Icebreakers, Energizers and Teambuilders

Icebreakers, Energizers and
Team building exercises

A Compilation
WHY TEAMBUILD?
Teambuilding is a process by which the groups first focus on barriers to effective
group communication and purpose and then enact changes to remove those barriers, in
order to accomplish a given task or become more effective. The process, however, is
an ongoing one that never truly ends, as no group is ever as close or effective as it can
be.
Some of the primary benefits of teambuilding include:
Increasing a group's communication skills;
Increasing a group's cooperation and teamwork;
Increasing a group's effectiveness;
Increasing a group's awareness of its goals, resources, and limitations; and
Increasing a group's sense of camaraderie among its members.

WHAT ARE THE
DIFFERENCES ANYWAY?
ICEBREAKERS
Icebreakers act as introduction games - a great way to get to know the basics of each group member
and to start building a community among the participants. They are especially important at the first
few times a group meets (i.e. floor meetings, officer meetings, etc.). Icebreakers also serve to ease
any apprehensions or general tensions of the group . . . basically, they will break the ice! These
activities usually have a low amount of risk and can be repeated again and again.
ENERGIZERS
Energizers are the activities that get the group psyched up, laughing, making them feel comfortable
and ready to work . . . they will energize the group members! Energizers often help to break any
unforeseen tensions and help the group to relax. The risk associated with these activities may be
higher than with icebreakers as they typically require group members to act silly and loud and to
perform some sort of zany action. Energizers are particularly useful in the middle of long meetings
or retreats, early in the morning, or when a group has gotten stuck in its thinking and is not being
productive or creative anymore.
TEAMBUILDERS
Teambuilders will probably become some of the most memorable activities group members will
participate in. Teambuilders will make the group more comfortable with one another, make
individuals feel as though they are a significant part of the group, help build trust among group
members and teach people valuable leadership and group dynamic skills.
Teambuilders greatly contribute to building a cohesive, supportive, and trusting group, in which
members feel free to express their feelings, thoughts, and ideas. Through these activities, groups will
begin to realize that they are greater than the sum of all the individual parts - they can and will
accomplish amazing things simply by understanding one another and working together.
Teambuilders generally involve the highest degree of risk. They require a great deal of trust,
communication, self-disclosure, and sometimes a high amount of physical contact.
THINGS TO CONSIDER . . .
 Comfort level of the participants  Needs of the participants
 Weather  Preparation time
 Optimum time of day for activity  Publicity
 Resource (money) needs/limitations  Are visual aids necessary?
 What equipment is needed?  Amount of space needed
 Time limitations  Size of group
 Are any participants disabled?  Age of the participants
Could the activity in any way be offensive to participants in relation to

gender, age, ethnic background, physical disability, or sexual
orientation? No. Hence comfort level and needs of the participants
should be the primary focus while choosing the activity.
A LEARNING MODEL
COMFORT
ZONE
LEARNING ZONE
PANIC ZONE
ICEBREAKERS
Hum That Tune
Description: This low risk activity is a great way to break a large group into smaller groups quickly
and in an entertaining way. Distribute slips of paper to all the group members with a song title or
theme song written on it. Tell them not to look at the slip until told to do so. Once everyone has a
slip, explain to the participants that their task is to walk around the room humming the song on their
slip of paper and to find all the other group members with the same song and assemble a group.
Don’t tell them what all the songs included are.
Time: Depends upon group size
Group Size: Unlimited - the bigger the better
Safety Considerations: None
Debriefing: None
Equipment: Paper slips with song titles written on them, pen
Alternative Categories: Energizer, Communication
Additional Information: Take care to make the song titles common, thus reducing the chance that
most people do not know the song well enough to hum it.
Possible Hum That Tune Titles

Flintstones
Jetsons
Gilligan’s Island
Brady Bunch
University Fight Song
Row, Row, Row Your Boat
Rock-A-Bye Baby
Happy Birthday
Name Dance
Description: This is a high energy, low-risk get-acquainted activity that provides participants with
an opportunity to learn the names of team members. Have participants stand in circle. First
participant announces their name and demonstrates a dance move or body motion for each syllable in
his/her name (e.g., clap hands twice, bounce on one foot). The rest of the group responds by
repeating the person’s name and body motion. After the next person states their name and
demonstrates their motion, the group repeats the first TWO names and motions. This continues until
each participant has said their name and made a motion. After the group(s) finish their first round,
challenge them to see how quickly they can go around the circle or to do it backwards. Groups can
also race to see which group is quickest. Note to facilitators: Encourage the group to be creative and
energetic throughout this activity. Your enthusiasm will be contagious.
Group Size: Unlimited - break large groups into several small groups before beginning (see Hum
That Tune)
Safety Considerations: Be sure to clear the floor of any objects/furniture that may impede the
group’s movement.
Debrief Topics: None
Equipment: None
Alternative Categories: Energizer, Memorization
Additional Information: None

Toss-A-Name Game
Description: This simplistic, by-the-numbers activity has been around for years because it's easy to
teach and fun to accomplish. Ask your large group to break up into smaller groups of 8-10 (larger
groups can be used, but be sure to keep the size of the circle reasonable). Meanwhile, have available
enough comparatively soft, throwable objects (nerf balls, softies, bean bags, tennis balls) so that there
are enough for the group. Have the group stand in a circle facing one another, so that the circle's
diameter is no more than 12-15 feet. Toss the first ball to someone across the circle after saying,
“Here (insert name)”. That person catches the ball, says, “Thank you (insert name). Here (insert
name).” and lobs the ball to that person. That person thanks the thrower as before and calls out
another person’s name and throws him/her the ball, and so on until a person-to-person sequence is
set. Everyone in the group should have received the ball once and only once. Do not throw to the
person next to you. Once everybody knows whom to throw to and receive from, the initiator starts
the ball again, but this time includes another ball and eventually another until there are several balls
being kept aloft simultaneously. Try reversing the sequence; i.e., throwing to the person you formerly
received from. Try keeping seven objects going with only six people throwing - now that’s juggling!
Time: 10-15 minutes (or until the group grows restless)
Group Size: Unlimited, but each small group should be kept within reason (15 max)
Safety Considerations: Only under-hand throws are allowed. Do not include hard or sharp
balls/objects in the juggling mix. Each person should say the name of the person to whom they are
throwing in order to maximize the alertness of the receiver. However, on certain occasions, you may
want to let the group figure this out for themselves and utilize it as a modification for success.
Emotional safety issues may come up as well, particularly when one member is continually making
errors. If the group (or a member of the group) begins making inappropriate comments or placing
blame, tactfully intervene and remind them that this is a group activity - we all succeed or fail
TOGETHER. Giving support will do more to get them toward their goal than criticizing.
Debriefing: Discussion topics include any changes/modifications that were implemented in order to
achieve success; how each individual viewed their responsibility to the group; what that
responsibility was; any pressure felt or given by individuals in the group; and what role
communication played in staying organized.
Equipment: Enough silly objects for one more than your group size (I.e. If the group size is 6, bring
7). You may opt for a lower number of objects than you have group members. This can also be very
appropriate.
Alternative Categories: Energizer, Problem solving, Communication, Responsibility

Blanket Down
Description: This is a great game to play after everyone has introduced themselves (after Toss-A-
Name Game for example). Divide the larger group into two equal teams. Assign two people (you
can be one of them) to hold a large blanket between the two teams so neither can see the other team.
One member of each team stands approximately one foot from the blanket and faces the blanket. On
the count of three, the two blanket holders drop the blanket. The first person to correctly say the
other’s name wins. The loser goes to the winner’s team. The object is for one team to “win”
everyone from the other team.
Group Size: Unlimited
Debriefing: None
Equipment: Large blanket or sheet (be sure you cannot see through the fabric)
Additional Information: This game can also be played with groups who know each other well. It
becomes more of a race than a memorization game then. See Bumpity Bump Bump for an
alternative.
Bumpity Bump Bump
Description: This is another great game to play after Toss-A-Name Game. Have the group stand in a
circle facing one another, with yourself in the middle. Point to a person at random in the circle, say
their name, and immediately say, “Bumpity Bump Bump.” The person you pointed to must respond
by saying the first name of the person on their left before you finish exclaiming “Bumpity Bump
Bump.” If they mess up or forget the name, or if you simply beat them, they are “It” and take over.
If they beat you, move on to someone else.
Time: Depends upon group size (and energy of the group)
Debriefing: None
Equipment: None
Additional Information: For additional challenge, give the person in the middle the option of saying
“Right” before they say “Bumpity Bump Bump.” In that case, the person he/she pointed to must say
the first name of the person to his/her right instead of his/her left.
Nametags/Collages/Personal Crests
Description: This name-learning activity is designed to provide participants with an opportunity to
express their individuality through creatively designed nametags. At the beginning of the meeting,
provide participants with index cards or construction paper. Give everyone 10 minutes to make a
nametag that includes a picture on it that says something about themselves (a caricature, cartoon,
symbol, place, etc) and represents who they are. Have available colored markers, crayons, and/or old
magazines available. Once everyone is finished making their nametags, go around and have
everyone introduce themselves and explain the images on their nametags.
Time: Depends on size of group
Debriefing: As mentioned above, ask participants to explore their commonalities and differences that
were revealed by the nametags. This is a great activity to begin discussions of diversity and
multiculturalism.
Equipment: glue, scissors, magazines, index cards or construction paper, markers, crayons
Alternative Categories: Diversity
Additional Information: Group members can also work on individual collages or personal crests,
using newspaper and magazine clippings or the following pattern, to reflect their personalities.
Important Item
Description: This get-acquainted exercise allows participants an opportunity to share their personal
stories with group members. Ask participants to bring something to the meeting that is extremely
important to them or that they would not have left home without (be sure to tell them not to tell other
participants what they’re bringing). As group members arrive, have them place their secret object in
a bag at the door without letting anyone else see their item. Eventually (this could be at the
beginning of the meeting or in the middle some time), place all the objects on a table, assigning each
one a number. Distribute a piece of paper with numbers down the side to correspond with the
numbers assigned to the objects. Ask participants to take a few minutes browsing the objects and try
to guess who brought what. The person who guesses the most number correctly will receive a prize.
When you’re ready to begin, the person who brought Item #1 gets up to get it and briefly explains the
significance of the item. Proceed until everyone has retrieved their object and shared its significance
with the group.
Time: 2-5 minutes per participant
Group Size: Works best with groups of less than 20
Important Note: This activity can only be used if the group members have immediate access to their
rooms (e.g., used in a residence hall lounge) or if the facilitator is able to contact participants prior to
the session. Either of these conditions will ensure that participants are able to quickly select an item
for sharing.
Debriefing: Although this activity is designed as a low-risk, get -acquainted exercise, facilitators
could use this activity to initiate a discussion on personal values. Sample questions include: How did
you select the item you shared with the group? What values influenced your choice? Did you make
assumptions about the values or personalities of others based on their object?
Equipment: Paper for participants to use when guessing objects’ owners, Prize for winner
Alternative Categories: Energizer
Additional Information: This activity can also be used to introduce group members to the rest of the
group. Ask each participant to find one item on his/her person or in his/her wallet or purse that is
symbolic or representative of their personality. The object could be a picture, keychain, dollar bill,
club membership card, etc. Go around the circle and have each participant give his/her name and
then describe his/her item and explain how it is symbolic or representative of his/her personality.
Proceed around the circle until each group member has introduced themselves.
M & M’s, Toilet Paper, Blowpops...
Description: This is a low-risk, get-acquainted activity that provides participants with an opportunity
to introduce themselves and exchange personal information with team members. Ask participants to
sit in a circle. Pass around a bag of your favorite colorful candy. Instruct participants to take as
many as they would like but to refrain from eating the candy until they receive further instructions.
Everyone must take at least one piece of candy.
Option #1 - After each participant has had a chance to grab some candy, explain that the colors of the
candy correspond to questions that participants must answer. “For example, red M&M’s correspond
to your most embarrassing moment. If you have a red M&M in your hand, you must share with the
group the story behind your most embarrassing moment.” With large groups, it is a good idea to post
a list of the questions on a wall or chalkboard. Sample categories include: favorite memory, favorite
music group/movie/book, career goals, favorite food, ideal vacation spot. Move around the circle and
ask participants to share the information that corresponds to the candy in their hand.
Option #2 - After each participant has taken some candy, explain that in order to get to know one
another, each participant must share one thing about themselves for each piece of candy/toilet paper
they have (or one thing for each letter in the flavor of the blowpop, for example). Go around the
circle until everyone has had a chance to introduce themselves.
Time: Depends on the size of the group (2-5 minutes for each participant)
Safety Considerations: This is a low-risk activity. It is important, however, to select topics that are
appropriate for the group and refrain from asking participants to disclose information that is too
personal.
Debriefing: None
Equipment: Candy, Toilet Paper, Blowpops
Alternative Categories: None

Slogans That Fit (Headliners)
Description: This exercise asks the participants to select slogans or write headlines that they feel
describe their lives or personality. This is good for educational programs that emphasize personal
interaction among group members. While the group leader distributes paper and pencils, the
participants are to think about their personal lives. The trainer then asks that each group member
write down three famous slogans, sayings, or lines of poetry that seem appropriate for describing his
or her personal life or professional career. For example: "The early bird catches the worm" may
describe a participant who likes to be prepared, while "Do unto others as you would have them do
unto you" may reflect another group member's personal philosophy. Participants may also write
down one or more newspaper headlines to describe themselves. For example, “Tennessee Man
Moves to Georgia, Becomes Bulldog” may illustrate a major move in one’s life. When the
participants have completed this task, the trainer asks for a volunteer to share his or her slogans with
the entire group. The process continues until all of the group members have read the quotations or
headlines that they have chosen and explained them. The group leader may then wish to initiate a
general discussion on how personal philosophies affect professional behavior.
Group Size: No more than 30 (large groups can be broken up)
Safety Considerations: There should be no physical or emotional considerations for this activity.
Debriefing: None
Equipment: Paper and pen/pencil/marker for each participant
Additional Information: The trainer may instruct the group members to form pairs and then share
their slogans with their partners. After the pairs have discussed their slogans, the trainer reassembles
the large group. The partners then share with the entire group the information they have obtained
from one another. The group leader may ask each participant to choose a partner. After the partners
have spent 10 minutes interviewing one another, each participant then writes three slogans that he or
she feels describe his or her partner's personal or professional life.
Possible Headliner Storyline:

It is your freshman year of college and you have just recently received a copy of your hometown
newspaper. An article appears in this newspaper describing your freshman year experience. Write
what the headline for this article would say about you and your experience.
Most Proud Of Exercise
Description: This activity can be great for encouraging self disclosure in a group, as well as
promoting a positive self image, by encouraging group members to “brag” about something they’ve
done and are proud of. It also allows the group to get to know one another better. The group should
be seated in one large circle facing one another. Each participant is asked to take a few minutes to
think of one accomplishment/act/etc. in their life that they are especially proud of. After several
minutes begin to go around the circle and have group members share the thing each of them is most
proud of with the rest of the group. Continue until everyone has had a chance.
Group Size: No more than 20
Safety Considerations: This type of activity can trigger competition within the group. Stress that
group members’ experiences are not to be made fun of, degraded, etc. Be sure everyone can accept
that people are proud of different things for different reasons.
Debriefing: How did it feel to brag about something you’ve done? Why do we usually find it
difficult to boast in front of others, even if we know something is boast-worthy?
Equipment: None
Alternative Categories: Self Image

Embarrassing Moments (Scars)
Description: This activity is a lot of fun while also allowing group members to learn a great deal
about one another. Have the group sit in one large circle facing one another. Each participant is
given a few minutes to think of one of their most embarrassing moments (that they don’t mind
sharing with the group). After several minutes, begin to go around the circle and have the group
members share their stories with one another. Continue until everyone has had a chance to share.
Group Size: Unlimited (probably less than 25)
Safety Considerations: Keep the stories clean! Don’t force anyone to share, as the stories may bring
back bad memories that don’t need to be shared.
Debriefing: None
Equipment: None
Additional Information: An alternative to sharing most embarrassing moments is to have group

members show their best scar on their body (as long as it’s in an appropriate location) and tell the
story of how he/she got it. While a little more on the grotesque side than embarrassing moments,
scars really excite people and usually have great stories! You can create your own additional
alternatives, such as the most unusual thing you’ve ever done for pay, the most unusual place you’ve
ever slept, etc.
Dyad Introductions
Description: Break the group into pairs (preferably have the group pair up with someone they don't
know very well). Have the partners talk to each other for 5-l0 minutes. You may want to have the
partners answer specific questions about their past, who they are, what they like/dislike, etc. When 5-
10 minutes has elapsed have the pairs return to the circle. Have the individuals introduce their
partner and share a few pertinent facts from their talk so that the group will better understand that
person. For further discussion, supply the participants with a note card and pencil. Have individuals
write down three goals they would like to achieve at home, as well as one goal for the experiential
education course. This allows the group to discuss and become aware of the group's goals, as well as
individual goals.
Safety Considerations: Remind the group to only share material suitable for “public consumption”.
Debriefing: This activity debriefs itself. The facilitator should just sit back and listen. Discretely
keep the flow moving when appropriate.
Equipment: Paper, pen for each person to take notes with

A Nonverbal Introduction
Description: Divide the group into two-person teams. State that the purpose of this exercise is to
introduce oneself to his or her partner, but that this entire activity must be accomplished with no
words, i.e., completely nonverbally. They may use visuals, pictures, signs, gestures, signals, or
anything nonverbal. If necessary, you may offer certain hints, i.e., pointing to a wedding ring to
indicate marriage, an in-place running movement to indicate jogging, etc. After a 2-minute time
period allowed for each member of the dyad, have each group then take a few minutes to verbally
"check themselves out," i.e., allow them to verbally state what they were communicating
nonverbally. This activity should be conducted toward the beginning of the educational program.
Safety Consideration: There are no physical or emotional considerations for this activity.
Debriefing: How accurate were you in describing yourselves? (Have them rate themselves on a 1-5
scale.) How accurate were you in "reading" your partner's gestures? (Rate themselves again) What
were some of the better clues given by your partner? What barriers or problems seemed to be in our
way? (Lack of props, lack of experience with nonverbal communication) How might we eliminate or
reduce these barriers?
Equipment: None
Alternative Categories: Communication (nonverbal)

Human Scavenger Hunt (Human Bingo)
Description: This is a great activity to get people moving around the room, mingling with one
another. Give each group member a scavenger hunt sheet with a list of approximately 15
characteristics listed on it with blank lines out to the side to fill in with people’s names. The actual
number of characteristics on the sheet will vary, but it should be enough to ensure most everyone
meets and talks briefly, but there should not be more items than there are participants. Have
participants walk around the room for 10-15 minutes, introducing themselves to one another as they
go and trying to find people who possess/satisfy specific characteristics on the scavenger hunt sheet.
Each person can only satisfy one characteristic. Have the group come back together at the end to see
who filled the most lines.
Time: 15-20 minutes
Group Size: 15-75
Safety Considerations: Be careful to not include any characteristics which may be offensive or
trigger negative emotions.
Debriefing: What were some of the most interesting things you learned? What was the most difficult
one to find? Did you find yourself satisfying the same one for everyone who approached you?
Equipment: Scavenger hunt sheets or “Human Bingo” cards, pens for each participant
Alternative Categories: Communication, Diversity within the group
Additional Information: A fun alternative is to structure the game into a version of Human Bingo.
Pass out different “Human Bingo” cards with different combinations of characteristics in different
locations on them. Make the center square “FREE”. Have people try to find people to satisfy items in
order to have BINGO (any line across, down, or diagonally across the card). People will begin by
satisfying any of someone else’s items, but as people get closer and closer to winning, they may
change “their” characteristic to prevent the other person from winning.
Map Yourself
Description: This get acquainted activity works best with individuals from a variety of states or
countries who have recently relocated to a new town or state. Use masking tape to draw a rough
outline of the United States on the floor (this could also be done on a chalkboard with chalk). The
first participant then goes and stands where he/she was born and places (or draws) a star on the
location. Then he/she moves to a second important city or state in their lives (annual vacation site,
university, memorable trips, jobs, etc.), places a star on the location, and tells why that location is
significant. The participant moves on to a third and fourth location similar to the second, places a
star on each location, and tells why each is significant. Finally, the participant moves to his/her new
home, places a star on the location, and tells what he/she is looking forward to in the new location.
Proceed until each participant has shared their stories and hopes for the new location. The stars on
everyone’s different locations serve as a visual indicator of the diversity within the group and helps
unify the group, because they are all in the same location now.
Time: 20-40 minutes depending upon the group size
Debrief Topics: Although this activity is designed primarily as a low-risk, get-acquainted exercise,
Map Yourself may also be used to introduce the topic of cultural diversity. After participants have
shared their personal stories, engage the group in a conversation about the different cultural norms
that characterize each region of the country/world. How do we learn these cultural norms?
Equipment: Construction paper stars, markers, masking tape, scissors, chalk
Alternative Category: Cultural Awareness, Unity

Life Events
Description: This exercise uses the participants' drawings of themselves to help them become better
acquainted with one another. After instructing the group members to seat themselves at tables, the
trainer gives each participant a sheet of newsprint and three crayons or colored markers. Holding up a
sheet of newsprint, the trainer demonstrates how the participants are to fold the paper in half and then
in half again so that the paper is divided into four boxes. Next the participants fold their papers,
unfold them, and outline the fold marks in crayon or marker. The trainer then asks each participant to
write the following headings at the top of the boxes: Childhood (top left box), Teenage Years (top
right box), Adult Life (bottom left box), and Future (bottom right box). The group leader explains
that in each of the Childhood, Teenage Years, and Adult Life boxes, the participants are each to draw
a simple picture that outlines an event or action that was extremely important to that particular stage
of their life. In the Future box, they are each to draw a picture of an event or action that they hope
will change or add to their life. The group members then are given 15 minutes in which to complete
their drawings. When the allotted time has elapsed, the trainer asks the participants to share their life
events with one another.
Time: 30-60 minutes depending on the size of the group
Group Size: No more than 40 (large groups can be broken up for discussion)
Safety Considerations: There should be no physical or emotional considerations for this activity.
Stress that individuals do not have to share certain events if they choose. Disclosure is a personal
choice that they can make.
Debriefing: How did it feel remembering all of these things? Which of them had the most profound
impact on who you are today? Did you find it difficult to remember things from certain periods?
Equipment: For each participant, a large sheet of newsprint and three crayons or colored markers.
Additional Information: If the group contains fewer than 12 participants, the trainer may request
that the group members share their life events with the entire group. The trainer may use different
headings in the four boxes. For example: My Life Ten Years Ago, My Life Five Years Ago, My Life
Now, and My Life in the Future or Freshman Year of College, Sophomore Year, Junior Year, and
Senior Year, etc.
Lifelines
Description: This activity is a great way for participants to learn about one another while also doing
a little bit of introspection. Give each group member a sheet of paper and a pen or marker.
Demonstrate how they should draw a straight line across the page and then divide it into four (this
number is flexible) sections like a timeline. Label the first section Freshman Year, the second
Sophomore Year, and so on. Give participants 10-15 minutes to think of major events that happened
to them during college and to write those on the sheet. Anything written above the line on the page is
considered a positive experience (the higher above the line the event is, the more positive an
experience it was), anything below the line is considered a negative experience, and anything on the
line is considered a neutral experience. As participants write events on the page, have them place
them above and below the line proportionately. Once everyone has finished, have them draw a line
connecting the first event to the second, the second to the third, and so on across the page. The
resulting line between the high and low points over time resembles a lifeline or a heartbeat on an
EKG machine. Go around and have everyone share their lifeline and discuss some of the most
positive and most negative events on their line.
Time: Depends upon the group size
Group Size: No more than 30 (large groups can be divided for discussion)
Safety Considerations: There should be limited physical or emotional considerations for this
activity. Stress that individuals do not have to share certain events if they choose. Disclosure is a
personal choice that they can make.
Debriefing: How did it feel remembering all of these things? Which of them had the most profound
impact on who you are today? Did you find it difficult to remember things from certain periods?
Does seeing the highs and lows together help put things in perspective?
Equipment: One sheet of paper (newsprint preferably) and a pen or marker for each participant
Additional Information: The categories on the line can vary. For example, you could use the
exercise to learn about participants’ teenage years or their life since college graduation, etc.
Pie of Me
Description: This introspective exercise is designed to allow group members to identify and share
the various roles they fulfill and the things that are most important to them. Give each participant a
sheet of paper and a pen or marker. Have them each imagine their lives are a pie. Demonstrate how
they should then divide that pie up into proportional pieces depicting things that are very important to
them, roles that they hold dear, and things that may just take a lot of their time. Items may include
their job, being a husband or wife or son or daughter, their studies, their hobbies, their religion, their
friendships, etc. The pieces together should depict who they are and what makes them that way.
Allow approximately 10 minutes for everyone to draw their pie, and then go around and have
everyone show their pie and take people through the various pieces, explaining certain ones if need
be.
Time: 20-30 minutes depending on the group size
Group Size: No more than 40 (large groups can be broken up for discussion)
Safety Considerations: Some roles may be challenging to other group members, especially those
regarding sexual preference. Stress that individuals do not have to share certain events if they choose.
Disclosure is a personal choice that they can make. In addition, stress before the exercise begins that
the exercise is designed to celebrate the diversity and richness of the group.
Debriefing: What did you find most interesting about the exercise and learning about what’s
important to the other group members? Did you discover and similarities between some of you that
you weren’t aware of beforehand?
Equipment: One piece of paper and a pen or marker for each participant

Two Truths and a Lie
Description: This activity is designed to proivide participants with an opportunity to get acquainted
and learn names of team members. Provide each participant with a white piece of paper and marker.
Ask them to write down two true statements and one false statement about themselves. For example:
I am an only child. (True) I was born in Tennessee. (True) I have been skydiving eight times.
(Absolutely False). Once each individual has identified their three statements, have them take turns
introducing themselves and sharing their two truths and a lie with the group (do not tell the group
which one is false). The rest of the group is challenged with identifying which one of the statements
is false. When the group has correctly identified the false statement (with a lucky guess or by process
of elimination), have the participant elaborate on their introduction by incorporating the information
in his/her true and false statements. Hint to Particpants: the idea is to stump the group. Be creative!!!
Time: 20-40 minutes depending upon the group size
Group Size: Works best with groups of 5 to 30
Safety Considerations: There are no safety considerations with this exercise.
Equipment: One piece of paper and a pen or marker for each participant
Alternative Categories: Energizer

Concentric Circles
Description: This get to know you activity is designed to provide participants with an opportunity to
meet one another and learn something about several other members of the group through one-on-one
conversations. Divide the group in half and ask the group to form two circles--one circle surrounding
the other. Ask the inner and outer groups to face each other and explain that they will be discussing
questions concerning their family experiences with the person directly across from them. The
facilitator may choose to keep the groups with the same partner throughout the exercise or switch
partners between questions (e.g., ask the outer group to rotate three spaces in between questions).
Select the questions that would be most appropriate for your group ahead of time. Questions should
be low risk in nature and encourage participants to exchange information on such topics as hobbies,
leadership experiences, personal favorites (e.g., colors, food, movie), etc.
Time: 15-30 minutes
Group size: No more than 45
Safety Considerations: The level of risk experienced by participants in this activity is dependent
upon the nature of the questions selected by the facilitator. It is a good idea to incorporate this activity
after the group has already participated in a series of low risk get acquainted activities. It is also
recommended that facilitators begin the exercise with low risk questions and gradually introduce
topics of a more personal nature.
Equipment: None
Alternative Categories: Diversity Awareness, Cultural Identity, Teambuilder

Contrasting Statements
Description: This is a great exercise to gain insight into other group members. Think of several
contrasting groups (daisy-rose, Volkswagen-Cadillac, lion-mouse, hammer-nail, etc.) before the
exercise. After saying the first pair, have group members divide into two groups, joining the group
they feel they relate to better (i.e. a hammer instead of a nail). Have participants explain why they
chose one over the other. Proceed with additional pairings until the group grows restless.
Time: approximately 20 minutes (depends upon group’s energy)
Debriefing: None
Equipment: List of pairings for facilitator’s use
Additional Information: Develop a list of pairings that is low-risk at first, later building to more
appropriate pairings related to the group’s purpose (if there is one). For example, leader-follower,
thinker-doer, etc.
ENERGIZERS
Amoeba
Description: This is a group energizer activity designed to provide participants with an opportunity
to mingle, have fun, and form groups based on commonalities. Have the entire group stand up in a
circle and instruct them to hold up both hands with fingers spread. Ask them to wiggle their fingers,
and while they are wandering around the room, have them chant, “Mingle, Mingle, Mingle.” After a
few seconds, the facilitator yells “Stop” and then calls out two commands: a Number (i.e., 1-10) and
a Category (e.g., favorite car, favorite color, favorite season, number of siblings). Using both the
number and the category, everyone in the large group must subdivide by running around and trying to
find the correct number of people plus the correct category grouping. For example, if the facilitator
calls out the number “5” and the category “favorite food”, a participant must find four other
individuals who share his/her favorite food (e.g., pizza). Once a small group has formed, members
stand still and link arms. The result is lots of yelling, grabbing, and movement. At the end of Round
1, those unable to form a group are sent to AMOEBA HEAVEN. Those still in the game yell,
“You’re outta here!!” Those in AMOEBA HEAVEN respond by singing, “Welcome to AMOEBA
HEAVEN!!” This format of mingling and subdividing continues until only a few people are left.
Everyone may reassemble for a second game or simply applaud the efforts of everyone before closing
the game.
Time: 15-25 minutes
Group Size: Best with groups larger than 15
Safety Considerations: Running should be kept to a minimum for safety reasons.
Debriefing: None
Equipment: None
Additional Information: The trainer may ask the group members to form "even numbered" or "odd
numbered" groups. The group leader may even say, "Form groups that contain multiples of the
number 4" or "Form groups of 6 minus 2 members."
Blob Tag
Description: The object of this running game is for one “IT” pair of hand-in-hand runners to catch a
fleeing pair and become a catching quartet (hands joined to form a line) and then catch another pair to
become a sextet, etc. Only the two people at the end of the catching line are allowed to tag a fleeing
pair. If the line breaks at any point, a catch is disallowed. This catching sequence continues until only
one pair is left and, as undisputed champions of speed and chicanery, become exempt from further
chase and harassment. If a running pair breaks grip or runs out of bounds, they are automatically
caught. Restrict the playing area so that the game is active, but not so small that the catching line
becomes all encompassing.
Time: 10-15 minutes
Group Size: 10-30 people
Safety Considerations: To prevent injury, do not allow pairs to run through or under the catching
line. Other safety considerations are minor and uncommon - sprained ankles, spills to the ground,
etc.
Debriefing: What was the most effective method of catching other pairs? Did it get easier or mor
difficult as the line grew? Was it frustrating to be in the middle of the line and unable to tag the
fleeing pairs?
Equipment: None
Additional Information: You may also wish to allow the catching line to break apart after a
predetermined number of people join the line. For example, when 8 players are joined, they split in
half, forming two catching groups of 4. This halving at 8 continues until the game is over. After this
game has been played a few times, it becomes obvious to most that the greatest problem involved in
catching the fleeing pairs is not speed or strength but communication and group coordination. It's
worth talking about with the group.
Everybody's It
Description: Often called, "The World's Fastest Tag Game" and rightly so, because everyone is
literally “IT.” As in any tag game, if someone is “IT,” they chase someone else; so in this case,
everyone's chasing someone else. Here's a couple of rules to put this confusion in context.
The group spreads out within a bounded area (the boundaries have been previously set) and at the
“GO” signal, each person attempts to tag someone else. If a tag is received (before you tag the
tagger), you are eliminated. Sit down or put your hands on your head to indicate your "tagged" status.
If you were lucky or skillful enough to be the tagger, continue trying to eliminate other players. This
fast action continues until only one player remains. Then just as he/she begins to congratulate
him/herself on being champion, shout “GO” again, and the action begins afresh.
If the last few players are more cautious than confident, the game may drag as they try to avoid one
another. To initiate action, announce that anyone who takes a backward step is eliminated: aggression
is immediate.
Time: Depends upon group size, but typically 5-10 minutes per game
Safety Considerations: Inform your participants to “beware” of other runners. Other safety
considerations are minor and uncommon - sprained ankles, spills to the ground, etc.
Debriefing: None
Equipment: None

People to People
Description: Have the group find partners, then as a group form a large circle. The odd person stands
in the middle of the circle. That person will call off certain body parts that he/she wants the partners
to connect (nose to shoulder, knee to knee, hand to back, elbow to ear). Never call out to use facial
parts on facial parts. Depending on the maturity of the group, you may want to emphasize the use of
“appropriate” pairs of parts. After calling out 3-4 connections, the person in the middle shouts
"People to People!" and all the partners need to run across the circle to find a new partner, including
the person in the middle. The person left without a partner is the new caller in the middle.
Time: Depends upon group size and the comfort level of the group
Group Size: 15-50 people
Safety Considerations: Some groups may be uncomfortable with the physical space invasion of this
activity. That is part of the activity’s purpose however. The facilitator’s role is to allow the
challenge to take place and monitor the groups comfort level throughout the activity.
Debriefing: How did it feel to have your personal space invaded? Did anyone have a fear of what
the caller might call? Why? Did you feel more comfortable as a “caller” or “responder”? Why?
What is it that makes us comfortable sharing our personal space with certain persons and not with
others?
Equipment: None
Alternative Categories: Cooperation

Human Knot
Description: A classic exercise that never gets old!! For many people, Human Knot is one of the
first challenge and adventure activities they have ever seen. If you check the variations below, you'll
find some interesting alternatives to this classic activity. Have the group, standing in a circle at first,
move in very close together and reach into the middle of the circle with their right hand and grab
someone else’s hand. Now have the participants reach in with their left hands, and without letting go
with their right hands, grab someone else’s left hand with their own. Finally, have the group attempt
to unwind without breaking hands.
Group Size: Works best with less than 15 (larger groups can be broken up to race against one
another)
Safety Considerations: Human Knot is an activity where each participant is in a close proximity
with other participants. Sometimes you'll need a visit from the Knot Doctor to "operate" on a
particularly difficult knot. This visit is allowed to unjoin and rejoin two hands, and then the
unwinding process continues. You should also mention to participants as they begin to unwind their
knots, that they can rotate their hands relative to the other hands they are holding. This will avoid any
unnecessary stress to the hand, wrist, elbow and shoulder joints as the Human Knot unwinds.
Debriefing: Did you feel that the other members of the group respected your abilities during the
unwinding process? Was there a single leader helping the group, or a variety of leaders during the
process? Did the leadership change during the activity? Was there a moment when you thought the
whole thing was impossible? Were some participants able to unwind themselves very easily, while
others were more difficult? Does this situation seem similar to any in your life?
Equipment: None
Alternative Categories: Problem solving, Cooperation, Communication
Additional Information: If you use ropes or other devices to extend the reach of each participant,
several good things happen. First of all, the mobility of the group is greatly increased, giving each
participant more room to maneuver. Secondly, you can choose to use ropes, webbing or other objects
that are flexible and colorful. Now participants can offer advice based on the color of the rope that
need to move. This adds some additional assistance during the problem solving portion of this
activity.
If you happen to have more than 10 or 12 participants, it can be almost impossible to maneuver
within the group. Using short segments of rope can allow greater mobility for the group, and also for
more participants to join.
Line Up
Description: Here is a simple activity that can be accomplished with no additional equipment. The
challenge is to have the entire group line up according to a variety of criteria, using only limited
communication methods. For example, participants can line up by age, zip code, family size, or
clothing color using various challenges such as blindfolds, no speech, limited use of hands, etc.
Time: Depends upon group size and limitations placed on group
Safety Considerations: Line Up is a low risk activity, but it may be the first blindfolded experience
some participants have had. This can be a useful activity before more difficult blindfolded tasks are
experienced. Height usually requires some physical contact between participants. Alphabetic line-up
can be frustrating at first, but some inventive methods, such as writing in the dirt or a traditional or
invented sign language usually occur.
Debriefing: Discuss the techniques used to overcome the various challenges. Which challenge was
the most difficult? Which ability is the easiest to give up (speech, sight, hearing, mobility, etc)?
Equipment: None, although blindfolds can be useful.
Alternative Categories: Communication, Problem solving, Teambuilder
Additional Information: A beginning variation without blindfolds is to instruct participants to line

up according to birthday, from January 1st to December 31st, without talking. Verify the accuracy of
the group by having participants say their birthdays in order. Next, instruct participants to line up
alphabetically by the first initial of their middle name, without using their hands or arms, and without
talking. For a third version using blindfolds, instruct participants to line up by height from tallest to
shortest. Talking is optional in this version, and you may want to instruct participants where you want
the line to be, before they put on blindfolds. Another version of this third variation, is to have
participants line up by height while kneeling. The group can also do the exercise standing on a 4x4
or a pole without falling off and touching the ground.
Who Am I?
Description: This exercise asks the participants to identify the names of famous persons. The group
leader then tapes to the back of each participant a piece of paper with the name of a famous person
written on it. The group member is not to see what is taped on his or her back. The trainer then tells
the group members that each of them now has a new identity. Their task is to find out who they are.
The participants are to mill around the room and simultaneously to ask each other questions that can
be answered with "yes" or "no." For example: "Am I living?" "Am I a film star?" "Have I ever been
on the cover of a famous magazine?" "Have I ever or do I now work in the field of science?" If the
participant receives a "yes" answer, he or she can continue to ask that group member questions until a
"no" response is given. When the participant receives a "no" response, he or she must move to
another group member to ask another question. The trainer explains that when a group member has
established his or her new identity, he or she is to remove the tag, write his or her name across the top
of the paper, and then tape the tag to his or her chest. The participant may then mill around the room,
helping other group members discover their identities. The exercise concludes when all of the
participants have discovered who they are.
Debriefing: How did it feel not knowing who you were or what questions to ask? Did you become
frustrated at some point? How can frustration be dealt with and overcome to achieve success? How
can we use this experience to help us overcome the frustrations we may encounter in life/work/our
event/etc.?
Equipment: For each participant, a trainer-prepared sheet of paper with the name of a famous
person written on it; masking tape and pencils. A room that is large enough to permit the unrestricted
movement of the learners.
Alternative Categories: Icebreaker
Additional Information: Have participants introduce themselves to one another before asking a
question about their identity to turn the activity into a simple icebreaker.
Famous Pairs
Description: This activity provides participants with an opportunity to mingle at the beginning of a
meeting or program. Generate a list of famous pairs (see below). Create name cards for each pair
(e.g., one card for Bill and one card for Hillary). Randomly tape a name card on the back of each
participant, but don’t let the participant know who they are. (Make sure you have generated enough
pairs so that every member of the group has a name card.) The object of the game is for participants
to 1) determine the name taped to their back and 2) find the other half of their famous pair. Instruct
participants to mingle around the room and ask for help determining their identity. Participants may
ask only “yes” or “no” questions. For example, “Am I living?” “Am I a movie star?” If the member
receives a “yes” response, he or she can continue to ask that group member questions until they
receive a “no” response. At this point the player must move on to another group member to ask more
questions. When a group member has established his or her identity, the player removes the name
card from his/her back and tapes it to the front of his/her chest. The player continues to mill around
the room looking for the other half of their famous pair and helping other participants determine their
identities. The activity continues until all members have discovered their identity and their partner.
Group Size: Dependent upon the amount of time available and the number of famous pairs generated
by the facilitator(s).
Debriefing: How did it feel not knowing who you were or what questions to ask? Was it more
difficult finding out who you were or finding your partner? Did you become frustrated at some
point? How can frustration be dealt with and overcome to achieve success? How can we use this
experience to help us overcome the frustrations we may encounter in life/work/our event/etc.?
Equipment: Tape, index cards or slips of white paper, pen/marker
Alternative Categories: Icebreaker
Additional Information: Have participants introduce themselves to one another before asking a
question about their identity to turn the activity into an icebreaker.
Some Possible Famous Pairs:

Ren/Stimpy Thelma/Louise
Garfield/Odie Laverne/Shirley
Prince Charles/Princess Diana Romeo/Juliet
Batman/Robin Fred Astaire/Ginger Rogers
Sonny/Cher Mickey/Minnie
Peanutbutter/Jelly Jack/Jill
Ben/Jerry (think ice cream) Dr. Jeckyll/Mr. Hyde
Lone Ranger/Tonto Lucy/Ricky Ricardo
Circle the Circle
Description: Ask the group to form a hand-in-hand circle. Place one large hula hoop between two
people (resting on their grasped hands). See how quickly the participants in the circle can pass the
hoop around the circle (over the people) and back to the originating point. Use a fairly large hoop for
this activityóthey are sold in different diameters. After the first successful attempt, tell the group that
you are going to increase the difficulty by adding another hoop somewhere else in the circle. Now
the groups must pass the two hoops around the circle, in opposite directions, through one another, and
back to the original locations. More hoops can be added to increase difficulty more. (Note: When
adding hoops, be sure to use hoops of different diameters.) One option is to time the group to see
how quickly they can perform the task. When the first time mark is set, see if the group can improve
their time. If you have more than one group participating simultaneously, you may have the groups
race one another to see which group can accomplish the task under pressure the quickest.
Time: 15-25 minutes, depending on number of hula hoops used
Group Size: Unlimited (large groups can be broken up into smaller groups)
Safety Considerations: Minor considerations are associated with participants stretching and turning
to pass the hoops from one person to another.
Debriefing: It's interesting to see what the group's response is when you ask, "Who won?" after both
hoops have circled the circle. It takes some thought to realize that the entire group is working as a
team. No losers. No winners. You may also address the following issues: What verbal or non-verbal
communication strategies were used? What changes were made to accomplish the task more
efficiently? How did each individual contribute to the group’s success? How did it feel when you
were being timed? Did it increase your stress level at all?
Equipment: Hula-hoops (minimum of 2, more are acceptable)
Alternative Categories: Communication, Problem solving, Individual responsibility

One- and Two-Way Communication
Description: Prepare a diagram. Ask a volunteer to assist in this demonstration. Explain to the
audience that the volunteer is going to describe something to them and their task is to simply follow
instructions in sketching out the illustration. Provide the volunteer with the figure, and have the
volunteer turn his or her back to the audience so no eye contact is possible. The volunteer can use
only verbal communication, i.e., no gestures, hand signals, etc. Further, no questions are allowed on
the part of the audience. In brief, only one-way communication is allowed. When the exercise is
completed, project the correct figure on the overhead projector and ask participants to judge whether
their drawings are at all similar to it. If time permits, this activity can be immediately followed with
another volunteer using a comparable illustration but allowing for full and free two-way
communication.
Time: 10-15 minutes
Debriefing: How many of us got confused and just "quit" listening? Why? Why was the one-way
communication so difficult to follow? Even two-way communication cannot ensure complete
understanding. How can we make our communication efforts more effective?
Equipment: Diagram, Pens and Paper
Alternative Categories: Communication
Additional Information: One variation to engage the entire group may be to pair the group into
teams of two and have one attempt to communicate to the other the diagram as shown.
Patchwork Fiction
Description: This exercise asks the participants to put together a group story composed of sentences
that have been clipped from various newspapers and magazines. The trainer informs the participants
that they will be creating a story for the group to submit to a well known periodical for publication in
its next issue. The group leader then displays a box that is filled with sentences he or she has clipped
from newspapers and magazines. Each participant is to draw a sentence from the box. Next the
trainer instructs the group members to read their sentences out loud as they walk around the room.
The group members then are to work together to form a group story that makes some sense. They
have five minutes in which to perform this task. All of the group members' sentences must be used in
the story. When they have planned their story, the participants then line up, standing in the order in
which their sentences are to appear in the finished story. After the group members have lined up in
sequence, the participant with the first line in the story reads his or her sentence out loud, the person
with the next line reads his or her sentence, and so on until the entire story has been presented.
Time: approximately 15-20 minutes
Group Size: Works best with groups with 15-30 people
Debriefing: What was most challenging about this activity? Were there times when you wanted to
change your sentence slightly? How do restrictions and limits affect our effectiveness? How can
they be overcome or successfully dealt with?
Equipment: A box filled with sentences that the trainer has clipped from newspapers and
magazines. The trainer's selection of sentences should be as diverse as possible. For example: a piece
of dialogue from a cartoon, a sentence from an editorial, a slogan from an advertisement. There
should be enough clippings for every group member to have one.
Alternative Categories: Problem solving, Cooperation

Almost Infinite Circles
Description: This rope play is a time-honored party game that seems to offer no solution. The object
is for two intertwined people to separate from one another without (1) cutting the rope, (2) untying
the knots, or (3) removing the loops from their wrists. Answer as many non-solution questions as the
entwined pair ask and continually emphasize that there is a solution.
To begin this brainbuster, tie each end of the rope comfortably around the wrists (slip knots work
well as they tighten as the participants struggle). Uncomfortably tight ropes should be avoided. Once
the solution is discovered, it will soon become common knowledge. If participants need help (be
sure to let them struggle with the problem on their own, to a point, struggling can be a motivator for
success) you may offer a series of successively useful hints. Some hints are suggested below, though
you may come up with your own.
1. “Think out of the box.” Although this hint is not very revealing, this cliche’ can serve to alert the
group that a profound level of gymnastic skill is not necessary.
2. “Use all of your resources.” Ask the question, “How many circles do you have to work with?”
Most participants will recognize that there are two large circles (the connection of the hands, rope,
arms and body), however - there are actually six circles to with which to solve this problem (in
addition to the two obvious circles there are four circles around the wrists). Again, encourage them
to use all of their resources!
3. “You can solve this problem without moving your feet.” This hint should settle the last few
gymnasts down and get them focused on thinking through the problem.
The solution goes like this:

1. Take a bight in the center of your partner's rope.
2. Pass this bight back through either of your wrist loops (from the elbow side to the finger tip side)
so that the bight portion is closest to your fingers.
3. Pull the bight through with your other hand and open the loop formed by the bight to a size that
will accommodate your hand.
4. Pass the bight over your hand
5. Pull it down and through the wrist loop, and you’re free!
Time: However long it takes (usually 10-15 minutes)
Group Size: Unlimited as activity is performed in dyads
Safety Considerations: The main safety considerations are minor. Make sure the ropes are not so
tight that they hinder movement or circulation.
Debriefing: The discussion can focus around breaking problem solving paradigms, using all
available resources, how to deal with frustration and the limits frustration can place on our
perceptions of ability, or how it felt to be the first/last group to finish.
Equipment: For each participant you will need one rope 3’ - 8’ in length with hand-sized loops tied
in each end (i.e. two ropes per pair of participants).
Alternative Categories: Problem solving, Cooperation, Decision making, Communication
Additional Information: The activity can be performed in triads (or more) as well.
Everybody Up
Description: Using this initiative exercise is a useful way to introduce the concept of group
cooperation. Ask two people of approximately the same size to sit on the ground (gym floor) facing
one another so that the bottoms of their feet are opposed, knees are bent, and hands are tightly
grasped. From this sitting position, ask the duo to try and pull themselves into an upright standing
position. If the pair is successful (most are eventually), ask them to seek another partner and try
standing up with three people, then four, etc., until the entire group eventually makes an attempt.
Criteria for a successful attempt are: 1) Hands grasped so that an electrical current could pass through
the group, 2) Foot contact with the same electrical set-up, 3) All derrieres off the ground at the same
time.
Something that began as a simple cooperative stunt becomes an initiative problem that includes the
entire group. An expanding group will soon find that the seemingly logical circular configuration of
bodies cannot be continued beyond 8 or so. A change of thinking (initiative) must be employed to
come up with a solution that allows large numbers (50 people or more) to complete the problem.
Group Size: Works best with groups of less than 50 (larger groups can be broken up)
Debriefing: Discussion issues can include trust of another person, physical reliance on another
person, group goal setting, and changing strategy when necessary (particularly when trying to stand
with the large group).
Equipment: None
Alternative Categories: Cooperation, Communication, Trust, Problem solving
Additional Information: An alternate or additional way to present this problem is to ask the
participants to sit back-to-back and try to stand as a duo, a trio, etc. Do not allow interlocked arms
for safety reasons.
Stack ‘Em Up
Description: This game is literally, group bonding! Have the group form a circle with every member
sitting in a chair. As you ask each question, participants who can answer “yes” to that question must
move one, two, or three places to their left or right, depending on which number and direction you
assign (e.g., everyone wearing tennis shoes move two spaces to the left). The object is to get all of
the group sitting in a pile on each other’s laps.
Group Size: Works best with groups less than 50
Safety Considerations: Care should be taken as a large stack begins to form so group members are
not injured or squashed! Some members may not be comfortable with the high level of physical
contact.
Debriefing: Discuss difficulty in getting everyone to the same chair. Even as a large stack forms, the
next category may require several people to leave the stack. Discuss how different we all are.
Equipment: Chairs for all the group members
Additional Information: Sample characteristics include:

Member of your high school’s (student council)
Have (brown) hair
Have (blue) eyes
Did not make your bed this morning
Still watch Saturday morning cartoons
Have ever been on a blind date
Didn’t shave today
Participate in ROTC
Have ever lived in a residence hall
Don’t have on (socks)
Attended the same high school all four years
Do You Love Your Neighbor?
Description: Have the group form a circle with every member but one sitting in a chair. The person
without a chair is “IT” and stands in the middle. The person who is “IT” asks another group member,
“(Name), do you love your neighbor?” The group member may respond two ways. He/she may
respond “I don’t love my neighbors,” in which case the people on each side of him/her must switch
places. The person who is “IT” should try to beat one of them into their new seat. If “IT” succeeds,
then the person left without a chair is the new “IT.” If “IT” does not succeed, then he/she remains
“IT” for another question. The other option is for the person asked to respond “I love my neighbors
(Name) and (Name), but I don’t like people (with tennis shoes on),” in which case everyone who fits
the category named (except for the people on each side of him/her) must find a new seat. Again, “IT”
must beat someone to a seat in order to not be “IT” again. The person left without a seat is the new
“IT.” The game can continue until people grow tired of playing.
Time: Unlimited
Safety Considerations: People will inevitably run to a new chair, jump into it, and turn over.
Instruct players to not run or jump and to be careful when sitting in a new chair. Players will also
sometimes “fight” over a chair when they both get there at the same time
Debriefing: None
Equipment: Chairs for group members
Additional Information: Categories are endless. Try to limit them to non-threatening, non-private
characteristics.
Mrs. Mumble
Description: This game is just silly! Have the group sit in a circle (in chairs or on the floor).
Someone begins by asking the person next to them, “Is Mrs. Mumble home?” The other person
responds, “I don’t know, let me ask my neighbor.” He/she then turns to the person next to them and
asks, “Is Mrs. Mumble home?” The catch is that you must talk with your lips covering your teeth. If
you show your teeth (by laughing perhaps), you’re out of the circle. The game continues until you
crown a new Mrs. Mumble (the last person left).
Time: 10-20 minutes
Debriefing: None
Equipment: None

Killer
Description: Secretly designate a killer in the group (draw slips of paper, close eyes and tap someone
on the shoulder, etc.). Have the group sit in a circle. The object of the game is for the killer to
inconspicuously wink at other group members. When a group member realizes that they have been
winked at (killed), they must wait 5 seconds before flailing about in agonizing pain indicating their
death. As the game continues and someone believes they know who the killer is, he/she shouts, “I
accuse!” The accuser must be seconded by another player within 5 seconds or die themselves. If
there is a second, you say, “On the count of three, I want you both to point at who you think the killer
is.” If both players point at the same person and he/she is actually the killer, the game is over. If the
accusers point at two different people, or if they each point at the same person but that person is not
the killer, they each die a slow and painful death. The game continues until the killer is revealed or
until all the players have been killed – a feat worthy of applause!
Debriefing: None
Equipment: None
Additional Information: You may also choose to have the players mingle about in the playing area.
Players should walk around and shake hands with as many other players as possible. The object in
this set-up is for the killer to shake hands and tap the victim’s wrist with his/her extended index
finger. The rest of the game is the same.
Bang! You’re Dead!
Description: This game belongs to the I-know-there’s-a-clue-but-I-can’t-figure-it-out collection.
The object is for a group to figure out why whatever you’re saying is true or why their reply is wrong.
Do not let them know there is a specific clue you are looking for. You begin by saying, “Bang,
you’re dead!” and wait for a response from someone in the group and indicating whom they think
you shot. The guesses begin slowly and the frustration level grows immensely as you indicate
through “Yes” and “No” responses, apparently without reason, who has been shot. Then you begin
with another “Bang, you’re dead!” exclamation, pointing your gun finger and using a head fake. The
clue is that whoever makes the first verbal response to your “Bang, you’re dead!” is the next victim.
Too easy? Try the game and see how long it takes the group to figure it out!
Time: 10-20 minutes
Debriefing: None
Equipment: None
Alternative Categories: Problem Solving

Open/Closed
Description: This game belongs to the I-know-there’s-a-clue-but-I-can’t-figure-it-out collection.
Have the group sit in a circle. Pass an object (a carabiner is a good item) around the circle and have
group members try to guess if its open or closed. The secret is whether people’s legs are crossed or
uncrossed. Other clues can be substituted to make it easier or more difficult to guess. The answer
actually has nothing to do with the object, but don’t tell the group that!
Time: 10 minutes
Debriefing: None
Equipment: An object to pass around
Alternative Categories: Problem solving

Group Jump Rope
Description: Using a piece of retired climbing rope (a 75' section will do nicely) as a jump rope, ask
a group to see how many people can make two consecutive jumps together without anyone missing.
Starting positionórope on the floor or ground and everyone standing on one side of the rope. Turning
direction and standing position is up to the group. Twenty people is challenging, but certainly not
impossible. Considering that on a missed jump the rope ends up tangled around someone's ankle,
knee or worse, it's humorously obvious who missed. Change "turners" occasionally to combat arm
fatigue and to keep a consistent turn and arc. Ask the group if they can all get through the spinning
rope from one side to another: (1) going through one at a time; (2) making one jump while in the arc;
or (3) not missing a beat of the rope between people. Not a hard assignment for one person or two or
three, but it can prove to be a frustrating challenge for 20 or 30 people. Don't let frustration stop the
attempt; I've yet to see a group not succeed eventually in getting everyone through. Provide the
necessary time to allow many attempts.
Safety Considerations: Guard against participants being whapped with the rope (particularly above
the shoulders) and tripping on the rope. A simple warning to the group and the rope turners before
you begin will usually suffice. Emotional safety issues may come up as well, particularly when one
member is continually making errors. If the group (or a member of the group) begins making
inappropriate comments or placing blame, tactfully intervene and remind them that this is a group
activity - we all succeed or fail TOGETHER. Giving support will do more to get them toward their
goal than criticizing.
Debriefing: Any of the following questions may be used to guide the discussion. Though certainly
you will want to (and should) bring out some specific issues and questions from your group’s
experience. Who became the leaders in planning the group’s strategy? Were the leaders also the most
skilled in completing the activity? Why do you think that was or was not the case? What did it feel
like to be “caught” in the rope? How did people’s perceptions of themselves or of other group
members change?
Equipment: A long rope (50’ - 75’) to be used as a jump rope.
Alternative Categories: Cooperation, responsibility, communication, problem solving, planning.

Moonball
Description: Moonball is an excellent one-prop game that develops goal setting skills, cooperation,
and fast reactions. Scatter your group (any number, but use 2 or more balls as the group size
demands) on a basketball court or a field. Use a well inflated beach ball as the object of play. The
group's objective is to hit the ball aloft as many times as possible before the ball strikes the ground.
There are a number of ways to “frame” this activity but one of the most popular options is to allow
the group to set a goal (number of consecutive hits) and then try to meet that goal. The facilitator
may appropriately (and rarely) intervene to allow the group to adjust their goal if necessary (allow the
group to discuss this matter and come to a decision on their own. Allow a certain amount of
discussion time for them to reach a consensus). Another option is to allow the group to compete
against its last best effort - trying to improve each time. Not too complicated, eh? The tension and
expectation builds as each "goal" is approached. Moonball is popular with all ages because it's simple
to understand, requires little skill and involves (like it or not) everyone. Do not use a volleyball,
basketball, etc., for this game. A beach ball is a non-intimidating fun-related object of play and its
flight characteristics fit in well with the low-key emphasis.
Rules:
1. A player cannot hit the ball twice in succession.
2. Count one point for each hit.
Safety Considerations: Flailing arms and fingers. Stepping in divots and holes.
Debriefing: What you debrief depends heavily on how you choose to frame the activity. Some
appropriate topics might include: goal setting (how high is too high, how low is too low?),
compromise/consensus, and communication.
Equipment: Well inflated beach ball (or two, depending on group size).
Alternative Categories: Goal setting, compromise/consensus, communication.

Giants, Elves, & Wizards
Description: Divide the group in half. Establish an imaginary line in the middle of the room and
have the two teams line up facing one another (about two feet apart). Explain that we have entered a
magical land where giants, wizards, and elves are the main inhabitants. Giants are always seen using
a deep voice and saying "giants, giants, giants" while standing on their toes, reaching their hands in
the air (You should have everyone practice these characters in order to soften their “anti-humiliation
guards” - facilitator first!). Wizards always use a scratchy, mysterious voice and say "wizards,
wizards, wizards" as they bend halfway over, arms stretched out, with fingers wiggling (as if
lightning bolts were actually coming out of their finger tips). Elves squat down to the ground and
bounce up and down while holding their ear lobes; using a high pitched voice they say "elves, elves,
elves." (The facilitator can be as creative as they like in creating sounds and gestures for the
characters!).
The law of the land goes like this - Giants beat wizards, wizards beat elves, and elves beat giants
(this has shades of rock, paper, scissors). As a team, the participants must decide which character
they are going to portray. Allow about two minutes for each team to decide on which character they
would like to be, and then have the two teams face each other at the mid-field line and stand about
two feet apart. When the facilitator says "GO", the two teams portray their characters (with sounds
and all). Depending on the characters each team chose, one team will beat the other team according to
the law of the land.
The objective of the game is “for everyone to be on one team!” It is quite amusing to watch all of the
fussing and strategizing each team goes through trying to out wit the other team. Let each team keep
up this competition for a time and then quietly, inconspicuously remind them of the goal - “for
everyone to be on one team”. Remind them of this goal every so often until someone finally catches
on. When they do, they will have to convince the others of their “break through” - sometimes this is
no easy task!
Safety Considerations: Minor considerations are twisted ankles, and falls to the ground. Make sure
you have an open, flat playing area. Beware of holes and divots!
Debriefing: Any of the following topics may be a suitable discussion for debriefing.
What was challenging about this game?
Why did you assume you were competing?
Why is it so difficult to break the habit of competition?
How did the goal of this game affect how we play the game?
What happens when we are unclear about our goals?
How did everyone in this activity eventually accomplish the goal? What happened to facilitate that?
Are there any “cooperation-oriented goals” in everyday life for which competition is commonly used
to accomplish them?
Equipment: None (you may use masking tape to designate the line)
Alternative Categories: Cooperation, goal-setting, communication, ice-breaker.
Additional Information: This initiative can be difficult to facilitate because it flatly involves some
degree of misperception by the group as to the nature of the activity. As a facilitator you must ensure
that you do not appear to be “tricking” the group. The effort to compete must be generated within the
group. In addition, you must be prepared with a game plan for how you will handle an unusually
quick solution to the problem. How will you handle a group that just isn’t getting it? This initiative
generally does not work well unless it is used very near the beginning of a course.
You do not have to set this activity up as a competition/cooperation initiative. It works just fine as a
straightforward energizer or tag game!
With big groups, you can use three or four boundary lines placed in the shape of a triangle or square
to make the game more challenging and interesting.
Count to Ten
Description: This activity is one that can be done over and over. The challenge is for the group to
count to ten, one person at a time, in random order, without communicating with one another at all.
If two people say the same number at the same time, the group must start over. The group will
eventually learn to assign certain people certain numbers each time to eventually accomplish the task.
It may be helpful to have participants close their eyes to avoid any communication efforts.
Time: 5-10 minutes
Group Size: Works best with groups with less than 100 people
Debriefing: How did it feel not knowing whether to say a number or not? What strategies were used
to eventually accomplish the task? Was it more difficult to accomplish the task not being able to
communicate with one another? How does that principle apply to other situations?
Equipment: None
Alternative Categories: Communication (lack of)
Additional Information: The activity can be used with any number, depending on the size of the
group and the time available. For an additional challenge, do not allow the same people to say the
same numbers each time (Note: this restriction may make the task impossible).
Buzzing Out!
Description: Have the group sit in a circle. The group members are then asked to think of the
number 4, numbers that contain 4, and numbers that are multiples of 4. For example: 4, 8, 12, and 14.
The group then starts counting from zero. One, Two, Three, …However, when the counting reaches
a number that contains a 4, the player whose turn it is must replace the 4 with the word "buzz." For
example: The number 4 is "buzz," 14 is "buzz teen," and 24 is "twenty buzz." When the counting
reaches a number that contains a multiple of 4, the player whose turn it is must say "buzz" for that
multiple. For example: The number 8 becomes "buzz," as do the numbers 12 and 16. The counting
must proceed as quickly as possible. If a player does not insert "buzz" for a number containing 4 or
for a number that is a multiple of 4, or if a player inserts a "buzz" where it does not belong, he or she
must leave the circle. After an error has been made, the next participant starts the counting with the
next number. For example: If a player failed to say "thirty buzz" for 34, the next player starts the
game with 35. The game continues until only one player, the winner, remains.
Debriefing: None
Equipment: None
Additional Information: There are a couple of variations for this activity: 1) The trainer may ask
the group members to use some other number, such as 3 or 6; the number 2 is the most difficult.
Yada Yada Yada
Description: Yada, Yada, Yada, is not so much an activity in itself, but a way to challenge a group
that is already communicating exceptionally well. Use this variation during your favorite challenge
and adventure activity that requires some verbal communication and planning. For participants to
brainstorm, plan, and perform a challenge activity, only using the words Yada, Yada, Yada. Hand
gestures, body language and other creative methods of non-verbal communication can be used, but
the only spoken words can be Yada, Yada, Yada.
Storyline/Metaphor: During the early centuries, one civilization survived a variety of conquests
from various barbarians. While sometimes brutal, these conquests did bring a variety of cultural and
economic diversity to the region. After years of unrest, during which diverse civil groups offered a
multitude of suggestions for a unified national language, the high council decided to put an end to all
the verbal debate. They ruled that the official language of this civilization would consist of a single
word, the word Yada, which to them simply meant "everything." Since their civilization was very
expressive, their simplified language was augmented by flamboyant gestures, facial expressions,
body language and a vast variety of poetic movements. This civilization was entirely verbal in their
language, and so had no concerns about the small size of their dictionary, for in fact, they had no
dictionary. And their lives progressed for weeks, and years, and decades, and centuries.
Unfortunately, with the invention of movable type, printing, and eventually email, the single
word language did not really translate well into modern times, where printed language is often the
only form of communication between cultures. As such, this simple one word language has been lost
- that is, at least until video communication is available everywhere.
Time: Unlimited
Debriefing: Even with the limitations of this language, were you able to successfully plan and
execute the activity? What additions to the language were most useful in communicating with other
group members? Can you think of words in your own language that have a variety of meanings
depending on the context of the usage?
Equipment: None
Additional Information: While this activity appears whimsical and harmless, some groups can
become very frustrated by the limitations of a one word language, especially after hearing it a
hundred times and still having no idea what is being implied. This variation on an activity should
only be used with groups exhibiting strong communication skills. Use of this variation with a
communicationally challenged group may result more in frustration than in additional challenge.
Impulse
Description: The group forms a circle holding hands. Someone starts the impulse by squeezing the
hand of the person to their right or left. That person then passes the squeeze on, and so on until the
squeeze gets all the way around to the originator of the squeeze. Challenge the group to set a goal of
how quickly they can pass the squeeze all the way around the circle and then attempt it a few times to
reach the goal.
Time: 10 minutes
Safety Considerations: Some group members may not be comfortable holding the hands of the
people on either side of them.
Debriefing: Why did the group seem to concentrate more after setting a goal for time? How
important was it for the goal to be realistic? What strategies did the group implement to come
together to reach the goal?
Equipment: None
Alternative Categories: Goal setting
Additional Information: You can also place one person in the middle of the circle. That person’s
goal is to find and catch the squeeze as it goes around the circle. If and when they catch it, the person
caught passing the squeeze goes to the middle and game continues.
Ha!
Description: Another silly game! Have one person lay down on the floor on his/her back. The next
person lies down with their head on the first person’s stomach. The third person lies down with their
head on the second person’s stomach, and so on. The first person starts by exclaiming, “HA!” The
next person adds to it and exclaims, “HA! HA!” The third person adds to that and exclaims, “HA!
HA! HA!” and so on. The goal is for the group to see how many people can “HA!” without anyone
laughing. If someone starts laughing, the group must start over. Help the group set a goal for how
many people can go without messing up.
Time: Unlimited
Safety Considerations: Some people may not be comfortable with the physical contact involved in
the game.
Debriefing: None
Equipment: None

Hand to Chin Exercise
Description: As you demonstrate, ask the group to extend their right arms parallel to the floor. State,
"Now, make a circle with your thumb and forefinger." (As you speak, demonstrate the action.) Then
continue, "Now, very firmly bring your hand to your chin." (Note: As you say, "bring your hand to
your chin," bring your hand to your cheek, not to your chin.) Pause. (Most of the group will have
done what you have, i.e., brought their hands to their cheeks.) Look around, but say nothing. After 5-
10 seconds, a few in the group will realize their error and move their hands to their chins. After a few
more seconds, more people will join in the laughter, and your point can then be verbally reinforced--a
trainer's actions may speak louder than words.
Time: 5-10 minutes
Safety Considerations: There are no physical or emotional considerations for this activity.
Debriefing: Did you ever hear the saying, "Don't do as I do; do as I say"? Do we practice this as
trainers? We all know actions speak louder than words. How can we use this knowledge in our jobs
to help ensure better understanding? Communication is always a scapegoat for performance
problems. What other barriers to effective communication does this exercise suggest?
Equipment: None

Mind over Matter
Description: Ask the group to clasp their hands together with the two forefingers extended parallel
at a distance of 1-2". Tell them to study their forefingers and imagine there is a tight rubber band
around them. Now state in a deliberate tone and in a slow speed, "You can feel that rubber band
bringing your fingers closer...and closer...and closer...” The smiles and laughter of at least half your
audience will tell you they are getting the message, and their fingers are closing together. Experience
indicates that half to two-thirds of a group will respond accordingly.
Time: 5-10 minutes
Debriefing: What prompted your fingers to move? Have you observed other incidents where mental
suggestions have prompted action? For those whose fingers remained motionless, what were you
doing to counteract the "rubber band"?
Equipment: None
Alternative Categories: Perception

The Aardvark
Description: Pass out a sheet or card with the description shown below. Without identifying the
object, ask the group to read through this description abstracted from an encyclopedia and then to
sketch out or draw whatever kind of picture these printed words give them. (Previous uses produce
alligators, pigs, giraffes, elephants, etc. But about a fourth to a third of the group will see this as the
aardvark or a close neighbor, the anteater.) After you have announced the correct answer as the
aardvark, ask the group to reread the description to see how neatly the words are now reinforced with
the mental picture in one's mind.
Time: 5-10 minutes
Debriefing: We know visuals can enhance the learning effort. Why aren't they used more often?
What are some problems inherent in written communication? Can you recall other incidents where
the written word has been the cause of misinterpretation or misunderstandings?
Equipment: Cards or paper with the description written on it.
Alternative Categories: Perception, Communication
AARDVARK DESCRIPTION
"The body is stout, with arched back; the limbs are short and stout, armed with strong, blunt claws;
the ears long; the tail thick at the base and tapering gradually The elongated head is set on a short
thick neck, and at the extremity of the snout is a disc in which the nostrils open. The mouth is small
and tubular, furnished with a long extensil tongue. A large individual measured 6 ft., 8 in. In color it
is pale sandy or yellow, the hair being scanty and allowing the skin to show."
Reading Exercise
Description: Prepare a card or sheet of paper with the phrases shown on the following page. Hand
the sheets out face down and tell the group, "On your sheet (or card), you'll note there are three
triangles, each with a brief statement. When I ask you to, turn the sheet over quickly, memorize the
three phrases in these triangles, turn your paper back over, and then write, in reverse order, what you
have read. OK, proceed." PAUSE for a moment or two and glance at their papers. Continue, "OK,
let's check our work...what's the first thing you have written (Note: Most will respond, "Spring the in
Paris.").” Even though some will correctly respond with the two articles, i.e., Spring the the in Paris,
overlook or ignore them! Ask, "What's the second thing you've written?" Proceed through all three
items until the group discovers its error.
Time: 5-10 minutes
Debriefing: How could you have interpreted my instructions? (Note: there are several different
ways.) a. Spring the in Paris; Hand the in Bird; Lifetime a in Once. b. Lifetime a in Once; Hand the
in Bird, Spring the in Paris. c. "In reverse order, what you have read." Why didn't you read the
statements correctly? (Familiarity, plus time pressure) Can you see why orders and trainer's
instructions to trainees can be misinterpreted?
Equipment: Sheet or card as shown
Alternative Categories: Communication, Perception

Golf Ball in the Bag
Description: Relate the following incident to the participants: It was the 16th hole in the annual
Bob Hope Desert Classic, and the tall, handsome newcomer had an excellent chance of winning. His
iron shot fell just short of the green, giving him a good chance for a birdie. Smiling broadly, he strode
down the fairway only to stop in dismay. His ball had rolled into a small paper bag carelessly tossed
on the ground by someone in the gallery. If he removed the ball from the bag, it would cost him a
penalty stroke. If he tried to hit the ball and the bag, he would lose control over the shot. What should
he do?
Time: 5-10 minutes
Group Size: Unlimited (probably less than 50)
Debriefing: What are the ways in which we would try to solve the problem? What is the common
element in our approaches? (Ask them to state the problem. It will probably be to "get the ball out of
the bag.") What is an alternative way to state the problem (get the bag away from the ball)? Disclose
the answer (set fire to the bag). What are some areas in which such a principle (reversing the typical
approach) could help us solve problems?
Equipment: None, although a golf ball, paper sack, and matches would add realism to the
illustration.

The "lX" Exercise
Description: Draw the symbol "IX" on a chalkboard or flipchart (or use the figure found below).
Ask the group members to make a 6 (six) out of the symbol with the use of only one line. Most
people will assume the answer would be more difficult and are surprised to see such a simple
solution. Further, most in the audience will assume the answer would have to do with the Roman
numeral IX (9) and therefore will find it difficult to see another kind of solution. The correct answer
is SIX.
Time: 5-10 minutes
Debriefing: How many interpreted the IX to be the Roman numeral for "9"? What is the impact of
our assumption about the nature of a problem? What lessons for problem-solving and creativity can
we draw from this exercise?
Equipment: Chalkboard, flipchart, or handout using the figure on the following page.
IX IX
The Nine Dots
Description: Display to the group the following configuration of nine dots. Ask them to reproduce
the dots on a sheet of their own paper. Assign them the task of connecting all nine dots by drawing
four straight continuous lines (without lifting their pencils or retracing a line). Allow them a few
minutes to make several attempts. Ask how many solved the task successfully. Then either ask a
volunteer to step forward and display the correct solution, or else show them the key (see below) on
an overhead transparency projector. Objective: To suggest to trainees that their pre-existing mental
set might constrain their capacity to learn new ideas. Key: To force one's mind to expand beyond the
self-imposed "box" created by the nine dots.
Time: 10 minutes
Debriefing: What is the impact in our minds of the configuration of the nine dots? (We mentally
create a square and try to circumscribe it with the four lines, leaving the center dot untouched.) What
is the key to solving the puzzle? (Get out of the boxes that we, or others, create for ourselves.) What
implications does this exercise have for our activities and for our jobs?
Equipment: A means of displaying the nine dots and the solution.
Alternative Categories: Problem solving, Perception
Additional Information: 1. The task can also be solved with three straight continuous lines. The
first starts at the top of the upper left dot, extends through the center of the upper middle dot, on
through the bottom of the upper right dot, and out beyond that dot. The second line returns through
the second set of three dots, descending gradually from right to left. The last line returns through the
bottom three dots. 2. Another approach is to fold the paper so the three lines of dots align closely.
Then a single wide pencil line will touch all nine dots simultaneously. 3. A third approach is to take
a paint brush and, with a single sweep, connect all nine dots simultaneously.
The Sixteen Dots
Description: Display to the group the following configuration of sixteen dots. Ask them to
reproduce the dots on a sheet of their own paper. Assign them the task of connecting all sixteen dots
by drawing six straight continuous lines (without lifting their pencils or retracing a line). Allow them
a few minutes to make several attempts. Ask how many solved the task successfully. Then either ask
a volunteer to step forward and display the correct solution, or else show them the key (see below) on
the overhead transparency projector. Objective: To allow trainees the chance to apply the principle
learned in "The Nine Dots" exercise. Key: To force one's mind to expand beyond the self-imposed
"box" created by the sixteen dots.
Time: 10 minutes
Debriefing: What is the impact in our minds of the configuration of the nine dots? (We mentally
create a square and try to circumscribe it with the four lines, leaving the center dot untouched.) What
is the key to solving the puzzle? (Get out of the boxes that we, or others, create for ourselves.) Did
the principle learned in “The Nine Dots” exercise help solve this one? What implications does this
exercise have for our activities and for our jobs?
Equipment: A means of displaying the sixteen dots, and the solution.
Alternative Categories: Problem Solving
Additional Information: The task can be solved with four straight lines, or as few as one (see nine-
dot alternative solutions).
Hidden Squares
Description: Participants are provided with a visual drawing of a large square, divided as shown
below. They are then directed to quickly count the total number of squares seen. Key: The correct
answer is 30, developed as follows: 1 whole square, 16 individual squares, 9 squares of 4 units each,
and 4 squares of 9 units each. Ask for volunteers to tell how many they came up with.
Time: 10 minutes
Debriefing: What factors prevent us from easily obtaining the correct answer? (We stop at the first
answer, we work too fast) How is this task like other problems we often face? (Many parts comprise
the whole) What can we learn from this illustration that can be applied to other problems?
Equipment: A flipchart, transparency, or handout with the figure found below

Hidden Triangles
Description: Participants are provided with a visual drawing of a large triangle, divided as shown.
They are then directed to quickly count the total number of triangles seen. Key: The correct
answer is 27, developed as follows: 1 whole triangle, 16 individual triangles, 7 triangles of 4 units
each, and 3 trianlges of 9 units each. Ask for volunteers to tell how many they came up with.
Time: 10 minutes
Debriefing: What factors prevent us from easily obtaining the correct answer? (We stop at the first
answer, we work too fast) How is this task like other problems we often face? (Many parts comprise
the whole) What can we learn from this illustration that can be applied to other problems?
Equipment: A flipchart, transparency, or handout with the figure found below

Hidden Birds
Description: The group leader then explains that the participants will be playing a game that
requires sharp eyes. Buried in each of the sentences is the name of a bird. The letters of the birds'
names appear in order in the sentences. However, bird names can be composed of letters in more
than one word. For example: We have high enrollment (hen). The participants are then given five
minutes in which to find all of the hidden birds that they can. When the allotted time has elapsed, the
participant who has discovered the most birds in the least amount of time is declared the winner.
Time: 10 minutes
Debriefing: None
Equipment: For each participant, a pencil and a copy of the Hidden Birds List (see below)
Additional Information:
Variation 1) The trainer may create sentences that contain hidden flowers, trees, or animals.
Variation 2) The group leader may ask each participant to create hidden-word sentences to share
with the rest of the group.
HIDDEN BIRDS LIST

1. Carol's microwave oven has four settings.
2. Now, let me help you with your coat.
3. She can recognize a gleam in his eye.
4. That particular kind of dessert is superb.
5. Did you see that the pigs wallowed in the mud out back?
6. Marilyn, the movie star, lingered on the stage.
7. No, I just saw her on the bus.
8. The February thaw killed the crop.
9. I he throb in my arm is caused by a cramp.
10. The kids want to leave early.
ANSWERS
1. Crow 6. Starling
2. Owl 7. Heron
3. Eagle 8. Hawk
4. Lark 9. Robin
5. Swallow 10. Swan
How Observant Are We?
Description: Ask someone in the group if you may borrow their watch for a moment. (Caution:
Make certain it is a non-digital watch) Tell that person (after the watch's receipt) that you would like
to test his or her powers of observation, and ask the entire group to silently "play along" with the
individual whose watch you are using. Tell the individual to assume that the watch was lost and you
found it. But, before you return it, you want to make certain the watch can be identified as being
theirs. Some sample questions include, "What's the brand name?" "What color is the face?"
"Anything else printed on the face?" "Roman or Arabic numerals?" "All 12?" "Does the watch have
the date and/or day on it?" "Second hand?", etc. If the group is silently responding as the volunteer
attempts to vocally answer the questions, the point is more easily made (i.e., most people cannot
totally and accurately describe their own timepiece even if they look at it dozens of times a day).
Time: 5 minutes
Debriefing: Besides me, who else flunked this test? Why? Why aren't we more observant? (time
pressure, lack of concern, taking things for granted, etc.) Have you seen incidents where people have
overlooked commonplace things and problems may have resulted?
Equipment: A non-digital watch and a willing volunteer

Count the F's
Description: Pass out face-down copies of a page with the sentence below on it to the group
members. When everyone is ready, ask them to turn the paper over and simply count how many
times the letter "F" appears on their sheet. Allow only a minute, and then ask, "How many of you
have the sheet with the 3 F's?" (Roughly half the group can be expected to so indicate.) "Who has 4
F's on their sheet?...How about 5?...Does anyone have 6?" (About 50% of the group will see only 3
F's, and approximately 10% will see all 6 F's. The rest see either 4 or 5 on the sheet.)
Time: 5 minutes
Debriefing: Why couldn't all of us initially see all 6 F's? (The F in the word "of" sounds like a "V".)
Have you observed situations where only the important things get attention? Who decides what's
important? How can we persuade people to pay more attention to detail? Is it always important?
Equipment: Card or sheet of paper with phrase repeated, scissors
Additional Information: Ask those with 4, 5, or 6 F's on their sheets to raise their hands and let
those with 3 F's exchange papers so they too can "see" all 6 F's . Most will still have a difficult time
identifying all 6 of the F's.
COUNT THE F'S COUNT THE F'S
FEATURE FILMS ARE THE FEATURE FILMS ARE THE

RESULT OF YEARS OF SCIENTIFIC RESULT OF YEARS OF SCIENTIFIC
STUDY COMBINED WITH THE STUDY COMBINED WITH THE
EXPERIENCE OF YEARS. EXPERIENCE OF YEARS.
The Misplaced Dot
Description: Display the triangle found below to the participants via handout or visual aid. Ask
them to assess whether the dot is: a) closer to the top than the base of the triangle, b) closer to the
base than the top of the triangle, or c) midway between the top and the base (the correct answer)
Key: To avoid being visually influenced by the converging lines at the apex of the triangle. Have
group members raise their hands to indicate their perception.
Time: 5 minutes
Debriefing: Why were you relatively accurate (inaccurate) in this task? What are some illustrations
of real-life constraints that affect your perception of events? How can we overcome (prevent) such
forces?
Equipment: Handout or transparency with the figure found below
Additional Information: Provide a blank triangle; direct the participants to place a dot midway
between the top and bottom. Then either display a correctly placed dot and measure the participants'
accuracy by the overlay of a triangle with a vertical scale marked in deviations of 10% from the
correct dot, or ask the participants to physically measure (with a ruler) the actual distance from the
dot to the top and bottom.
TEAMBUILDERS
Positive Feedback
Description: This team building activity is designed to provide group members with an opportunity
to exchange positive feedback. This is a great motivation builder as well and is most appropriate for
established groups.
Time: 20 minutes or longer (depending upon group size)
Procedure: Tape a blank piece of paper on the back of each participant. Have group members
mingle around the room and write a positive comment on the back of each team member. Individuals
do not have to sign their names. After participants have had a chance to exchange compliments,
provide the group members with time to read their comment sheets privately.
Safety Considerations: This is a low-risk activity. In order to avoid hurt feelings, it is important that
each group member share a positive comment with all other members of the team.
Debriefing: Point out that all too frequently we provide both positive and negative feedback behind
a person’s back. It is important to share your feelings directly with the recipient. Make sure you are
not taking your team members for granted.
Equipment: Paper, markers/crayons, tape

Balloon Towers
Description: This activity is designed to provide participants with a hands-on exercise in group
dynamics and creative action planning. To set up, push any furniture to the edges of the room to
create a large open. Divide participants into equal teams of no more than 6 or 7 members. Each
group is given a bag of 7”-9” balloons and one roll of Scotch tape. Instruct each team that their goal
will be to build the tallest, free-standing, self-supporting balloon structure possible in ten minutes.
Give the groups ten minutes to devise a plan as to how they will build their towers. After the ten
minutes are over, there should be no talking. Place one or two rolls of spare tape in the middle of the
room, and tell the groups to use some of the spare tape if they need it (usually, one group will come
and take a whole roll for themselves to prevent other groups from succeeding). After time has
expired, have groups step away from their towers to make sure they are free-standing and to see
which tower is the tallest.
Time: 30-45 minutes
Group size: Dependent on available space. Must have room for teams of 6-7 members to work on
the floor without interfering with the work of other teams.
Safety Considerations: Be sure to buy quality balloons that are easily inflated. It may be necessary
to keep an eye on the techniques the groups are using in building their towers. Participants should be
discouraged from getting on one another’s shoulders, for example.
Debriefing: What was your group’s plan? Did you stick to it? What lessons did you re-learn or
learn about teams? What lessons did you learn about action planning? What distinct roles were
present in your team? Describe your team’s building process? What were your team’s strengths?
What were some team limitations? How did groups react to the spare tape in the middle of the room?
How can this type of competition help us succeed and also impede our success at times? How can
that be avoided?
Equipment: One roll of Scotch tape and 1 bag of 7”-9” balloons for each team, 1 or 2 extra rolls of
Scotch tape
Alternative Categories: Communication, Problem solving
Additional Information: For an additional challenge, you can choose to have 2-3 members of each
group be the ones that actually assemble to balloon tower after all the balloons have been inflated.
Blindfold these 2-3 members and have the rest of the group tell them what to do and where to put the
balloons, etc.
Living Ladder
Description: Living Ladder is an excellent technique for showing how a group can support a single
person in their efforts without overburdening any single member of the group. It also shows that the
most important component of a successful project is the people involved. The Challenge is for one
member of the group to climb along the horizontal ladder which is being supported by the rest of the
group.
Storyline/Metaphor: Your exploration team has fallen into a giant pit. Try as you might you are not
able to find a way out. There are however, a series of tree roots leading towards the top of the pit.
Your group must choose their best climber and help them reach the top safely.
Safety Considerations: The technique for holding the hardwood dowels is important. Participants
should hold the dowel firmly in one hand, and use the other hand to support this hand. Allow the
shoulders and elbows drop, so that the dowel is comfortably held with arms in an extended and
relaxed position. Feet should be shoulder width apart, and participants should be standing vertically
or leaning slightly backward. The next two partners should stand as close as possible to these first
two partners. Partners should not attempt to move at any time when a climber is present. Once the
climber has past the last partners in line, they may carry the dowel rod to the front of the line and
again form another rung of the living ladder. Participants should not feel obligated to climb the
ladder.
Debriefing: Did you feel supported by the other members of the group? What was the most difficult
task during the climb? As a partner holding the dowel, did you work well with your partner? Do you
feel that they held up their end of the work? Do you think you could probably support an even
heavier person?
Equipment: Six to eight hardwood dowels, 11/2 to 2 inches (38 to 51 mm) in diameter and 36
inches (about 1 meter) long. Oak or ash hardwood dowels are recommended. These materials are
typically used for traditional wooden ladder rungs. Other equipment, such as broom handles, smaller
dowels or even 2 inch (51 mm) PVC tubing is not recommended.
Alternative Categories: Teamwork, Resource management
Additional Information: The technique for climbing is very much a matter of individual taste and
preference. One simple technique is to crawl on hands and knees over the ladder rungs. For some
participants, this may be a little difficult. Another technique involves using the hands to pull the
lower body over the ladder rungs. A different technique is to sit on the first set of rungs, and then pull
yourself backwards over the remaining rungs in a seated position. Encourage the climber to distribute
their own weight over several dowels at a time.
For their first exposure to this activity, it is best to allow a single participant to "climb" the
ladder. As this person climbs past the last ladder rung, the two persons holding this rung can move to
the front of the ladder, creating an infinitely long ladder. This version also allows the group to select
the best candidate for climbing, based on body weight, strength and personal choice.
Magic Carpet
Description: The Challenge is for the group to turn the Magic Carpet over, without touching the
ground surrounding the Magic Carpet. Magic Carpet requires a minimal amount of equipment and
provides a challenging initiative to solve. Several of the variations presented make this activity
adaptable to many audiences.
Safety Considerations: In order to limit the risk in this activity, request that all participants must
maintain contact with the Magic Carpet at all times. This eliminates the option of carrying
participants on shoulders and other balance related concerns. Minimize risk by requiring all
participants to be in contact with the carpet at all times. There will also be proximity considerations
with this activity.
Storyline/Metaphor: Your group is on a Magic Carpet ride, high above the fields of the surrounding
countryside. You suddenly realize that you are going the wrong direction, because the carpet you are
riding on is in fact, upside-down! Since you are no longer touching the ground, you must turn the
carpet over, without stepping off the carpet.
Debriefing: An interesting question to ask participants during this initiative is what their role is with
regard to the solution. Were they active or passive in their contribution to the final solution? Who did
the most work?
One therapeutic technique for Magic Carpet, known as Turning Over a New Leaf, uses this
metaphor for audiences with dependencies. The struggle to overcome adversity and turn over a new
leaf can be assisted by other group members, and occasionally some outside supportóall of which can
be processed during the activity.
Equipment: The Magic Carpet consists of a single piece of tarp or plastic cloth. Other options
include a plastic shower curtain, plastic tablecloth, or blanket. For groups of 8-12 participants, the
Magic Carpet should be approximately 4 feet by 5 feet (1.2 meters by 1.5 meters).
Alternative Categories: Problem solving,
Additional Information: One variation which greatly increases the difficulty, and time required to
accomplish the activity, is to only allow participants to touch the Magic Carpet with their feet. For
large groups, provide three Magic Carpet sizes, and place these near each other before participants
climb on board. Consider using a series of decreasing size Magic Carpets to increase the difficulty
level. Another variation involves using different shapes for the Magic Carpet. In general, rectangles
are easier to flip than squares. Triangles are easier to flip than circles. Perhaps alphabet shaped Magic
Carpets could be used.
Typical solutions for this activity involve crowding a majority of the group towards one edge
or corner and having a few group members attempt to twist or fold the Magic Carpet over. For a
rectangle, twisting a corner of the Magic Carpet, somewhat like a bow-tie, provides the greatest
amount of area of movement.
Trollies
Description: The object of this initiative problem is to move your entire group (usually 10-12) from
a safe area over a designated poisoned-peanut butter plot to the other safe side using only the
provided props (two trollies - they must not step off of the trollies). Have the group gather in one of
the safe areas and explain the objective to them. Each participant places their right foot on the trolley
on the right and their left foot on the other trolley. The group must now all move together to achieve
the objective. A grassy area works best for safety and aesthetics, but a gym floor or parking lot are
also usable. If anyone touches the taboo area while trying to cross over, assign a time penalty of 15
seconds per touch. Such a minor penalty keeps the participants honest, but also allows continued
movement and momentum. Returning to the starting line because of each flub might result in an
overnight camping situation.
Safety Considerations: Participants on the trolleys may easily fall over, resulting in a fall or a
twisted ankle. Use caution and encourage them to support one another if someone does begin to fall.
Debriefing: Was it easy to get the entire group to move in synch with one another? What were some
of your frustrations? Would one participant not moving with the group have hindered or slowed the
group’s progress? How does this principle apply to organizations?
Equipment: Two 4x4 trolleys (they may have rope handles in them), approximately 8 feet long
Alternative Categories: Teambuilding, Communication

Plenty of Room at the Top
Description: The Challenge is for the group to place as many nails as possible on the head of a
single nail that has been hammered into a piece of wood. Sometimes the most difficult problems can
have the simplest and most elegant solutions. Try to encourage each member of the group to become
involved with both the creative problem solving of this problem, and the handling of the nails.
Sometimes a solution becomes evident just by manipulating the elements of the puzzle.
Storyline/Metaphor: Two urban radio enthusiasts decide to put a new antenna on the roof of their
urban apartment building. Even though there really isn't much room up there, they figure out a way to
balance all the various components to the antenna on top of a single pole. Can your group do the
same?
Safety Considerations: There are no physical or emotional risks involved.
Debriefing: Did you think that this challenge was impossible? What is the difference between an
impossibility and a possibility? What methods helped you find your solution? Were you surprised
with the solution you created? When you see solutions involving rings and balancing acts, do you
consider these a) cheating, b) creative cheating or c) just another version of a correct answer?
Equipment: 20 large nails and a piece of wood. You'll probably want the equipment for this
activity to be portable, so we suggest drilling a hole that is the same diameter as the shaft of the nails
you have chosen into the block of wood. Do not drill completely through the block. Now gently slide
one nail into this hole, and you are ready to begin.
Alternative Categories: Creativity, Problem solving, Planning
Additional Information: Varying the size and quantity of nails does little to change the basic
solution to this unique problem, but having several sizes of nails present at the same time can
certainly add a degree of confusion. Consider using knitting needles rather than nails. Also, rather
than completing this activity with the entire group at once, consider allowing groups of two or three
participants to work together at a time, and then each presenting their technique to the entire group
for evaluation. If you really want to boggle the minds of your group, give them about 70 decking
nails (the really long variety), and challenge them to place all of these on the head of the single nail.
In addition to the classic roof truss solution to this problem, rings can be formed from the nails to
create a chain that can be hung off the solitary straight nail. Technically speaking, this solution
works. It doesn't involve any external adhesives. A single ring can also be used to bundle the
remaining straight nails. Finally, even without attempting this solution on the day of the equinox, one
group was able to balance two large nails on the head of another, and then pile most of the remaining
nails upon these two. Well done.
So if you are thinking that there is only one solution to this problem, think again. And we
haven't even considered some really fun ideas like magnetizing the nails, or melting them down, or
splitting the head of the single nail to form a cradle. What else can you do?
A Balanced Life (Teeter Totter)
Description: The challenge is for the entire group to mount the balance, one at a time, without
tipping the balance, or causing the planks to ever touch the ground. The second part of this challenge
is for participants to dismount the balance, again without tipping the planks, or causing the planks to
touch the ground. This activity should be conducted on a smooth, horizontal surface. This equipment
can support the weight of 10 average sized adults.
Storyline/Metaphor: Well, it rained, and rained, and rained, and now your office is flooding.
You've managed to get the computers and other essential office equipment to higher ground, but now
your brand new shoes are getting soaked. Phil, the Vice-President in charge of risk management,
brings in a long plank and a single block to set the plank on (the other block was let go during a
recent down-sizing event that most of the group would rather not discuss right now). Can your group
find a way to stay dry by keeping the plank from tipping on the block?
Safety Considerations: There is a minimal requirement of physical activity, but one must consider
the threat of someone loosing balance on such an imbalanced teeter-totter. It is possible for the ends
of the planks to touch the ground, forming a pinch point. Be cautious when spotting in this region not
to place your foot below the planks at any time. This activity is likely to involve some physical
contact between participants.
Debriefing: Was the group able to create a plan and then carry this plan out for the entire activity,
or were modifications made to the plan along the way? Was there a definite order in which the
participants boarded the planks? Was the loading or unloading of the planks more stable? Was the
balance easier to achieve with many participants on the planks, or only a few?
Equipment: You'll need two rough cut oak planks that are 2 inches (51mm) thick, 12 inches (305
mm) wide and 10 to 12 feet (3.0 to 3.7 meters) long, joined together at the ends with carriage bolts.
You will also need a fulcrum constructed of a hardwood block, 12 inches (305 mm) square and 8
inches (203 mm) tall. The equipment for A Balanced Life looks roughly like a children's playground
teetertotter, except that a block of wood has replaced the pivot at the center. The balance on this
board is only stable if exactly equal weights are placed on both sides of the central block.
Alternative Categories: Balance, Problem-Solving
Additional Information: One variation that greatly increases the anxiety of the group is to place an
egg beneath each end of the plank. Any downward movement would be likely to crush the egg. If
however one egg is broken, the group may decide to leave that end down, and complete the activity
with the board tilted, to protect the remaining egg.
A Collection of Knots
Description:
Challenge I: Participants are asked to pick up a long rope and without letting go of the rope,
to tie a knot between each of the group members.
Challenge II: After tying a series of different styles of knots in a long length of rope,
participants are asked to pick up the rope, and then to untie each of the various knots without letting
go of the rope.
Safety Considerations: Make sure that participants do not attempt to tighten a knot that still has a
person inside of it!
Debriefing: Was this activity easier or more difficult than you imagined? What was the most
challenging about this activity? Even though the entire group was connected to the challenge, how
many participants were actually involved with any particular knot?
Equipment: A single length of rope, 3/8 inch (9mm) in diameter or greater, at least 30 feet (9
meters) long for a group of 6-12 participants. If you happen to have twenty or more participants, try
making multiple ropes rather than placing more than twenty people on a single rope. The energy level
of the group will be higher for two smaller groups than for one large group.
Additional Information: Allowing participants to use one hand for working the rope while the other
hand stays in one position on the rope is usually helpful for both challenges. If you happen to use the
phrase, "your right hand must stay in whatever location it touches the rope," creates an opportunity
for some folks that immediately realize that never touching the rope with their right hand allows them
complete freedom during the activity. This is obviously a case of creative cheating at its best.
Hot Stuff (Nuclear Waste)
Description: The Challenge is for the group to retrieve the Pot of Gold from the center of the
boundary circle, without touching the interior of the circle, and without spilling the contents of the
Pot of Gold. Like several other object retrieval initiatives, Pot of Gold involves the use of available
props or objects to retrieve the Pot of Gold which is located within a region that cannot be walked
upon. Many variations are possible to modify the difficulty level of this activity.
Storyline/Metaphor: While on a hiking trip, your group encounters not only a rain shower, but also
a rainbow, and the Pot of Gold at the end of the rainbow. Although this mythical object is nearby, it
floats on a thin mist, which cannot support the weight of any human. Using only the objects you have
available, you must retrieve the Pot of Gold, without spilling any of the contents.
Safety Considerations: One of the most potentially risky techniques for retrieving the Pot of Gold is
to use several ropes to support a person, and then carry this person over the boundary circle to
retrieve the Pot of Gold. In general, this situation can be avoided by using the stories above. Both the
magical mist and the heat from the ashes makes it impossible for anyone to break the plane of the
boundary circle. It is suggested that this activity be incorporated after the group has performed
several low risk activities. Effective communication is essential to this activity.
Debriefing: Were there several techniques presented to solve this activity? How did the group
decide which method to use? Were there any props which you chose not to use? Why? Do you think
that there are similar props in your own life which really don't provide any service? Was there a
single person that assumed the leadership of this activity, or were several leaders involved? If there
was a single leader, was this person activity involved (i.e. holding a rope, helping to move
participants into place), or was their role as a communicator? In the end, did your solution depend on
hard work, good planning, or just luck?
Equipment: Create a large circle with the long rope. Place the Pot of Gold with gold nuggets at the
center of this large circle. Place all remaining props outside the circle for the participants to use. A
plastic pot or bucket to use as the Pot of Gold. Some tennis balls or brightly painted rocks for the gold
in the Pot of Gold. One 100 foot (30 meter) rope for a boundary circle. Six or more ropes roughly 6 to
20 feet (2 to 6 meters) long, that can either reach across the diameter of the boundary circle, or be tied
together to reach this same distance. A variety of additional props can be used, such as plastic hoops,
dowel rods, rubber deck rings, short boards, etc., although these props are typically of little value to
the solution.
Alternative Categories: Problem solving, Communication, Planning
Additional Information: Given that the group has several pieces of equipment which are probably
of little value to the solution of this problem, consider mentioning to the group that anything touching
the ground inside the circle is lost, this includes the ropes. However, items that are lost can be traded
for other items still in the group's possession.
A variation which brings about considerably more effort and communication by the group, is
to blindfold a third of the group. These are the only participants that can touch any of the equipment.
Another third of the group are unable to communicate through verbal speech. These are the only
participants that can make physical contact with the blindfolded participants. The final third of the
group can see, and talk, and move about, but cannot touch anyone or anything. This particular
variation typically lengthens the time required for this activity.
Another variation is to include a bicycle inner tube and rather than using gold, use water. The
bicycle inner can be stretched around the bucket by being tied with rope at four corners. All of the
water must then be poured into another container of without spilling a drop. This particular variation
has often been called Nuclear Waste.
Bull Ring
Description: This is a great activity for early in the challenge program. Bull Ring has to be one of
the simplest portable challenge activities ever invented. It also has many variations that allows the
same equipment to be used for a variety of activities. The challenge is to carry a small ball using a
metal ring and twine Bull Ring through a series of obstacles and place the ball into a goal, such as a
tin can, plastic bucket or onto a segment of PVC tubing.
Storyline/Metaphor: The newest Mars probe returns to Earth with several new rocks from our
closest neighboring planet. The re-entry on Earth however, was a little bumpier than Mars, and a few
of the precious stones end up bouncing around the salt flats of the western United States. Your team
has been assembled to retrieve these stones, using a new prototype Bull Ring Retrieval SystemóMark
1. First you must elevate the stone, and then carry this to the awaiting containment cylinder.
Safety Considerations: Do not allow participants to tie the string around their fingers or wrists,
because a sudden movement may cause rope rash rather quickly. Make sure to choose an appropriate
ball for the location. Using heavy billiard balls or metal ball bearings on a gymnasium floor not only
produces a loud thump if the ball is dropped, it also produces a rather large dent!
Debriefing: Did your group have a single leader, or was everyone part of the leadership? What
techniques did you use to overcome the obstacles? What if the tennis ball was replaced with a
bowling ball? If you were blindfolded, did you trust the person assisting you? It can make for an
interesting discussion to ask the group what minimum number of strings are required to keep the ball
from falling off the Bull Ring.
Equipment: The Bull Ring is made from a 11/2 inch (40 mm) diameter metal ring, available at most
hardware stores, and several pieces of string or twine. You'll also need a tennis or golf ball, and a
single PVC Marble Tube works well as a ball holder.
Additional Information: Variations can be easily incorporated into this activity: 1) Ask the group to
go around objects such as trees, chairs... 2) use different size of balls (ie golf ball or ping pong ball).
For additional difficulty, try placing the goal under a table or near a wall. The most impossible
location for placing the goal is in the corner of a room. Try this sometime, and ask the group to
brainstorm ideas for reaching the goal. A final variation is to replace the string or twine with dental
floss. Because the floss is easily broken, participants must not be overly aggressive or they will
physically eliminate themselves from the activity.
River Crossing
Description: The Challenge is to move the entire group from one side of the wooden platforms to
the other without touching the ground, using only the 4x4's bridged between the wooden platforms.
This is one activity that has been called by a variety of names. It takes a bit longer than many other
challenge and adventure activities. It also requires a little more strength and balance.
Anything touching the water is immediately swept downstream by the fast moving river, and
can no longer be used by the group. You can offer the group the opportunity to barter for additional
equipment, or to recover a lost piece of equipment, by taking on an additional challenge.
During the journey to the other side, participants will soon discover that it is not possible to
reach from some platforms directly to others. Assembling the 4x4's in a "T" shaped path may be
required.
Storyline/Metaphor: You've managed to guide your group through the jungle to the edge of a fast
moving river. There are no bridges anywhere along the river, so your group grabs a few poles and
starts planning a method for crossing the river. One of your group members scouts a location filled
with rocks that can be used to support the poles. Can your group make it safely to the other side?
Safety Considerations: Proper spotting is required for this physically challenging activity. This
activity should only be performed if all participants are comfortable carrying and sometimes tossing
(be extremely careful here) the 4x4 planks.
Debriefing: What was the biggest problem you encountered during this event? Did you try several
different methods during the journey? What skills were required to accomplish this task? What is the
minimum number of 4x4's needed to complete this activity? What choices that you made in this first
attempt would you change if you were to repeat this activity?
Equipment: Four cedar 4x4's eight feet long, two long ropes for marking boundaries, and at least
eight wooden platforms. Cedar 4x4's are very strong and substantially lighter than pressure treated
materials. But even the cedar 4x4's can be awkward to handle, so encourage good lifting practices. As
a spotter, some groups may require your assistance with the placement of a 4x4 from time to time.
Alternative Categories: Problem solving, Strength
Additional Information: The traditional technique for leading this activity, is to place the wooden
platforms in such a way that the group moves from one bank of the river to the opposite bank by
crossing the river with boards placed on top of stepping stones and rocks. Participant typically begin
this activity with four 4x4's. An alternative is to only provide two or three 4x4's and place another
4x4 on one of the wooden platforms.
A second variation, is to place a participant on each of the platforms, and to have a rescue
team attempt to build a system of bridges to allow them to reach the far side of the river. Every
participant rescued from the river becomes a member of the rescue team, and assists with the
recovery of other group members. This second version will typically take longer than the traditional
technique. Some group members can also be in possession of a 4x4, which may allow the rescue to
proceed quickly, as participants work from both the shore and the rocks to reach the other side.
Tennis Ball Mountain
Description: The Challenge is to stack as many tennis balls as possible on a single person. Generally
this is accomplished without tucking any tennis balls inside of clothing and without supporting the
tennis balls by other participants in the activity. The only part of the participant holding the tennis
ball that can touch the ground, is their feet. Although they can choose to have no body parts touching
the ground at all. The person holding the tennis balls can take any position they like, although
reclining probably produces the most useful surface area for stacking tennis balls. While this
initiative is fairly simple, it provides the opportunity to process a variety of group interactions. If the
group happens to be lying on the ground, or supporting the person very near the ground, after placing
all the balls, try to remove the supporting participants until the person covered with balls is lying flat
on the ground, or until a great number of the balls have fallen off. Continue to spot the head and
shoulders of this participant as supporters are removed.
Storyline/Metaphor: Hard to believe that the whole ship could go down that fast. Now here you are,
floating in the ocean. Luckily it is a nice day, and the water is warm. As you float about in the water,
you gather up other floating objects, that you might need, and let them dry out by stacking them on
top of your life preserver. How much of this stuff can you keep dry? Which of these objects is the
most important to your survival? Which can you afford to lose?
Safety Considerations: This low intensity activity may be uncomfortable for some participants
which can easily be resolved through
Debriefing: Was the group able to successfully pile all the tennis balls onto one person? What
qualities or talents did this person have that made them a good choice for this activity? How many
tennis balls were dropped during the process? When you are keeping track of so many tasks at one
time, is it easy to drop a few every now and then?
Equipment: 150 or more clean, dry tennis balls. Many tennis clubs are willing to donate or sell used
tennis balls at a reasonable cost. If tennis balls are unavailable, try using a variety of other sports
balls. The more variety the better.
Alternative Categories: Creativity, Problem solving
Additional Information: Encourage the group to support the person holding the balls in the most
comfortable manner possible. While it seems logical to cradle the person with the rest of the group in
a standing position, this same support an be offered with the support group sitting on the Round,
supporting the ball receiver on their legs. This position also leaves the supporting group members
with free hands to assist in the placement of the tennis balls.
Tree of Knots
Description: The Challenge is for the entire group to pick up a rope that has been passed around a
tree and without letting go, tie a square knot in the rope against the tree. This activity provides an
answer to the question, "what can I do with 30 feet (9 meters) of rope?"
Storyline/Metaphor: If you have heard the phrase, "when you reach the end of your rope, tie a knot
in it and hang on," this is real 3-D version of that phrase. Your entire group has been exploring a
cave, seeing some beautiful rock formations and underground geology in the process. Suddenly, an
enormous wind comes sweeping through the cave. In an effort to keep your group together, you begin
to tie a strong knot around a pillar using the safety line that you are all attached to.
Safety Considerations: This low intensity activity does include proximity considerations. The only
physical concern is to make sure that no one is inside the knot when it is pulled taunght.
Debriefing: What was your contribution to the group's effort? Did you have a clear picture of what
was needed to tie a square knot? Was it helpful to have an example of the knot to look at? What
would have made this process easier?
Equipment: 30 feet (9 meters) of rope approximately 3/8 inch to 1 inch (9 to 25 mm) in diameter.
Alternative Categories: Problem solving,
Additional Information: †The solution techniques can vary considerably depending on how the
group chooses to pick up the rope. If the facilitator says the phrase, "where ever you touch the rope
with your right hand must remain there throughout the activity," it is possible that some groups will
realize that only using their left hands allows them to move anywhere they want. If half of the group
picks up each side of the rope (which is very typical), both sides will usually complete about half the
work. If a single participant chooses to hold the left side of the rope, and the rest of the group is on
the right side, it is fairly easy for the single participant to do all the work of tying the knot.
Other variations include blindfolding every other participant and tying other types of knots
and bows with the rope. A long segment of tubular nylon webbing could also be used to tie a water
knot using this technique.
Under Where
Description: The Challenge is for the entire group to get under the cloth, so that it completely covers
the group, without using their hands, arms or head in any way.
Storyline/Metaphor: During your latest climbing expedition, your group happens to be exposed
during the beginning of a solar flare up. Against the white snow, the sunlight will be blindingly
bright, so your group needs to relocate underneath the community ground cloth upon which you were
previously sleeping. Since your hands are full of your possessions and equipment, you can only use
your legs and bodies to accomplish this Under Cover attempt.
Safety Considerations: For safety reasons, plastic cloth (such as a shower curtain, plastic bags or
waterproof tarps) should not be used because these materials pose a safety risk for suffocation. Better
to use any kind of open weave or breathable cloth. If this activity is conducted outside, clothes will
inevitably become dirty.
Debriefing: Did you have a plan before attempting to go Under Cover? Were you able to
accomplish this task using that plan? Were there any difficulties that you didn't realize would occur?
Would your plan have worked if you had 3 more participants?
Equipment: A tarp, blanket, or a large square of cloth, at least 15 feet (4.5 meters) square. Lay this
material perfectly flat on the surface of the ground or floor.
Alternative Categories: Cooperation,
Additional Information: Consider including several nearby objects as part of the materials which
must be included under the cloth. Other variations can include requiring all participants to stand
beneath the cloth, or to be sitting down, or lying down.
A sometimes interesting, and frequently wet variation, is to have each participant carry a glass
of water in each hand during this activity. Other props, such as tennis balls, also keep participants
from unintentionally grasping the cloth with their hands.
Under the Doormat
Description: At one time, it was typical to leave an extra key to the house under the doormat on the
front porch. The Challenge is for two people to step on the carpet, and without stepping off, each
collect one of the keys below the carpet. This activity has more to do with personal space than with
keys, but provides an interesting dilemma for two people.
Storyline/Metaphor: It has been raining all day, with no signs of stopping. You and a friends run
from the car to the house through soggy puddles as the rain pelts you from above. You make it to the
narrow front porch with a small roof that just barely blocks the rain. Somewhere during that mad
dash to the house however, you dropped your keys. Oh well, you can find them after the rain stops,
and besides, there should be a spare collection of keys under the doormat. The only problem is that
you'll need to get them without stepping off the mat, or you'll be drenched by the downpour.
Safety Considerations: The most obvious concern is that partners spot each other effectively during
this activity. Prior to beginning the activity, some explanation of spotting techniques would be
appropriate. It is also important to understand the limitations of invading someone else's personal
space.
Debriefing: One of the first issues that can be discussed with Under the Doormat, is the necessity or
desire for "personal space." Did you feel that your personal space was compacted? Do you think your
partner was helpful during your attempt to retrieve the key? Did the size of the doormat make a
difference? Did having neighbors help? Did you have a plan for retrieving the key, or did you simply
try a variety of techniques until one worked?
Equipment: A piece of carpeting about 8 inches (200 mm) square. Two keys, coins or buttons.
Place the keys below the carpeting before participants step on.
Alternative Categories: Cooperation, Trust
Additional Information: Changing the size of the carpets can make the difference between an easy
activity and a difficult one. For starters, you can begin with a 12 inch (305 mm) square pad, and place
the keys on top of the pad. Now all you have to do is bend down carefully, and have each partner
collect one of the keys. Using smaller pads, and placing the keys initially under the edges of the
carpet makes the difficulty level increase. The most difficult level is a very small carpet with both
keys underneath and near the center.
All Aboard
Description: The Challenge is for all group members to stand aboard the platform long enough to
sing one verse of Row, Row, Row Your Boat, without touching the surrounding ground. Begin with
the largest platform and repeat the activity with increasingly smaller platforms.
Storyline/Metaphor: Global warming has melted the polar ice caps and the surviving members of
your group must take residence on an island which continues to shrink as the water level rises. You
are on a ship at sea that has suddenly begun to sink. The only safe place is the crow's nest. As
participants continue to mount part of the crow's nest breaks off, leaving smaller and smaller
available space for the members of your crew.
Safety Considerations: All Aboard is clearly a proximity activityóthat is, it brings participants very
close together, sometimes in very intimate contact.
Debriefing: What techniques worked well? Which techniques did not work? What if we had twice
as many people? What is the smallest size island we could fit on? Did you feel that other members of
the group listened to your ideas? What if part of the group had been blindfolded? Could you do this
activity without talking? What if there was no gravity? What if it was very windy?
Equipment: Directions are given for creating an All Aboard platform ....
Platform One 3/4 inch (19 mm) Plywood Top 15.75 inches (400 mm) square
Two 2x6's cut to a 4.5 inch (114 mm) width by 15.75 inches (400 mm) long
Two 2x6ws cut to a 4.5 inch (114 mm) width by 12.75 inches (324 mm) long
Twenty 2 inch (51 mm) long exterior deck screws.
As an alternative, this activity can also be performed with various size carpet squares, plywood
panels, nonskid throw rugs or tarps.
Additional Information: As a facilitator and spotter, instruct participants that only their feet may
touch the All Aboard platform. Participants may stand on their own foot, but not on the feet of other
participants. Do not lock elbows with other participants. All participants must be touching the
platform with at least one foot. Participants will typically find some method of connecting arms
across the platform and standing up together.
Group Web
Description: This teambuilding activity is designed to 1) provide participants with an opportunity to
share important personal information with the group and 2) provide a visual representation of the
connection and accountability inherent in teamwork. Ask participants to sit on the floor in a circle.
The facilitator holds a large ball of twine or string. Tell the group that they are now going to take
turns sharing personal information related to their work styles, interests, or group expectations. The
facilitator poses a question to the group (sample list provided below) and then shares his/her
response. Next, the facilitator tosses the ball of string to a participant seated across the circle while
continuing to hold onto the end of the string. The second person shares his/her response, holds onto a
piece of the string and then tosses the ball to another participant. This process continues until each
member of the team has had a chance to share. By tossing the twine around the group, the
participants have woven an intricate and tight web which connects all members of the team in some
manner (hint - encourage participants to hold the twine taught). The web can illustrate the support
network of the group to its members, the “safety net” the group creates for one another, and the
interconnectedness and interdependency of all the group members in relation to the group’s success
and strength.
The group facilitator then asks two or three members to “drop” their piece of string. The web will
begin to sag and appear very weak. The facilitator can then discuss how important each participant is
to the team and visually demonstrate the effect that low levels of involvement and commitment has
on the entire team.
If time allows, the group can unravel the string in reverse order and share personal stories or
information on a second team building topic. Group members can also cut a piece of string from the
web to keep as a reminder of this exercise and the thoughts the group shared.
Time: 30 minutes or longer (depending upon the group size)
Group Size: Works best with groups of 10-25
Safety Considerations: The nature of the sharing can involve personal fears and emotions which
may be difficult for some to share. Stress that the activity is not mandatory and allow for some
flexibility in how much each person shares.
Debriefing: See above
Equipment: Ball of twine or string, sheet to record answers to questions before beginning to share
and form web
Additional Information: The facilitator may choose to not participate since he/she may not be an
actual member of the group.
Possible Group Web Questions
What is one goal you have for next semester?

What is a motto you try to live by?
What is the greatest challenge you are facing?
What do you value most in life?
The best way to motivate me is...?
The kind of support I want from the staff is...
I become defensive when...
The most effective way to confront me is...
One thing you should know about me to work with me is...
When I am stressed I...
To reward me for a job well done, you can...
When I have free time, I...
Top 5 Things You’re Worried About/Top 5 Things You’re Excited About
The Clock
Description: It would be almost impossible to convince a sophisticated coed group of students that
playing a merry-go-round game can be fun and challenging. However, asking a group to see how
quickly they can complete the "clock" requirement accomplishes just that.
After having completed a few warm-up exercises, ask the group to form a large hand-in-hand circle.
Indicate to the circled group that you would like them to rotate clockwise 360˚ in one direction and
then rotate back 360˚ to the start. The goal is to see how quickly the group can complete the double
rotation. The attempt is timed and time is stopped if anyone breaks his/ her grip with a partner.
Group cooperation is obviously essential. A good time for 30-35 people is anything below 30
seconds. In establishing a time goal, assign about one second per player, subtracting an additional
second for every ten participants.
Place sweatshirts (or some such markers) at both "six o'clock" and "twelve o'clock" (3 and 9 o'clock
too, if you're compulsive) inside the circle, so that the group has boundaries to rotate around and
reference points for starting and finishing. If the group breaks contact three separate times, stop the
activity temporarily and suggest coming back to it at another time. It gives the group something to
look forward to and encourages concentration the next time around.
Time: 15-20 minutes
Group Size: Works best with groups less than 40 (larger groups can be broken up)
Safety Considerations: The main safety considerations are minor. They include twisted ankles,
falling participants, and winded runners.
Debriefing: Any of the following questions may be used to guide the discussion: Why did the group
have so much trouble retaining a connected grip? What could have been done to keep the group
together as you attempted the double rotation? Is it important to have fast people in the group?
Would it have been more efficient to exclude the slow runners? More satisfying?
Equipment: Markers for the inside of the circle (optional)
Additional Information: For an additional challenge, ask the group to begin in a seated-on-the-
ground position and also finish up in that position. The clock stops when the last person sits on the
ground.
Great Divide
Description: Have the group line up, shoulder to shoulder, in a horizontal line. Have each member
of the group touch their feet together with the person next to them on either side. The objective of the
activity is for the group to move from one place to the next without breaking their feet apart. Mark
off a finish line about 15’ from the starting line. The group may keep their feet connected in any way
they like (except by tying them together - for obvious safety reasons). Their shoes must remain on
their own feet throughout the initiative. A break of feet can result in any number of penalties
including losing the ability to speak, being blindfolded, or having to return to the beginning. It is
your call as a facilitator as to how much frustration you want to impose.
Safety Considerations: No tying shoelaces (or anything else) together. Otherwise, be on the lookout
for falls.
Debriefing: Watch the group’s process of solving this problem. Astute observations will give you
more ammunition with which to debrief. Any of the following may be appropriate issues to discuss:
What ineffective strategies did you use in trying to reach your destination? Why were they
ineffective? What changes in strategy were made in the process of solving this problem? Did
everyone reach consensus on a method of movement? Did this make it easier or harder? Were there
any violations of the stated rules that went unspoken? If so, why were they unspoken? How well did
the group deal with set-backs (breaks)? Were the strategies for dealing with setbacks effective or
ineffective? Why?
Equipment: Markers or masking tape for the starting and ending points (optional)
Additional Information: A variation of this activity is to break the participants into two groups.
Separate the groups about thirty feet apart, and have them form their line facing the other group.The
objective is for the two groups to meet. A facilitation tip is to let the group set their own parameters.
Have them define what a break is, and how many times they can break before having to implement a
penalty.
Parade
Description: Parade is a ground level challenge activity that requires no equipment at all. It provides
a challenge of getting from here to there with various constraints on the group. The Challenge is for
the group to move the entire group from Point A to Point B, a distance of about 20 feet, with a
decreasing number of contact points with the ground each time the journey is made. All participants
must be in contact with the rest of the group. In order to reduce some of the risk to this activity,
participants should be instructed not to carry individuals on their shoulders.
Storyline/Metaphor:
Part 1. Your group has been asked to participate in an annual holiday parade to be held in
New York City. Using only the participants now present in your group, you must construct a parade
float, with no more than 20 points of contact with the ground. Parade judges particularly enjoy
musical floats, so you might want to consider having live music (humming, singing, percussion, etc.)
on your float.
Part 2. The organizers of a European festival happened to see your New York City parade
float and have invited you to attend their celebration this year. However, the streets of the town where
the parade is to be held is quite a bit smaller than New York City, so for this parade only 15 points of
contact can be made with the ground.
Part 3. Well, your group obviously knows how to make the finest parade float in the world.
While you were parading in Europe, another foreign nation saw your float and have invited you to
their country. This country is known for their festivals and exceptionally narrow streets. For this
parade you can only have 10 points of contact with the ground, and will need to provide very loud
music to overcome the roar of the crowd that is expected to view the parade.
Safety Considerations: Participants may choose to carry other group members; proper spotting
should be included. When participants are limited in the number of contact points with the ground
they may choose to step on each other’s feet. Emotional risks are minimal
Debriefing: Debriefing issues include discussing if there were any group members with special
needs during the movement of the parade float. Discussing the leadership roles during the activity
(i.e. was there a music director, someone chanting a cadence, a dance choreographer, etc.)
Equipment: If participants are likely to crawl or roll for this activity, an appropriate playing surface
is necessary. A flat grassy lawn is ideal when outdoors, or a carpeted room inside. Try to avoid
driveways and other hard surfaces.
Alternative Categories: Problem solving, Resource management
Additional Information: This is an activity in which participants sometimes find themselves locked
into a single mode of thinking, and try to use several walking or hopping participants to move or
steady the rest of the group. As the number of feet touching the ground decreases, such groups will
generally think that the minimum number of feet touching the ground cannot possibly decrease below
a fairly high number. By asking participants what the minimum number of feet touching the ground is
for the parade, the facilitator can help the group move away from their locked thinking and focus on
the task of reducing the number of feet (but not necessarily contact points) touching the ground.
Traffic Jam
Description: The object of this largely cerebral problem is to have two groups of people exchange
places on a line of squares that has one place more than the number of people in both groups. The
physical set-up can be arranged almost anywhere. The boxes can be marked with chalk, masking
tape, scratched in the dirt or be paper plates, scrap paper, etc. The marks or markers should be placed
an easy step away from one another.
To begin, one group stands on the places to the left of the middle square, the other group stands to the
right. Both groups face the middle unoccupied square. Using the following moves, people on the left
side must end up in the places on the right side, and vice versa.
Legal Moves:
1. A person may move into an empty space in front of him/her.
2. A person may move around a person who is facing him/her into an empty space.
Illegal Moves:
1. Any move backwards.
2. Any move around someone facing the same way you are; i.e., you are looking at their back or
around two people facing you.
3. Any move which involves two persons moving at once.
If the group gets stuck at any point (i.e., the only possible move is an illegal move), they must return
to their starting positions and start over.
Time: 20-30 minutes
Group Size: Works best with groups of 6-10 (larger groups can be broken up into smaller groups to
do the activity simultaneously.
Debriefing: This is one of the few problems in which a group will eventually decide to have one
person take charge and for the others to be quiet and follow directions. This is worth talking about in
comparison to other initiative tests, and other life situations. It can lead to a useful discussion of
leadership styles, the selection process of the leader, the experience of being a follower, etc.
Equipment: Material to make a sufficient number of place markers (the number of participants, plus
one)
Alternative Categories: Problem solving, Communication
Additional Information: This is often a difficult problem. Thus, it is not recommended for younger
children. A variant for younger children is to place representations of “people” in the squares and
have the group try to solve the problem (using the same rules) while manipulating the “people” like
checkers on a checkerboard.
I forget the correct moves to this problem almost every time I present it, but I have yet to see a group
that didn't eventually come up with a solution. So don't worry about remembering the answer, just
get the rules straight and then look sagely amused by their attempts, offering an occasional
"Hmmmmmm" or "What do you think?" to solidify your all-knowing aura.
After a solution to the problem is discovered (or chanced upon) and the group discovers that one
person giving commands is the most efficient way to solve the "traffic jam," ask the group if they can
quickly solve the problem again. The leader will ordinarily stumble a bit in a repeat attempt, but the
solution will eventually be reached more efficiently.
For advanced groups: Ask the group to try it once again, indicating that you have an additional
challenge for them and that successful completion of this addition depends upon complete
understanding of the solution. When they appear confident with their solution, have them line up on
the squares in a "start" position. Indicate that completion of this next challenge involves having
everyone go through the solution moves of the original problem while holding their breath. The
group-appointed leader, who stands apart from the group, is the only one allowed to give commands,
and breathe. If anyone breathes before the last move, the whole group expires in horrible agony and
must begin again!
Example Traffic Jam Solutions
8 people in line: 1234_5678

1) 1 move to left 12345_678
2) 2 move to right 123_54678 12_354678
3) 3 move to left 1253_4678 125364_78 1253647_8
4) 4 move to right 12536_748 125_63748 1_5263748 _15263748
5) 4 move to left 51_263748 5162_3748 516273_48 51627384_
6) 4 move to right 5162738_4 51627_834 516_72834 5_6172834
7) 3 move to left 56_172834 5671_2834 567182_34
8) 2 move to right 56718_234 567_81234
9) 1 move to left 5678_1234
6 people in line: 123_456

1) 1 move to left 1234_56
2) 2 move to right 12_4356 1_24356
3) 3 move to left 142_356 14253_6 142536_
4) 3 move to right 1425_63 14_5263 _415263
5) 3 move to left 4_15263 451_263 45162_3
6) 2 move to right 4516_23 45_6123
7) 1 move to left 456_123
Mine Field
Description: Scatter a collection of tennis balls onto a floor (or field) area and arrange them so that
they are randomly but somewhat equally distributed within and about the available area of play.
About 30-50 balls are required for a typical mine field arrangement.
The object of this highly visual activity is to verbally guide a blindfolded partner through the mine
field to the far safe side. Verbal directions must come from the sidelines; i.e., the verbal leader is not
allowed to stand next to his/her partner within the mine field. The soft-footed jaunt from boundary to
boundary is timed. For each nugget touched there is a 15 sec. time penalty added to the final time.
Have each pair trade roles after an initial attempt.
Group Size: Depends upon space and time available (works best with 5-15 people crossing the
minefield simultaneously)
Safety Considerations: Most of the safety issues in this activity are linked to the blindfolded
participant. Be sure that accurate instructions are communicated and that the playing area is
relatively safe for the sightless participant. Tripping over tennis balls, and associated injuries (i.e.
sprained ankles, spills to the ground, etc.) are also relevant safety considerations.
Debriefing: You may address any of the following issues: What was it like to be totally dependent
on another person’s instructions? What effect did the time constraints have on your emotions? How
did you perceive the challenge of being totally responsible for the well-being of another person?
How could communication have been improved? What communication improvements were made?
Equipment: Enough blindfolds for every participant (one per person), 30-50 tennis balls (this is
somewhat dependent on your playing area size).
Alternative Categories: Communication, Trust

Blind Polygon
Description: Have the group from a circle alongside a rope already placed on the ground or floor.
Next blindfold all the participants and have everyone take ahold of the rope with both hands. The
objective is to have the group, while blindfolded, form different shapes with the rope. The facilitator
calls out a particular shape (circle, square, triangle, rectangle, trapezoid, right triangle, octagon, etc.),
and the group must make that shape with the rope. Depending on the skill of the group you may have
different “quality tolerances” in the shape of the rope; generally a “perfect” shape is the requirement.
Time: 15-20 minutes (depends upon how many shapes the group forms)
Safety Considerations: Blindfolded individuals running into objects, one another, or falling down
can incur minor injuries.
Debriefing: Although many group dynamics issues may present themselves, you may choose to
address any of the following questions in your discussion: Did a leader for the group emerge? How
was this leadership shown? How did it feel to be without sight? What systems of communication
developed? Were they all effective? What was the most difficult task to accomplish in this activity
(aside from the activity itself)? Were you comfortable with your individual roles in this activity
(leader, follower, planner, etc.)? If not, what caused this discomfort? Did you voice it? Why not?
How is expressing discomfort done effectively?
Equipment: Blindfolds, rope, string, or piece of webbing 10’-50’ long (depending on group size).
For a group of 12, a rope of 20’ - 25’ should be adequate.
Alternative Categories: Communication, Cooperation
Additional Information: A variation to this activity is to have the group arrange themselves in a
particular shape while blindfolded (without the rope). If a group is having difficulty with the activity,
the facilitator may allow the group to check their progress by taking off their blindfolds for 3-5
seconds (no talking), and then putting their blindfolds back over their eyes and continuing the
activity. Another option is to have the group elect one person to be the “eyes” of the group. This
person may only speak in two word sentences when giving directions.
The Spiderweb
Description: The challenge is for the entire group to travel through the web to the other side,
without touching the web. Each participant must travel through a different opening in the web. In
addition to watching the web for contact, you can add a bell so that contact is more easily noted. In
the event of contact, offer an option to the group, such as, "you can either start again from the
beginning, or, you can pass two people back through." A touch while passing people back through
counts the same as any other touch, thus resulting in another penalty. This allows the group to decide
their fate, and involves a conscious choice, rather than a penalty or consequence.
Time: 20-45 minutes
Group Size: Works best with no more people than there are openings in the web (larger groups may
be allowed to use openings twice)
Safety Considerations: Be especially cautious near the roots of trees. The footing is uneven here
and not suitable for passage. Encourage participants to stick to the middle regions of the web, far
away from trees or support poles. The Spiderweb requires some preliminary exposure of the group to
spotting techniques, problem solving and a somewhat higher physical activity level than other
challenge activities. Do not allow participants to dive through the web, as that could result in serious
neck injury, rope burn, and web destruction.
Debriefing: At the beginning of the activity, did everyone know what their duties were? Were any
of the original plans altered during the course of the activity? Why? Would additional planning have
prevented these alterations? If contact occurred, what was the reaction of the group to the person that
noted the contact?
Equipment: 100 feet of 1/4 inch rope to form a framework between two trees or poles that are about
30 to 40 feet apart. 80 feet of 3/16 inch shock cord or clothesline cord to create the web pattern.
Project Adventure and Challenge Masters both provide stand-alone equipment for portable versions
of this activity, trees not included.
Additional Information: This is one challenge activity that requires the facilitator to say, "You have
5 minutes to plan your technique. At the end of that time, I would like to review your plan with you,
before you begin." This review process encourages the group to plan, but more importantly, it
provides the facilitator with every detail of movement, so that they may anticipate appropriate
spotting positions before a participant begins their passage.
Social Barometer: Gender Roles
Description: This activity is designed to create greater empathy with the opposite sex, increase
awareness of traditional sex roles and their influence on us, and to explore broader social issues
which may not be generally recognized as revolving around sexism. Post three signs around the
room entitled “AGREE,” “DISAGREE,” AND “NEUTRAL.” Explain to the group that you will be
reading various statements, one at a time. Upon completion of the reading, each person must quickly
decide if he/she agrees, disagrees, or has no opinion concerning the statement. Each person must
then go to the sign indicating their opinion. A list of gender role statements can be found below.
Feel free to create your own.
Tell the participants that once everyone has chosen a sign, the facilitator will allow people in the
“AGREE” and “DISAGREE” groups to briefly explain why they are there. All other participants
should remain quiet and listen very carefully to what others say. Remind participants that this is not a
debate but a chance to listen to opinions. Tell them to try not to get frustrated if they are not
recognized to speak. People will be able to discuss further after the exercise.
Also indicate to the participants that you will be seeking reasons for why an individual has chosen
“NEUTRAL.” People rarely have absolutely no opinion concerning a particular issue.
Time: 60 minutes (depends upon the number of items read and discussed)
Safety Considerations: The public expression of opinions and feelings concerning sexism and
gender roles in society may be a high risk activity for students who have not established trusting
relationships with group members. This activity should follow get acquainted and trust building
activities in order to ensure that group norms have been established and participants are familiar with
one another. It is also important for facilitators to monitor the emotional level of the room and
encourage participants to express their opinions using gender sensitive language.
Debriefing: After the group has processed a number of statements (between 20 and 30 depending on
time, the group’s mood, etc.), have them sit in a circle. Ask these questions to facilitate discussion:
What one thing surprised you most during this exercise? What one thing was most disturbing? What
was the most beneficial aspect of the exercise? What beliefs of your own, if any, have been
challenged by this exercise?
Equipment: Large room, continuum signs, tape, markers
Alternative Categories: Diversity awareness
Additional Information: This activity could be modified to facilitate discussion on a wide range of
topics (e.g., racism, societal values, Greek life, etc.)
Gender Roles Opinion Statements
Women gossip too much.

Men brag too much.
Women spend too much time with hair and make-up.
Men watch sports on television whenever they get a chance.
Women need to think more about their families than their careers.
Whenever the going gets tough, women cry.
All men are potential rapists.
All men think about is sex and sports.
If women want equality, they should be more like men.
Men and women are equal in our society.
Women have achieved everything they need to achieve.
The women’s movement has set women back.
If women ran the world, we wouldn’t be in this mess.
I don’t understand men.
I don’t understand women.
Men are violent.
Family comes second to men, they are more concerned with careers.
The problem with women is they care too much.
The problem with men is that they want to be active at the expense of others.
When discussing gender, it is more important to look at similarities than differences.
Fishbowl
Description: This activity is designed to allow men and women to hear each other discuss questions
and exchange information about their lives as males and females. Form two groups based on gender.
Decide which group will be in the fishbowl first (suggestion--flip a coin!). Have the participants
beginning the discussion arrange their chairs in a circle. The remaining participants will act as
observers and should place their chairs around the outside of the fishbowl
The gender group in the center is asked to complete the following statements read by the facilitator:
Some things I like best about being a male/female are...
What I find hard about being a male/female is...
As a male/female I am proud of...
As a male/female I feel limited when...
As a female/male, I feel powerful when...
After each statement, the group members in the center share their perspectives. Pace the statements
so that each question is given time. Try not to cut off discussion too early. Each group has 25
minutes in the center of the fishbowl (5 minutes/question).
Once the first group has responded to all the questions, it is time to switch groups. Once both groups
have been in the fishbowl, the entire group can process the experience using the debriefing topics
provided below.
Time: 60-75 minutes
Group Size: Approximately 20 participants with a balance between men and women
Safety Considerations: The public expression of opinions and feelings concerning gender roles in
society may be a high risk activity for students who have not established trusting relationships. This
activity should follow get acquainted and trust building activities in order to ensure that group norms
have been established and participants are familiar with one another. It is also important for
facilitators to monitor the emotional levels of participants and provide support and intervention when
necessary.
Debriefing: What did you find most surprising during this exercise? What was most disturbing?
Describe your emotions while sitting in the fishbowl. How did it feel knowing you were being
watched or observed? Did that change the way you answered any questions or alter your nonverbal
behavior in any way? Describe your emotions and reactions while observing and listening to the
other group. What beliefs of your own, if any, have been challenged by this exercise?
Equipment: None
Alternative Cagegories: Diversity awareness
Additional Information: This activity could be modified to initiate discussions on a wide variety of
topics (e.g., racism, societal values, etc.).
Crossing the Line
Description: This activity is designed to provide participants with an opportunity to explore the
diversity present in our campus organizations, our communities, and most certainly, our larger world.
This activity will involve labeling and personalizing some of this diversity. This personalization
might prove difficult at times. Eventually, however, it might empower participants to break down
some of the stereotypes and assumptions that individuals--as products of diverse cultures and
experiences--hold.
Ask all participants to gather on one side of the room and face towards the center (the facilitator
should explicitly demonstrate this action). Once everyone has gathered together, call out specific
categories/labels/descriptions, and ask that all of those to whom this applies, walk to the other side of
the room. For example, request that anyone with brown hair walk to the opposite side of the room.
Sample facilitator instructions: “If this describes you and you feel comfortable acknowledging it,
you would walk to this side of the room (demonstrate). Once there, you would turn and face the side
of the room you just left. Get in touch with your feelings and think about those people who are both
on your side of the room and on the other side of the room. Remember, there is no pressure to cross
the room if you don’t feel comfortable doing so. You will need to make that decision.
Remember, there are two very important ground rules for this activity: 1) The first involves listening.
Let’s have silence throughout the exercise--no talking, snickering, giggling, or nonverbal messages
and 2) It is imperative that we respect the dignity of each person who is here. ALL that is shared
should remain confidential--nothing that is offered should leave this room. However, if after the
workshop you really need to talk to a particular individual, be sure to ask his/her permission.”
After a few seconds, continue with another category and ask participants to cross the line if this
description applies to them. Several suggested categories are below. DO NOT ask all of the
categories. Choose several that you think would best allow residents to understand diversity in its
broadest context. Feel free to write your own categories. The number of categories used in this
experience will depend on the group’s time constraints and emotional comfort with the activity.
It is important to facilitate a discussion of the students’ experiences after completing the activity.
Debriefing questions that will help spark discussion are provided below.
Time: 30-60 minutes
Group Size: Less than 40
Safety Considerations: The level of risk experienced by participants in this activity is dependent
upon the nature of the categories and labels selected by the facilitator. It is a good idea to incorporate
this activity after the group has already participated in a series of low risk, get acquainted activities.
It is also recommended that facilitators begin the exercise with low risk categories and gradually
introduce descriptors of a more personal nature.
Debrief Topics: Use the following questions to spark discussion. As much as possible, try to get
participants to focus on their feelings. What kind of feelings did you have as you participated? How
did you feel when there were very few of you on one side of the room? What types of assumptions or
judgments did you make of others? How were you influenced by the movements of others? What
did you learn through this activity that we can use to make this a better, more welcoming community
(group)?
Alternative Categories: Icebreaker, Diversity awareness
Possible Cross the Line Categories
Anyone who...
- wears glasses - is an only child
- is not from Missouri - has low self-esteem
- has visited another country - would like to lose five or more pounds
- prefers basketball to football - feels lonely
- prefers day to night - has received straight A’s in at least one
- prefers blue to orange semester
- prefers left to right - has been severely disappointed in his or her
- has never flown grades at least one semester
- prefers cats to dogs - has had serious thoughts about transferring to
- roots for _______ over ________ (UGA over a different school or dropping out
Florida) - considers him/herself a Democrat
- prefers Mexican food to Chinese - considers him/herself a Republican
- since his/her first year in high school - considers him/herself a Socialist
has been in love and been hurt - considers him/herself a feminist
- feels that he/she hasn’t formed a close - whose natural parents have divorced
friendship - feels estranged from one or both parents
- is Catholic - has a medical or learning disability
- is Protestant - believes it is alright for someone to have a
- is Jewish date of the same gender at a high school prom
- is Atheist or Agnostic - has a family member who is gay, lesbian, or
- is a person of color bisexual
- feels that she/he knows very little about - has experienced the effects of drug addition
his/her cultural heritage in the family
- would describe his or her family as blue - had a friend or relative who attempted to
collar or working class commit suicide
- would describe his or her family as middle - is uncomfortable with the way she/he looks
class - feels unfairly treated
- would describe his or her family as upper - has a friend who is gay, lesbian, or bisexual
class - has cried at least once this year
- is the oldest in the family - wants a hug right now
- is the youngest in the family
Cultural Identity
Description: This activity is designed to provide participants with an opportunity to explore the
meaning of “diversity” and celebrate the unique cultural experiences that have shaped their lives.
Read or paraphrase the following introduction:
“For each of us our identity is comprised of many different “cultures.” These cultures include groups
to which we belong, sometimes by choice (Democrat or Republican) and sometimes not by choice
(gender and race). “Culture” could also include experiences that we’ve had (growing up on a farm,
growing up in a single parent home or as an only child). With each of these cultures comes a set of
values or beliefs. For example...(provide a personal example).”
Ask each participant to think of two cultures or identities that are a part of who they are and shaped
their beliefs and values as a child. They are to symbolically draw these two cultures or identities on
an index card (maybe a barn or a haystack for growing up on a farm) and to think of at least one
belief or value that they learned as a result of each of the two cultures or identities. Stress the
importance of confidentiality as people reveal their identities and values. Nothing learned in this
activity will be discussed outside of the group.
After they have had the chance to think of and draw their cultures, they should tape the card to their
chest. Then have people mingle around the room and discuss their cultures and the values that come
with them. Allow them about 15 minutes to mingle.
Have them return to the large group for some discussion. Make a list of some of the cultures or
identities that are part of the people in the class. What beliefs or values come with these
cultures/identities? You will probably end up with a fairly long list. Be sure to emphasize that all of
the things listed, and much more, are a part of “diversity.” It also reinforces the notion that
participants must understand themselves before they can fully appreciate others.
Time: 30-60 minutes (depends upon the length of processing)
Group Size: Works best with groups of more than 10
Safety Considerations: This is a low to medium risk activity, depending upon the comfort level and
trust that has previously been established in the group. It is important that facilitators monitor the
emotional level of the group.
Debriefing: How do you deal with people who have opposite identities and values from yourself? Is
there some truth to “opposites attract?” Do your identities and resulting values ever change? Give
examples. Is there danger in assuming that people with certain identities will have a prescribed set of
values and beliefs?
Equipment: Markers, white paper or index cards for each participant, tape
Alternative Categories: Icebreaker, Diversity awareness

Wind in the Willows
The group forms a circle, facing towards the middle, with shoulders touching. One participant
proceeds toward the center of the circle. That person assumes the stance of arms crossed over the
chest, feet together, and body as stiff as possible. The members in the circle assume the spotting
stance. The person in the middle of the circle is going to fall towards the circle and will slowly be
passed around. The person in the middle of the circle needs to go through the commands to make sure
that the spotters are ready. The facilitator should walk around the outside of the circle to reenforce
spotting techniques.
Trust Falls
An effective and dramatic group trust exercise can be accomplished by asking a student to stand upon
a stump, platform, ladder rung, etc., and fall backward into the arms of a prepared group of spotters.
There should be at least 10-12 individuals standing on level ground to act as catchers. The platform
should be 6 feet high or less. The person falling should keep his/her arms held closely to the side of
their body and fall with the body rigid; i.e., not bending at the waist. If the falling person does bend
(pike) it concentrates the force of the fall to a small area (the posterior) and makes catching the bent
faller more difficult.
The two lines of catchers stand shoulder to shoulder facing one another. Hands are extended palms up
so that the hands are alternated and juxtaposed to form a secure landing area. Do not allow catchers,
facing one another, to grasp hands or wrists in order to provide a firm, solid landing; knocked heads
will result.
Assign one person in the group to stand on the platform with the volunteer about to fall. It's that
person's responsibility to make sure the faller is: (1) spatially aligned with the catchers, (2) holding
onto his/her pant seams tightly or with hands in pockets to prevent spontaneous flying elbows, (3)
tilting his/her head back as a means of remaining rigid.
The platform proctor also should rearrange the spotters if it appears there is an appreciable strength or
size discrepancy in opposing catchers. The proctor asks the catchers if they are ready and directs
them to look up at the person about to fall. The fall follows immediately.
As an instructor, do not succumb to the temptation of being the first person to fall. The smiling,
apparently confident group below you has probably never caught anyone before and the sight of a
falling instructor, coupled with a novice's prerogative of doing everything wrong, might be enough to
result in a very hard landing: not speculation, fact! Place yourself in the catching line so that if
everything goes wrong, you can either catch the falling volunteer by yourself or do a good job of
slowing him/her down. After the students have caught a few fallers, remove yourself from the
spotting line, keeping a close eye on what is happening. If eventually the students say, "How come
you haven't tried this yet; don't you trust us?" then it's time for your show of calculated confidence. If
you are not planning to fall because you don't trust the students, then don't use this exercise. If you
are working with a class of elementary age students and you are clearly too heavy for them to catch,
it's obvious that your choice to abstain has nothing to do with the students' lack of ability.
Try to have the participants alternate their position in the spotting line as different people take their
turns at falling, so that all can eventually experience the responsibility of being a catcher. If you have
a large group (20-40), it's clear that only a few students actually will be doing the catching at one
time. To involve the entire group, ask the falling (fallen) person to continue holding himself/herself
rigid so that he/ she can be passed from hand to hand down the entire line of catchers. To further the
commitment, ask the catchers to lift the faller to an overhead position for the trip down the line. Be
aware that trust can be diminished as easily during this "hands on" passage as during the falling
sequence. If a participant is dropped at any time, it will be awhile before the group, and particularly
the dropped person, displays much enthusiasm toward future participation. Appoint someone at the
end of the line to be responsible for holding up the participant's torso while his/her feet are being
lowered to the ground. Reversing this procedure is not met with much humor.
Make an attempt to achieve 100% participation during this activity, even if participation means
simply standing on the platform and looking down at the line of catchers. From this point, "the
position of potential," it's often easier to go ahead and fall than climb down. To quote from a former
student who had been avoiding an attempt, "That's not fair, Karl. You know if I stand up there I'll do
it." On the other hand, very little is achieved by demanding that a student stay up there until he/ she
makes an attempt. Participation in this and all activities must result from the student's own decision
and not because of the instructor's impelling personality and certainly not from any cute coercion
tricks. Also, I feel that a student should not be left standing on a platform for more than a few
minutes. The choice to perform or not should be entirely up to the participant, but a decision must be
made to either go or not go after a reasonable period of time. The consequence of deciding to wait
"until next time" is the mental anguish experienced in anticipation of that next time. The benefit of
climbing down is that the student knows the activity is indeed voluntary and that his/her decision is
being respected.
Contraindications:
There is a danger in beginning this activity from too high a platform. If the head and shoulders of the
falling participant reach the catchers' hands before the feet, the platform is too high. A standing
height of 7'-8' will produce this result. If some of the participants complain that the starting height is
too high for them (even if it is only 4'-5') don't hesitate to offer them as low a starting height as
necessary in order to include them in the activity. After some initial successes at a lower height they
may then want to try a higher level. However, in your initial presentation, start with a challenging
height; i.e., begin with a comparatively substantial challenge and then back off a bit for those who
need an incremental series of boosts.
Ask for a volunteer to be the first one to fall. There always seems to be 2-3 individuals who want to
try anything first, so as unobtrusively as possible, choose the lightest volunteer. There's little value in
choosing El Gordo to provide an immediate and meaty challenge. Give the catching line some
success before you release the 200+ pound DF (designated faller).
Ask all catchers and fallers to remove wrist watches and jewelry. Falters should also remove keys,
pencils, etc., from their pockets and large buckles from their belts.
Mention the potential dangers of using this activity "after hours." Doing a trust fall with friends after
a couple of beers can result in physical and emotional disaster. Spinal cord injuries are forever.
Trust Walk
This follow-the-leader, action-oriented walk is probably the longest duration trust activity. It is also a
fine activity for developing communication.
You will need a blindfold for each participant.

1. Cut the blindfolds long enough so that tying them around the head doesn't become an initiative
problem.
2. Offer clean blindfolds for hygienic and humanitarian reasons.
3. Use cloth that does not admit light, or else cloth that can be doubled.
4. Have more cloth on hand than you anticipate needing.
Ask the entire group to tie on blindfolds. If you have not previously mentioned the trust aspects of
participating in a blindfolded activity, those comments would be appropriate at this juncture. To wit,
the instructor will not make fun of anyone, or make anyone appear to be foolish because of being
blindfolded.
The Problem - Tell your blindfolded travelers that two group members will lead them blindfolded
through a short course or to their destination. Lightly tap two members of the group on the head (tour
guides) and tell them to come with you so that you can point out the route through the sacred ground.
Explain to the remainder of the group that you will return within five minutes and that they should
take this time to arrange themselves in some way for sightless traveling.
Take your two chosen leaders (blindfolds now off) and point out a preselected route through which
you would like them to lead the group. Spend some time, prior to the group's initial meeting, to
establish a challenging and enjoyable route. Include: bashing through some bushes, having to crawl
under and over something, walking next to water, passing over and down a 6-7 foot drop-off, etc.
Explain to the leaders that they should not tease the participants, lead them astray, etc. Explain that
they should also give verbal commands to the group members to ensure safety - reassure them that
they are on level ground, warn them of steps, roots, slopes, turns, etc. Assure the group that you and
one other proctor will be silently attending this walk to provide spotting in case of any potentially
risky moves.
As you walk along, with what becomes a very verbal group of travelers, watch for potential danger
and put yourself in a good spotting position if necessary. Most people are unhesitatingly trusting and
will walk off a cliff if pointed in that direction. Temper challenge with compassion. Point out the
route to the leaders if they seem lost. Watch and listen for situations that will be valuable to relate
during the post session discussion.
Try to end up the walk in an area that allows the group to be physically close together. After you
announce that they have arrived at their destination (blindfolds can be removed), and the initial
exclamations of "Where are we?", etc., have been made, ask the leaders to walk the group back
through the route to satisfy their curiosity and allow spontaneous sharing of reactions and sensations.
Finish up with a sit down debriefing session.
******************************

Icebreakers, Energizers and Teambuilders

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Icebreakers, Energizers and

Team building exercises

Some of the primary benefits of teambuilding include:

Increasing a group's communication skills;

Increasing a group's cooperation and teamwork;

Increasing a group's effectiveness;

Increasing a group's awareness of its goals, resources, and limitations; and

Increasing a group's sense of camaraderie among its members.

 Comfort level of the participants  Needs of the participants

 Weather  Preparation time

 Comfort level of the participants  Needs of the participants

 Optimum time of day for activity  Publicity

 Comfort level of the participants  Needs of the participants

 Resource (money) needs/limitations  Are visual aids necessary?

 Comfort level of the participants  Needs of the participants

 What equipment is needed?  Amount of space needed

 Comfort level of the participants  Needs of the participants

 Time limitations  Size of group

 Comfort level of the participants  Needs of the participants

 Are any participants disabled?  Age of the participants

Could the activity in any way be offensive to participants in relation to

Time: Depends upon group size

Group Size: Unlimited - the bigger the better

Safety Considerations: None

Equipment: Paper slips with song titles written on them, pen

Alternative Categories: Energizer, Communication

Possible Hum That Tune Titles

Time: Depends upon group size

Debrief Topics: None

Alternative Categories: Energizer, Memorization

Additional Information: None

Time: 10-15 minutes (or until the group grows restless)

Alternative Categories: Energizer, Problem solving, Communication, Responsibility

Additional Information: None

Time: Depends upon group size

Group Size: Unlimited

Safety Considerations: None

Alternative Categories: Energizer, Memorization

Time: Depends upon group size (and energy of the group)

Group Size: Unlimited

Safety Considerations: None

Alternative Categories: Energizer, Memorization

Time: Depends on size of group

Group Size: Unlimited

Safety Considerations: None

Alternative Categories: Diversity

Time: 2-5 minutes per participant

Group Size: Works best with groups of less than 20

Safety Considerations: None

Alternative Categories: Energizer

Group Size: Unlimited

Equipment: Candy, Toilet Paper, Blowpops

Alternative Categories: None

Additional Information: None

Time: Depends upon group size

Group Size: No more than 30 (large groups can be broken up)

Equipment: Paper and pen/pencil/marker for each participant

Alternative Categories: None

Possible Headliner Storyline:

Time: Depends upon group size

Group Size: No more than 20

Alternative Categories: Self Image

Additional Information: None