groups itmay not be plausible for every person to meet, as this will take up too much time. The other factorto consider when running this session in a large group is the noise level, and making yourself heardabove the chatter.

NASA – who goes? You decide!type of game: communication, decision-making, teamwork

learning styles and preferences: visual kinsthetic

purpose: Allows the team to reflect on the importance of decision making, as well as the needfor communication and co-operation

group size: between 4 and 7 would be most effectivetimings 15 minutes to complete the exercise and 5 minutes to de-briefmaterials: List of candidates nominated as below (Copy is in template section of thisguide)

instructions:Trainer to explain: “You are the NASA selection committee responsible for choosing a team of eightindividuals to travel to a new planet and set up a new society there. You have been given a short-list of seventeen candidates from which to choose the eight. Consider your decision carefully - thetrip is so expensive that it can only be made once every 25 years. Once in place, candidates arenot expected to return to earth. You have 20 minutes.”

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John Stuart. John, a geneticist, is 48 years old. He is asthmatic and has a slight weight problem.He is single and a practising Buddhist. He has a good understanding of electronics. Homosexual.

Alan Puncheon. Alan is a 19 year old Caucasian mechanic. He dropped out of school at the age of16, but attended a six-month mechanic school and has been in work continuously since then.

Meg Kavanagh is a retired nurse, is 50 year old. Mother of three, she is widely read and a keengardener. She is fond of animals and is now a dog breeder.

Richard Dunford is a headmaster of a local school. Aged 42, he is fit and healthy and a practisingChristian. He is divorced. Hobbies include cricket and tennis.

John Pascal is a 28 year old Caucasian C of E minister.

Charles Ponham, age 44. Caucasian. Leading Conservative politician. Ex-army officer. Due topublish a book on social interaction. Married, no children.

Anne Scott, age 37. Jewish. Degree in Conservation. As a young woman she worked in theBrazilian rainforest and the Arctic tundra on conservation projects. One son, David.David Scott, age 9. Attends school for children with learning disabilities. Only child.

Jean Riley, age 34. Irish origin. Roman Catholic. Nutritionist. Healthy. Married. One child, age4 weeks.

Lisa Riley, 4 weeks old.

John Ryder, age 14. Caucasian. Good footballer and in excellent physical condition. Usually fin-ishes top in his class.

Mrs. Hussar, age 49. Pakistani origin. Mother of five. Homemaker. Devout Muslim. Vegetarian.

Emily Imshad, age 56. Experienced pilot. Degree in engineering. Overweight. Married to Dr.Imshad

Randolph Winston, age 23. West Indian origin. Sings in a well-known reggae group. Just com-pleted a SAS survival course.

Jim Cotton, age 41. Has been in prison for violence and robbery for most of the past seven years.A qualified carpenter and plumber.

Sister Clare, age 40. Mexican origin. Missionary Sister and teacher in kindergarten school. Playspiano, violin and sings. Has diabetes.

Mr. Bartlett. Policeman with degree in sociology and politics. Homosexual

Once the time is up, groups are to feedback to each other regarding who they have decided to sendon the trip, and why.

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training tip:There is no ‘definitive’ correct list for this exercise. However, don’t explain this until the debrief, asthis may effect how delegates participate. Depending on time, encourage each team to explain howthey made their final decisions and how much debate there was around each candidate.

number groupstype of game: energiser, team-builder


group size: works best for larger groups of at least 10 or moretiming: 5 - 10 minutes purpose: Energising way of starting a session.materials: None

instructions:Ask the group to spread out around the room. The trainer then calls out numbers and the traineesmust form groups containing that number of people. Since this is an energising game, numbersshould be called quickly and participants must move quickly around the room. If a person cannot find a group, they are out and should either sit down, or they may be asked tocontinue calling the numbers. This is a good way of keeping everyone included.

variation:Calling out sums can increase difficulty. For example, form groups of six minus three.Ask the participants to form either even or odd numbered groups.

out of this worldtype of game: communication, listening

learning styles and preferences: auditory kinsthetic

purpose: Helps to focus on the importance of listening as well as the effects of stereotypinggroup size: 12-36timing: 10 –15 minutes plus 5 minutes discussionmaterials: Small round blue and red dots or stickers

instructions:Divide the larger group into three small groups (maximum 8-12 per group). Tell each of the threegroups that they are to role-play a lifestyle, having just arrived from another planet. Each group

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should create a name for their planet and decide what it’s like living there, e.g., weather, demo-graphics, geography, schools, etc.

Take one group outside the room and have the other two groups assemble in opposite corners of theroom. The two remaining groups place a small dot on their nametags. (One group gets red, the other,blue.) Explain they are from the dot planets and they all know one another. Their task is to interviewthose from the other planet (group outside room) to see if it’s safe to visit or relocate there.Tell the group outside (with no dots) they are afraid of people from other planets and they cannotcommunicate with anyone unless you so authorize. This authorization will be given when you clapyour hands, at which time they can talk to the red dots, but they are allergic to the blue dots andmust turn away from them.Bring the groups together and let the activity begin. At your discretion, clap your hands 2-3 timesduring the next several minutes.

Following the game, hold a short discussion, raising the following questions:1. How did it feel to ignore the blue dots? How did it feel being ignored? Does this ever happen on

the job?2. Why do you think people stereotype others?

out of the boxtype of game: ice-breaker, leadership, energiser

learning styles and preferences: all suited, especially activist

purpose: To energise a group and create a relaxed atmosphere. Participants lead so Activitiestend to be more acceptable.

group size: 6 upwardtiming: 2 – 5 minutesmaterials: A box or bowl, Activity sheets 1 and 11 (see template section)

instructions:Cut out Energizer Slips from activity sheet 1 and put them in a box. Pass out double numbers toparticipants from activity sheet 11. Ask them to tear off one of the numbers to put in the basket orbowl. Explain to participants that periodically throughout the session, you, the leader, will choose anumber from the bowl and announce it. The person who has that number will come forward andchoose a slip from the box. The slip will give the person directions for leading the group in an ener-gizing activity. Choose a number each time you want the group to get up and get energized.

variation:Give each participant a number and explain that they each must be prepared with an energizingactivity to lead the group in when their number is called.

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party mixtype of game: communication, team-building, ice breaker, energiser

learning styles and preferences: auditory kinesthetic visual

purpose: This thinking game provides the opportunity for ice breaking; team building; self-disclo-sure; energising a long session as well as demonstrating the importance of clear com-munication.

materials: Party Mix Activity Sheets 1 and 11 cut into cards, one set of cards per group (can befound in the TEMPLATE section of this pack)

group size: 6 or moretiming: 6 –10 minutes

instructions:This game can be played with a large number of people by dividing them into teams of five toeight. If there is only a small group present, it can be played as a single team. Put Party Mix cardpiles face down in the middle of each table. Explain that the participants will take turns choosing aParty Mix card from the centre of the table. Each participant will then choose a corresponding ques-tion card. For example, a person who chooses a Nut Party Mix card will then choose a Nut Questioncard. Participants will then answer the questions aloud for group members to hear.

training tips/variationParticipants could read the questions aloud and ask someone in the group to respond.If possible, put snacks on the tables for participants to enjoy while playing

people bingotype of game: ice-breaker


group size: minimum of 10, but the more the bettertiming: 10-15 minutesmaterials: bingo sheets (photocopied from template) and penspurpose: This game is a fantastic way for a large group to meet and get to know something

about each other in a limited amount of time.

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instructions:Hand out a bingo card to each person. Ask the group to walk around, finding different people thatmatch the description in each bingo box. They must then ask the person to sign the relevant box.The game continues until someone has a signature in all the boxes on their card. They must thenshout “BINGO”. The trainer may choose to have a small prize such as a bag of sweets for the winner.Make sure that delegates know that they can only have 1 signature from each person present.

training tip/variations:As the trainer you may choose to vary the Bingo cards so that everyone has a slightly different card.

If you highlight certain boxes on each card, only asking them to get signatures for those particularboxes, it can speed up the process.

Try to make some of the questions quite topical. For example, if pop idol or big brother is currentlyon, who are/did they vote for?

Don’t be tempted to run this game with a small number of participants, as it will lack in impact,and not work.

people to peopletype of game: ice-breaker, energiser


purpose: This game is energetic and lively, relaxes everyone and helps people to feel comfort-able in their environment.

group size: 8-20timing: 5 minutes

instructions:Ask everyone to find a pair. One person (either the trainer or a member of the group) must be theleader. The leader calls out directions to the pairs asking them to join various body parts, such aselbow to elbow, knee to foot, etc. When the leader calls “people to people”, everyone must find anew partner, including the leader. The person without a partner is the new leader. The game thencontinues with the new leader giving commands. This game can be successfully played outdoors.

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people twistertype of game: highly active energiser


not suitable for delegates with restricted mobility

purpose: Game is intended to energise the group, get them moving about and making full useof the available space.

group size: 8 – 12timing: 5 minutes

instructions:Get the participants standing up. Number each limb of each participant in a consecutive order, i.e.The first person would have limbs numbered one to four, and so on.

Once everyone has been numbered, explain that you, as the trainer will call out two random num-bers corresponding to numbers allocated to the participants’ limbs. The participants must then jointheir limbs as the numbers are called. As the trainer continues to call numbers, the group willbecome more and more entangled. This is a lighthearted game, but the trainer will need to monitorprogress, ensuring it remains feasible, and calling an end to it before anyone gets hurt.

portraitstype of game: ice-breaker

learning styles and preferences: suited to all

purpose: This is a game allowing people to introduce themselves to one another in a creativeway. It does not require movement or a great deal of action.

group size: 6-12timing: 5-10 minutesmaterials: Flipchart Paper and pens

instructions:Organise the group into pairs. Ensure that the pairs do not know each other beforehand. Ask thepartners to spent 2-3 minutes just talking to one another, getting to know each other. They shouldfind out where they come from, what they do, their hobbies, favourite food, etc. The trainer shouldtime this so that the group works together. After three minutes, hand out pens and a piece offlipchart paper to each person. Ask each person to draw a portrait or representation of his or herpartner. Remind the group that they are to be as creative as they like, but that this is not an art

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class, and therefore the standard of drawing is not important. No words should be used in these rep-resentations. After a few more minutes, bring the group back together, and ask each person todescribe their portrait to the group.

variations:Ask each pair to draw a representation of how their partner got to the venueAsk the partners to draw a representation of what their other half hopes to get out of the training session.

sculpt-a-teamtype of game: team-building, closing

learning styles and preferences: kinesthetic

purpose: This is a creative way to review what has been discussed regarding the topic of Teambuilding. It can work very well as a closing game

group size: 8 upwardstiming: 10-15 minutesmaterials: Sculpting balloons

instructions:Give each participant a sculpting balloon, and ask them to blow it up (or give them hand pumps).Then explain that they will be making one large balloon structure that shall represent the variedcontributions of team members to the achievement of tasks. Ask everyone to stand in a circle, andin turn step forward stating the greatest contribution they can bring to the team. In doing this,they attach their balloon to the sculpture, thereby creating the essence of value amongst the team.

training tip/variations:Have partners or small groups fasten their balloons together first, then join them to the other bal-loon structures.Ask participants to join the balloons in silence while music plays in the background. After thesculpture is made, ask them to share their individual contributions to the team. The music can cre-ate either a light, fun atmosphere or one of reflection.

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sheep dogtype of game: leadership, communication

learning styles and preferences: auditory

purpose: highlights the need for delegation and clear communication in order to achieve goodleadership

group size: 4 or moretiming: 10 – 15 minutesmaterials: ball/balloon, blindfold, bucket/box, items to make the course

instructions:Set up an obstacle course using things in the room. If you like, you can divide group into teams.One team can set up the course for another team, who will not be present. The team setting up thecourse will then lead the other team through their course. Blindfold a member of the group and askhim/her to walk through the course carrying a balloon/ball and put it in a bucket on the far side. Achosen leader must give very clear and concise instructions to the blindfolded delegate to guidethem through the course.

variation:Ask the blindfolded delegate to carry the balloon on a tray. If they drop it, the leader must giveinstructions to help them pick it up again. This game emphasises the tremendous importance of both the leader and the follower. In essence, theyare a team who cannot succeed without working together, and communicating clearly with one another.

shieldstype of game: ice breaker, communication, information gathering


purpose: A chance for members of a group to get to know each other in a relaxed atmosphere.timing: 10 –15 minutesgroup size: 4 upwardmaterials: flipchart paper and markers

instructions:This can be done individually or in pairs. If it is done in pairs, each partner should make a shieldfor the other. Ask everyone to draw a large shield on the paper, and then divide it into four. Theymust then find out four things about each other, for example:

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• Name• College• How they would like to be remembered• Greatest achievement

The group then comes together, and each pair explains the shield they have made for their partner.If the game is not done in pairs, each person should explain their own shield. These shields canthen be placed all around the room as reminders.

variations:Other questions can be used instead. These may relate to the training session that is about to takeplace. Other examples are:• Position on Executive• What they want to learn at the training session• Place of birth• Favourite food/ drink

silent islandtype of game: communication, team building

learning styles and preferences: kinesthetic visual

purpose: To begin the process of building a team, and highlight the importance of clearCommunication.

materials: Clay, sufficient for each group to build an island. Should be malleable and non-dry-ing. Twigs, leaves, and toothpicks or sticks.

group size: 4 - 6timing: 15 - 20 minutes

instructions:Provide the group with materials. Ask them to spend 3 minutes discussing how they would like toproduce their island. Together the group should then begin to form the island, adding castles,caves, mountains, rivers, etc. This part must be done without verbal communication. Still withouttalking, each person should mark a boundary on the island and build a shelter or home.Following this, the group should hold an island council meeting, elect a leader, and make whateverdecisions are needed for survival or interaction on the island. These directions should be given bythe trainer one step at a time.

After the group has had the opportunity to implement the rules and interact with one another, stop

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the exercise and debrief. Ask the group how they felt they worked as a team. Find out from themthe difficulties they encountered, and how they overcame the fact that they could not communicateverbally. Go on to describe important aspects of team work.

skills pictionarytype of game: review

learning styles and preferences: visual auditory

purpose: To review training session, and get trainees to identify triggers in remembering whatthey have learnt.

group size: 6 –12 timing: 10-15 minutes materials: index cards or post-it notes.

instructions:Before the game begins, write various skills or concepts onto index cards/post-its. To begin thegame, divide the group into two teams. The teams will then compete by drawing a card from thepack and drawing the skill or concept onto flip chart. The team who is drawing is not allowed tospeak. The other team must guess the skill. Further excitement can be added to this game by onlyallowing the guessing team a minute to work out the answer. The trainer can add up the scores andaward a small prize at the end. (This may be as simple as an early coffee break.)

snakes and ladderstype of game: review and close


purpose: A fun yet reflective way to review what has been learnt in a session.materials: a snakes and ladder board, created by the trainer. (dice, counter piece (1 per group)group size: 2-4. If there are more people, sub-groups should be createdtiming: 10-15 minutes

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instructions:The board must be created beforehand. It should be designed such that ladders represent a positiveaspect learnt during the session (possibly even an action point that trainees will take with them).The snakes will represent negative aspects, or issues that may place a barrier in the way of achiev-ing ones goals. For instance, in a training on time management, a ladder may be an action pointlike “make lists”, while the snake may be a barrier such as “long telephone calls”. These positiveand negative aspects should be written down the length of the ladders and snakes respectively. Thegame continues as normal. Participants throw the dice and move their counter piece along the boardby the correct number of spaces. They go up ladders when they land on them, and down snakes. Thefirst to reach the end is the winner.

spaghetti and marshmallow towerstype of game: team building, motivation

learning styles and preferences: kinesthetic visual

purpose: fun exercise for team building, motivation and exhibiting the different roles within ateam structure.

group size: 4 - 5timing: 15 – 20 minutesmaterials: raw spaghetti and marshmallows

instructionsIssue spaghetti (raw) and marshmallows to each group and explain that they have an allocatedamount of time to build the highest free-standing structure out of the given materials. Explain thatout of the allocated time, teams are to spend the first 5 minutes discussing how this will beachieved and can not start the building process until the trainer says.

training tip/variation:Trainers may wish to ask the teams to construct arches or bridges instead.

spidertype of game: team building, energiser


Not suitable for delegates with restricted mobilitypurpose: Energise the group, allowing them a chance to move about. Good Team-building exercise.group size: 8 or moretiming: 2-5 minutes

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instructions:Ask the group to make a circle. Everyone should place their hands in the centre of the circle and takehold of another participant’s hand. Every person should join both hands with other random hands.Once this is done, the group must figure out how to untangle themselves without letting go of eachother’s hands. Ultimately the circle will be reformed once they have completely untangled themselves.

variations: This game can be effectively used to highlight training sessions on either leadership or communica-tion. Ask a volunteer from the group to leave the room. The remaining group must then entanglethemselves in the same way as mentioned above. The volunteer then returns to the group with thesole responsibility of untangling them. No one else must speak or act without his instruction. Thisis an effective way to demonstrate the need for clear explanations and how important proper com-munication can be.

statuestype of game: energiser, ice breaker


purpose: To energise the group, allowing them to utilise the available space, and relax into thesession.

group size: 6 upwardtiming: 5 minutes

instructions:Ask the group to stand and spread out in the room so that everyone has sufficient space in whichto move freely. Explain to the group that they should make use of their entire body to portray whatthe statue should look like. Suggestions for poses are:

• Child at play • Fear• Cat with Cream • Anteater with full stomach• Rubber Band • Sunset

Positions should not be held for any longer than 10 seconds. The trainer can decide how long thegame should last.

training tips/variations:After a while the group can be placed in pairs to continue forming statues such as:

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• The fight • Tea for two• Tired feet • The dance

Ask participants to create their own statue and give it a name. They should then display these stat-ues to the entire group.

Statues can be transformed into puppets. Participants should then perform actions imagining theway a puppet may move. Examples of such actions may be:

• Shake hands with an imaginary person • Do a dance step• Swim breast stroke • Change a light-bulb• Typing a letter, etc.

strandedtype of game: ice-breaker, energiser


purpose: Allows the group to relax into their own environment and gives them a chance to getto know one another.

group size: 4 or moretiming: 5 – 10 minutesmaterials: Flip chart paper and coloured marker pens

instructions:Give each member of the group a piece of flip chart paper. Ask them to take a few minutes to drawtheir own island. Around this island they should then write or draw 3 – 5 things they would bring ifthey were to be stranded on their island and had five minutes to prepare. After five minutes for bringeveryone back together. In turn each person should introduce themselves and explain the things theyhave chosen and offer some reasons why.

stranded – the team building survival gametype of game: team-building, communication


group size: 3 upwardstiming: 15 minutes team work, and 5 minutes de-briefingmaterials: flip chart paper and coloured marker pens, and copy of the items list from template

section of this guide.

instructions:Having split delegates into equal groups of 3 upwards, depending on number of people present, the

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next step is to set the scene. Explain that:

‘After your small light aircraft crashes, your group, wearing smart clothing, is stranded on a forestedmountain in appalling winter weather (snow covered, sub-freezing conditions), and over 300 milesfrom civilisation. You are unaware of your exact whereabouts as radio contact was lost 1 hour beforeyou crashed, which means that the search operation has no idea of your whereabouts either. Theplane is about to burst into flames and you have a few moments to gather some items. Aside fromthe items that you are wearing, which does not include coats, you have no other items. No mobilephones are working.

Your aim is to survive as a group until rescued. From the following list choose just 10 items thatyou would take from the plane, after which it and everything inside is destroyed by fire. Items cannot be split.

• Pack of 6 boxes x 50 matches • Roll of polythene sheeting 3m x 2m• 1 crate of beer (12 litres in total) • 1 bottle of brandy• 1 crate of bottled spring water (12 litres in total) • Box of distress signal flares• Clockwork transistor radio • Gallon container full of fresh water• Box of 36 x 50gm chocolate bars • Shovel• Short hand-held axe • Hand-gun with magazine of 20 rounds• 20m of 200kg nylon rope • Box of 24 x 20gm bags of peanuts• Bag of 10 mixed daily newspapers • Box of tissues. • Bag of 20 fresh apples • Electronic calculator• Inflatable 4-person life-raft. • Compass.• Notebook and pencil. • Sewing kit. • Whistle. • Torch with a set of spare batteries. • Box of 50 night-light 6hr candles • Bag of 6 large blankets• Large full Aerosol can of insect killer spray. • Small half-full aerosol can of air freshener• Tri-band mobile phone with infrared port and battery half-charged• Small toolbox containing hammer, screw driver set, adjustable wrench, hacksaw and larger pen-knife• Small basic first-aid kit containing plasters, bandages, antiseptic ointment, small pair of scissors

and pain-killer tablets• Gift hamper containing half-bottle champagne, large tin of luxury biscuits, box of 6 mince pies,

50gm tin of caviar without a ring-pull, a 300gm tin of ham without a ring-pull, and a 500gmChristmas pudding.

• Travelling games compendium containing chess, backgammon and draughts• Box of size 8 women’s promotional pink ‘Barbie’ branded fleece-lined track-suits (quantity is half

of each team/group size). • Laptop computer with infrared port, modem, unknown software and data, and unknown battery life.

Explain that delegates are to spend the first 5 minutes deciding on which 10 items they would havein their own individual lists without conferring with each other.

The rest of the time will be spent in groups deciding on which items will make up the group list. You may wish to tell delegates before hand that there is no definitive ‘right answer’ at the end ofthe exercise and explain that you will go into the reasons for this during the debrief.

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Reasoning behind not providing a list from the ‘experts’ is that:• Delegates knowing that such a list exists may focus too much attention on the outcome rather

than the process• It can cause participants to guess what they think is on the list, as if the whole exercise is a trick

question• The object of this exercise is to experience the benefit of group discussion and input, and not to

try to imagine what is on a definitive list.

When each group presents their final list, generate discussion around how beneficial they found theteamwork and group communication with regards to compiling the list.

the real worldtype of game: communication, reflection, review


purpose: Allow the group to reflect on what they have learnt, and display it in a meaningfulway. Particularly good for communication training.

group size: 3 – 4 delegates in each grouptiming: 10 – 15 minutesmaterials: Flipchart and markers

instructions:Form small groups and distribute paper & markers to each group. Have them draw a large square, anddivide it into four quadrants, which will be four frames of a comic strip called “ The Real World.” (Anexample of a cartoon is in the “TEMPLATE” section.)Ask each group to think of a real work-related situation that could be addressed with material from thetraining program. Or provide them with a problem scenario relating to the training session. Instruct themto create a dialogue between some characters that reflects skills they have already learned. This willrequire them to draw cartoon characters in the four frames. Tell them not to worry about the quality oftheir artwork! Ask each group to display their products, and explain what is illustrated.

The following questions can be discussed when debriefing the game:1. What skills do you think you have acquired through the session?2. Which ones are potentially most useful?3. What situations are they most applicable to?4. What are the barriers to their use?

tgames guide

transformerstype of game: energiser and team builder

learning styles and preferences: visual activist kinesthetic

not suitable for delegates with mobility restrictions

purpose: Allow the group to reflect on what they have learnt, and display it in a Meaningfulway. Particularly good for communication training.

group size: 10 upward, and delegates need to divide into teams of 5-8timing: 5-10 minutes

instructions:Have each team stand relatively close to you and the other groups. Begin the game with a relativelysimple instruction. Ask each team to form the letter “H”. After a minute or two of milling around, theteam members will figure out how to arrange themselves. Lead the teams into applauding each otherand then introduce increasingly complex tasks for each team to do in turn. Here are some ideas:

• Forming a zipper, zipping and unzipping• Arrange team in the shape of a helicopter• Become a cannon ball fired from a cannon

variations:If communication is the key topic for the training, allow the groups to get used to the game andthen ask them to act without any verbal communication

Include actions specific to the subject being trained. For example, if time management is the topic,as the team to form a ticking clock.

true or falsetype of game: ice-breaker, communication


purpose: Relaxes the atmosphere and allows people the chance to get to know one another.group size: 6 upwardtiming: 5-10 minutes

t games guide

instructions:This game can be played as one big group, or if you have larger numbers, the group can be dividedinto pairs. Ask each pair to introduce themselves to their partner and then to tell their partnerthree things about themselves. One of these things should be untrue. The roles should then bereversed and the other partner should tell three things about themselves. Again one thing should bea false statement. If the group is large, allow each pair to remain and simply guess the untruestatement of their partner. If the group is not too large, ask everyone to come together. In turneach person, should introduce their partner and mention the three things they have learnt aboutthem. They should then tell the group which one they believe is the false statement. Their partnershall indicate if their guess was correct. This should be repeated, allowing everyone in the groupthe chance to introduce their partners.

training tip/variations:Depending on time constraints, the group can be asked to meet up with more than one partner.They should then introduce the last partner they met to the whole group.

university challengetype of game: review and close


purpose: to effectively review learning objectives in a fun and competitive manner.group size: 4 – 10 , divided into 2 teamstiming: 20 minutesmaterials: flipchart paper and pens

instructions:Divide the delegates into 2 equal teams. Explain that they have 10 minutes to come up with 4 ques-tions regarding session content. They can be as hard as possible, but must be something that hasbeen covered in the session.

Each team needs to elect a team captain who will read out their questions and will give the teamanswer to all questions that they are asked. Trainer to take on the role of the judge/score keeper. Be warned – it is almost inevitable that therewill be some squabbling regarding questions and answers, so we advise you to make it clear that‘the judge’s decision is final!’

ugames guide

what’s in a name?type of game: ice-breaker, communication


purpose: either to introduce a group that has previously not met as well as groups that arefamiliar with one another.

group size: 4 or moretiming: 10 minutesmaterials: Flip chart or overhead projector

instructions:Divide the group into pairs, preferably with someone they don’t know well. Ask one person to spend5 minutes interviewing the other person to find out the answers to the following questions:- • What is your FULL name?• Do you like/dislike your name?• Who gave you your name?• Does your name mean anything?• Do you have any nicknames? (do you like/dislike them?)• Do people get your name right?• What would you like to be called?

The trainer should write these questions up on Flip chart or overhead projector to act as a trigger. After 5minutes the pairs should swap, so the other person may conduct the interview. After a further 5 minutes, thegroup should come together and each pair should introduce one another to the entire group.

winking murdertype of game: energiser


purpose: Game is fun and interactive. Great for occasions when the trainees concentration isfading.

group size: 8 upwardtiming: 3 – 5 minutes

instructions:Ask the group for a volunteer. The volunteer is the detective. They must leave the room while the murderer ischosen. Ask the rest of the group to close their eyes, explaining that you, the trainer, will choose a murdererby tapping them on the shoulder. The murderer will then have to “kill” other members of the group by wink-ing at them. When all trainees’ eyes are shut, walk quietly around the group and pick a murderer. Once cho-sen, call the detective back into the room. S/he must observe the group, and try to work out who the wink-ing murderer might be. Depending on the size of the group, you may allow the detective up to three guessesto figure out who it might be.

w games guide

1games guide

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2 games guide

out of the box activity sheet 1

Jumping Jacks

Toe Touches

Arm Circles

Jogging in Place

Kick Line

High Knee Lifts

Spell Out YMCA with Body Language

The Wave

Lead a Cheer

The Hokey Pokey

Deep Breathing and Stretching

Bumper Cars

Creative Handshaking

Bunny Hop Around the Room

Hand Jive

The Itsy Bitsy Spider

Shoulder Rubs

The Bump

Sing a Round of Row, Row, Row Your Boat

Make a Toast

out of the box activity sheet 2

1 1 2 2 3 3

4 4 5 5 6 6

7 7 8 8 9 9

10 0 11 11 12 12

13 13 14 14 15 15

16 16 17 7 18 18

party mix sheet I

Pretzels Pretzels

Peanuts Peanuts

Crisps Crisps

3games guide

party mix question cards

pretzelWould you rather ride an elephant or a camel and why?

pretzelWould you rather shaveyour head or pierceyour nose? Why?

petzelWould you ratherlive forever or nevergrow up and why?

pretzelWould you rather spenda week stranded in thejungle or at sea ona boat and why?

pretzelWould you rather eata monkey's brains ora pig's eye and why?.

pretzelWould you rather bungeejump off a bridge orgo over a waterfallin a kayak and why?

peanutsWhat was yourchildhood nicknameand why?

peanutWhat was the ugliestthing your parent madeyou wear as a kidand why?

peanutsWhat was your mostembarrassingmoment and why?

peanutsWhat was your bestHalloween costumeand why?

peanutsWhat was the bestApril Fool's joke youhave heard of?

peanutsDescribe yourworst haircut

crispsWho has most inspired you inlife and why?

crispsIs there other intelligent life inthe universe? Why?

crispsWhom would you most like tobe stranded on an island withand why?

crispsWhat is the true definition ofsuccess and why?

crispsWhat historical person couldteach you the most and why?

crispsWhat is the reason for man'sexistence on earth?

4 games guide

nasa projectwho goes it’s up to you!

You are the NASA selection committee responsible for choosing a team of eight individuals to travelto a new planet and set up a new society there. You have been given a shortlist of seventeencandidates from which to choose the eight. Consider your decision carefully - the trip is so expen-sive that it can only be made once every 25 years. Once in place, candidates are not expected toreturn to earth. You have 20 minutes.

1. John Stuart. John, a geneticist, is 48 years old. He is asthmatic and has a slight weight prob-lem. He is single and a practising Buddhist. He has a good understanding of electronics.Homosexual.

2. Alan Puncheon. Alan is a 19 year old Caucasian mechanic. He dropped out of school at the ageof 16, but attended a six-month mechanic school and has been in work continuously since then.

3. Meg Kavanagh. age 50, is a retired nurse. Mother of three, she is widely read and a keen gar-dener. She is fond of animals and is now a dog breeder.

4. Richard Dunford, age 42, is a headmaster of a local school. He is fit and healthy and a practis-ing Christian. He is divorced. Hobbies include cricket and tennis.

5. John Pascal is a 28 year old Caucasian C of E minister.

6. Charles Ponham, age 44. Caucasian. Leading Conservative politician. Ex-army officer. Due topublish a book on social interaction. Married, no children.

7. Anne Scott, age 37. Jewish. Degree in Conservation. As a young woman she worked in theBrazilian rainforest and the Arctic tundra on conservation projects. One son, David.

8. David Scott, age 9. Attends school for children with learning disabilities. Only child.

9. Jean Riley, age 34. Irish origin. Roman Catholic. Nutritionist. Healthy. Married. One child,age 4 weeks.

10. Lisa Riley, 4 weeks old.

11. John Ryder, age 14. Caucasian. Good footballer and in excellent physical condition. Usuallyfinishes top in his class.

12. Mrs. Hussar, age 49. Pakistani origin. Mother of five. Homemaker. Devout Muslim.Vegetarian.

13. Emily Imshad, age 56. Experienced pilot. Degree in engineering. Overweight. Married to Dr.Imshad

14. Randolph Winston, age 23. West Indian origin. Sings in a well-known reggae group. Just

5games guide

completed a SAS survival course.

15. Jim Cotton, age 41. Has been in prison for violence and robbery for most of the past sevenyears. A qualified carpenter and plumber.

16. Sister Clare, age 40. Mexican origin. Missionary Sister and teacher in kindergarten school.Plays piano, violin and sings. Has diabetes.

17. Mr. Bartlett. Policeman with degree in sociology and politics. Homosexual

cartoon

6 games guide

It's been three weeks! Can't you people get

anything done on time?

No, darn it! I said 6,000!There you go again!

Mr. Jones, I apologize for our oversight. Did you say you ordered 600

widgets?

Sir, I don't blame you for being upset. I would be too! I PROMISE you we'll get it

right this time. 6,000 right?

7games guide

stranded– team building survival gamelist of items

• Pack of 6 boxes x 50 matches• Roll of polythene sheeting 3m x 2m• 1 crate of beer (12 litres in total)• 1 bottle of brandy• 1 crate of bottled spring water (12 litres in total)• Small toolbox containing hammer, screwdriver set, adjustable wrench, hacksaw and larger pen-

knife• Box of distress signal flares• Small basic first-aid kit containing plasters, bandages, antiseptic ointment, small pair of scissors

and pain-killer tablets• Tri-band mobile phone with infrared port and battery half-charged• Clockwork transistor radio• Gallon container full of fresh water• Box of 36 x 50gm chocolate bars• Shovel• Short hand-held axe• Hand-gun with magazine of 20 rounds• 20m of 200kg nylon rope• Box of 24 x 20gm bags of peanuts• Bag of 10 mixed daily newspapers• Box of tissues. • Bag of 20 fresh apples• Electronic calculator• Laptop computer with infrared port, modem, unknown software and data, and unknown battery

life.• Inflatable 4-person life-raft.• Compass.• Large full Aerosol can of insect killer spray.• Small half-full aerosol can of air freshener spray. • Notebook and pencil.• Box of size 8 women's promotional pink 'Barbie' branded fleece-lined track-suits (quantity is half

of each team/group size). • Gift hamper containing half-bottle champagne, large tin of luxury biscuits, box of 6 mince pies,

50gm tin of caviar without a ring-pull, a 300gm tin of ham without a ring-pull, and a 500gmChristmas pudding.

• Travelling games compendium containing chess, backgammon and draughts• Sewing kit. • Whistle.• Torch with a set of spare batteries. • Box of 50 night-light 6hr candles• Bag of 6 large blankets

8listen carefully

games guide

national union of students461 holloway road, london n7 6lz

t: 020 7561 6524 • f: 020 7263 5713 • textphone: 020 7561 6577

www.nusonline.co.uk/nslp

Documents

type of game