Games for all purposes

Conent

NAME GAMES AND GET TO KNOW EACH OTHER...................................................................................2

PEOPLE MAP............................................................................................................................................................2
GROUP JUGGLE.........................................................................................................................................................2
How to Run a Group Juggle Session...............................................................................................................2
Set up & instructions for 1st round of group juggling....................................................................................3
2nd round of group juggling...........................................................................................................................3
3rd round of group juggling............................................................................................................................3
4th round of group juggling - introducing more balls....................................................................................3
MOTION NAME GAME...............................................................................................................................................4
LINE NAME GAME....................................................................................................................................................4
POINT & SHOOT.......................................................................................................................................................4
HAMMER OR NAIL?...................................................................................................................................................5
ICE BREAKERS.....................................................................................................................................................6
HAVE YOU EVER?....................................................................................................................................................6
Variations........................................................................................................................................................6
HUMAN KNOT..........................................................................................................................................................7
Set up & instructions.......................................................................................................................................7
Facilitator notes..............................................................................................................................................8
CATEGORIES ............................................................................................................................................................9
List of categories.............................................................................................................................................9
ANIMAL SOUNDS....................................................................................................................................................10
SCREAMER.............................................................................................................................................................10
TEAM AND TRUST BUILDING GAMES........................................................................................................12
HUG A TREE.........................................................................................................................................................12
WILLOW IN THE WIND............................................................................................................................................12
MINE FIELD...........................................................................................................................................................13
Variations......................................................................................................................................................14
Processing Ideas............................................................................................................................................15
ALL ABOARD!........................................................................................................................................................15
Variations......................................................................................................................................................15
MULTI-WAY TUG-OF-WAR.....................................................................................................................................16
CREATE YOUR OWN TEAM BUILDING ACTIVITY.........................................................................................................17
TEACHING GAMES...........................................................................................................................................18
KEYPUNCH.............................................................................................................................................................18
Variations......................................................................................................................................................18
Processing Ideas............................................................................................................................................18
ALPHABET GAMES AND NUMBER GAMES...................................................................................................................19
CREATIVITY GAMES........................................................................................................................................23
MAKE YOUR OWN KITE............................................................................................................................................23

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Name games and get to know each
other
People Map
Time ~10 minutes

• An interesting way for people to get to know one another is to learn about the
geographical distribution of where people come from.
• Ask participants to create a human map, by standing to indicate where they
consider home. Indicate North, East, South & West, then allow participants to
position themselves to create a map.
• Ask the person who is the furthest what their name is and where they come
from. Proceed to ask each major cluster where they come from. In this
process, participants may refine or improve their map.
• Optional: To extend the activity, ask participants to create a human map to
show:
o where their mother/father was born
o where they would ideally like to live
o the fartherest place you've travelled

Group Juggle
Time ~15 minutes
Equipment 15 tossable items in mesh stuff sack with directions

• Fun way to start working together.

• Can be used to learn names and develop a sense of interconnectedness.

• Stand in a circle, toss a ball to someone, using his/her name, and they in turn
toss it to someone else, using the next person's name.

• Keep it going, then more balls are introduced and it starts gets crazy.

How to Run a Group Juggle Session

• Set up & instructions (1st round)
• 2nd round - have another go!
• 3rd round - do it faster!
• 4th round - adding more balls!
• Variation: Warp Speed
• Links to other descriptions

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Set up & instructions for 1st round of group juggling
• Arrange participants in a circle, not too close,
not too far from one another
• Include yourself in the circle
• Explain that you are going to throw a ball to
someone - pick someone out & ask their name, then say
• "Hi Freddy, my name is James...here you go!"
[underarm throw a ball to Freddy]
• Freddy then says "Thank you James", picks
someone and says
• "Hi X, my name is Freddy...here you go!"
[throw]....they say "Thank you, Freddy] and on we go.
• If you're not trying to learn names, skip the
naming part & just throw!
• The challenge from here is simply to get the
ball thrown around to everyone in the circle, and finally back to the trainer.

2nd round of group juggling

• I then say, "Right, well done, now let's see if
we can that again - making sure we use the same order, and using each
other's names. Remember to say the name of the person you are throwing
to, and thank the person, by name, for throwing it to you, OK?"
• On the second round, most people will be
challenged to remember who to throw it to, and the two names! Take it slow,
help the group out, so that each person has a successful second round.

3rd round of group juggling

• I then say, "Good, so how about we do it again,
but this time, let's let's see how fast we can do it, OK? Here we go...Hi
Freddy, my name is James...." [throw]
• It will go pretty fast this time, and the group will
probably feel quite pleased with themselves.

4th round of group juggling - introducing more balls

• I then say, "That's great, but I think you can do
faster than that. Come on, let's see how we can really go..." [I then throw
and say the name with super fast enthusiasm to set the tone!
• After the first ball has passed through a few
hands, I take a 2nd ball out of my pocket (surprise!), and casually, but
earnestly say "Hi Freddy...." [throw].
• By now everyone is so well trained, the 2nd
ball will automatically keep going, and there will be a detectable sense of
challenge/excitement.

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 • After a bit, I introduce a 3rd and 4th ball, up to
about 6 balls.
• Usually I let 4 to 6 balls be juggled for a while
(note the balls will be coming back again to the trainer - just keep them
going). A group of 12 adults can usually handle 4 to 6 quite well.
• If I'm feeling conservative, I just let the group
have the success of doing this number of balls, and collect them in when that
seems to have been achieved.
• But usually, once the group seems competent
at 4 to 6 balls I gradually then introduce an unmanageable number of balls
into the juggle & maybe also weird objects (e.g., kids soft toys) which all gets
crazy, fun, out of control, etc. and ends in a hilarious shambles.
• Generally doesn't require debriefing.

Motion Name Game

Have everyone stand in a circle. Anyone can begin the game by saying his/her
name and demonstrating a [physical] motion to go with it. When the person is done,
the entire group repeats the name and the motion. Then, the second person (on
either side of the first) introduces him/herself and does a motion. The entire group
repeats that name/motion and then the first name/motion. This will continue until
each person has given their name and done their motion, and the entire group has
repeated everyone’s name and motions.

Line Name Game

This game is a variation of the Motion Name Game. Can be played with group of any
size. Best if group has more than 10 members. Game begins with group lining up
shoulder to shoulder. One member starts off the game by doing a motion across the
line (to the other end of line) and saying his/her name at the same time. The group
responds by saying, “Hi ___________!” The game continues as each member goes
across to the other end of line. Once that is complete, the group pairs off with person
next to them and they do a motion together (and say both of their names) to get to
the other end. Group goes in twos until complete. Depending on size of group,
individuals then group in fours, sixes, etc...then in half, and then whole. The group
works together to pick out a motion and should say each name as they get to other
end. Game continues until the whole group is working together. Good game to use
to show the power of individuals coming together as a team.

Point & Shoot

Puts people on the spot for learning names. Ideal name game finale. Split the group
in half. Have two volunteers hold a blanket or groundsheet between the two groups.
Group members gather together, to plan and avoid being seen by the other group.
The group sends one member to crouch close to the blanket and be involved in the
shoot-out. The holders count "1, 2, 3" aloud then drop the blanket. Each contestant

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 tries to say the other person's name first. Whoever is the winner "captures" his/her
combatant for the winner's team. The blanket goes up again -- continue until one
team captures all of the other team.

Hammer or Nail?
Concept: metaphorical, abstract, right brain, control over one's life

What to do: Explain that this activity is meant as an exercise in abstract thinking.
"Use your imagination. Think of yourself in non-concrete terms." Ask students which
of the two choices best describes them. Give them time to think, then ask them to
raise their hands to indicate their choice. "Who is a hammer?... Who is a nail?" Then
have them ask others near them why they feel like a hammer or a nail and give them
about a minute to discuss their choice.

In one session probably no more than six to ten of these should be done. If the class
is very small, students might be asked to walk to one area of the room (nails over
here; hammers over there) and talk about why they feel the way they do.

o Hammer or nail Yes or no Tortoise or hare

o Racket or ball Mountain or valley City or country
o Child or old man Teacher or student Dictionary or novel
o Jeans or a suit Question or answer Pen or pencil
o Egg white or egg yolk Black or white Agape or Eros
o Sun or moon Leaf or wind Cat or mouse
o Cube or ball Pencil or eraser Present or Future
o Present or future Earthquake or typhoon

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Ice breakers
Have You Ever?
• This an active, fun way to explore and celebrate the rich diversity of
experiences that different people bring to any group. Works best with larger
groups.
• The instructor explains that he/she will call out different things that may or may
not apply to each person. If the item does apply to you, then run into the
middle, jump in the air, and do a high 5 with anyone else who runs in.
• A list of about 20 items should be tailored to the particular group, setting, and
program goals, but some suggestions are below. Usually the items are of a
"Have You Ever....?" form, but also free to ad lib, e.g., "Does Anyone
Have....?"
• Items should be carefully considered in order to prevent embarrassment,
ridicule, etc.
• The motivation of participants to participate often needs some amping up. Try
to do some other warm-ups first. The rest is down to the leader's skill in
demonstrating and encouraging.
• List of Possible "Have Your Ever?" Items:
1. Do you wash your teeth every day?
2. Have you ever been without a shower for more than 2 weeks?
3. Do you have both a brother and a sister?
4. Have you ever eaten mango?
5. Can you speak 3 or more languages?

Variations

• Participants can generate their own questions. Here's one way. People are
sitting in a circle. Everyone has a chair (or rope ring or hula hoop) except the
person who is IT, standing in the center.
• The person in the middle asks a "Have You Ever" question that is true for
him/her self e.g., "have you ever climbed a mountain over 10,000 feet?"
• Anyone whose answer is "yes" gets up and moves to an empty seat. So, if
four people get up they try to exchange seats as quickly as possible. The
person who asked the question tries to quickly gain a seat, leaving one other
person without a seat and they become the new IT.
• In choosing a question, participants can try for questions which reveal
something e.g., �have you ever trekked the Great Wall of China?� or ask
simple questions like �have you ever fallen off of a bicycle?� for which
everyone would get up.
• Pileup variation: Anyone can ask a question and if you can answer yes to the
question you move one space to your right and sit in that chair. If you cannot
answer yes to the question, you stay seated in the chair where you are. This
means somebody may be coming to sit on your lap from the seat to your left.
Sometimes you get three and four people sitting in sort of a lap-style game on
top of you. Then, when they ask the next question to go one space to the right

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 by answering yes, they peel off one at a time sit down and you end up on top.
It creates some very interesting combinations. Physical touching reveals
something about people and it breaks the ice so that people can then begin to
feel more comfortable talking about and doing other novel things.

Human Knot
Set up & instructions
• Be aware that the activity involves close physical proximity and touch
potentially in sensitive places! It can be used as a first activity in an
adventurous program with volunteers (e.g., the start of an Outward Bound
program). However, if the program is less adventurous, or group members
potentially will have significant problems with such proximity, e.g., due to
culture, or social or psychological problems, then Human Knot could be
introduced later in a program.
• Ideal group size is approximately 10, but it can be done with anywhere
from about 7 to 16. Much higher or lower and the task doesn't really work.
The more in a group, the more difficult the task, partly because of the
complexity, and partly because there is physically less room to move.
• If there are two or more groups doing the task simultaneously, have the
groups reasonably spaced out, so they don't feel distracted by a sense of
competition.
• Ask participants to form a circle, shoulder-to-shoulder.
Encouraging/urging participants to all stand closer can be a subtle way of
helping to prepare them for what is about to come.
• Ask participants to each place a hand in the middle of the circle and to
grasp another hand.
• To emphasize learning of names and get a bit of fun going, ask
participants to introduce themselves to the person they are holding hands
with.
• Then ask participants to put their other hand in the middle, grasp a
different person's hand, and introduce themselves.
• Don't let participants let go of hands - some will be tempted to think the
activity might then be over - but it is only just starting.
• Explain to participants that what you'd like them to do is untangle
themselves, without letting go of hands, into a circle.
• There will be a mixture of reactions, often including nervous laughter,
fun amusement, excitement, trepidation, strong suspicion that it can't be
done, and others who may view the task as a somewhat sadistic or
inappropriate joke. Often some group members will have done the task
before, but this doens't really matter, each time the task is unique.
• Participants may change their grip so as to more comfortable, but they
are not to unclasp and re-clasp so as to undo the knot.

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 • If you want name-learning emphasized, then explain that whenever the
group is talking to someone, or about someone, that the person's first name
must be used. This usually requires supervision and reinforcement by the
instructor, but once enforced, is excellent for learning names. It also usually
helps the group to work together and find solution, because their
communications and more accurate with names involved.
• Stand back and see what happens.
• Be prepared to see little progress for quite some time (up to 10
minutes). However, once the initial unfolding happens, the pace towards the
final solution usually seems to quicken.
• However, because each occasion is unique, there are also odd times
when a very fast solution falls out - too easy. In such cases, you ask a group
to try the task again - its usually a bit harder second time around.
Occasionally, the task seems too hard and participants seem to make almost
no progress. Let them struggle for about 10 minutes, then you can offer the
group one unclasp and reclasp - they need to discuss and decide what
unclasp-reclasp would be most useful.
• Most of the time a full circle falls out, but occasionally there are two or
even three interlocking circles. So, really the task is to sort the knot out into
its simplest structure.

Facilitator notes
• A switched-on facilitator can get a lot of information about participants
in a short space of time with this activity. For this reason, the activity is
commonly used in group-based selection processes for jobs which involve
closely working with others.
• Stay at a moderate distance, allowing the group to handle the activity
with feeling like they're being too closely observed; but maintain good
hearing contact and be ready to step in to help answer questions or change
the direction of the activity quickly when appropriate.
• Slowly wander around the circle, moving in and out as appropriate,
e.g., if you want people to use names in every communication, then this
needs to reinforced in a friendly, but firm way, several times.
• It is relatively easy to notice who's talking, who's not, who seems
comfortable, who doesn't. Also note that sometimes the natural leaders are
not in a good position to lead - do they try to dominate inappropriately or do
they sit back appropriately and just do what they can. Sometimes, a new
leader emerges from being in an opportune position in the knot. This can
offer this person a significant boost. Also, almost everyone gets a positive
sense of having played his or her part. Some people have difficultly enjoying
the activity due to their uncomfortableness physically (e.g., obese, very tall,
or inflexible people may find the activity particularly awkward).
• It is important to provide appropriate help if the activity proves too
difficult. This might be encouragement that it can be done (some groups lack
confidence and would give up too early), helping a couple of people
communicate to find a solution to part of the knot, etc. Or this might be

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 allowing an unclasp-reclasp. How much to give is a fine balancing act. The
task should be challenging, but especially as an initial activity, it should give
the group some initial confidence and momentum in being able to work
together to solve problems.
• Often this activity speaks for itself as an icebreaker. However,
because it can be quite challenging, and people will often have been pulled
in all sorts of directions (literally), be prepared to have at least a short
debrief, e.g. by asking "How well did you think the group worked together?"
and "What could have been done differently?" or "What do you think you've
learned from this activity which can be applied in future activities?"

Categories
• A fun, interactive, introductory get-to-know-you activity for medium to large
groups.
• Works best with large groups (min. is ~15).
• Useful for celebrating diversity.
• Particularly useful as an icebreaker, e.g. can be used as a opener for a
workshop/conference.
• Ask everyone to stand up and then to walk around; explain that you will
announce a category (see list or use your own) and that participants should
then quickly organise themselves into smaller groups, based on the category
to which they belong.
• Once everyone is organised into their groups, ask each group to identify itself.
• (Optional) Make a brief comment or ask each group a question.
• Allow participants time to say hello and mingle/chat with each other when the
smaller groups are formed.
• Keep things moving by asking participants to walk around before announcing
the next category.
• Continue until the group is "warmed up" and ready for the next activity. This
will probably be after ~5 topics, depending on the group, purpose, and time
available.
• Categories can also be used as a fun, simple way to organise people into
smaller groups for other activities.
• For the first category, use one with two options and announce one side of the
room for one category and the other side of the room for the other category.
This should help participants to get the idea for how the activity works.

List of categories

Two categories

• When you clasp your hands together and fold the thumbs across the top, is
your right or left thumb on top?
• Fold your arms across your chest. Is your right or left arm on top?
• Which leg do you put into your pants first?
• Which eye do you prefer to wink with?
• Which side of the bed (left or right) do you get out of in the morning?
• Are you a folder or scruncher (toilet paper)

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 • Can you roll your tongue? (yes/no)

Three categories

• When licking an ice cream cone...do you:

o Twirl the cone clockwise
o Twirl the cone counterclockwise
o Lick up and down?

Many categories

• What is your favourite season?

• How many siblings do you have?
• What colour are your eyes?
• What's your shoe size?
• What type of shoes are your wearing?
• What's your favourite colour
• What's your star sign?

Animal Sounds
• Works with any group size over 10 and with large groups; the more the
merrier.
• Invite people into a circle.
• Hand out blind-folds and help people to blind fold another. Alternatively, ask
for eyes closed.
• Explain that each person will be hear a whisper of an animal name. Move
around the group, giving each person the name of animal (e.g., from the list
below).
• The challenge will be to find all other animals of one's own kind. No-one can
talk - only animal sounds can be made.
• Very loud chaos ensues, then gradually order and unity emerges as animals
find one another.
• Be prepared to shepherd people from danger, but usually people are very safe
with many not moving much, rather focusing on listening and calling out to
others.
• List of possible animals (aim to have 3 or more of each animal). Note:
Consider possible cultural issues if animal sacred or offensive):
o Dog o Snake o Monkey
o Cat o Lion o Frog
o Pig o Crow o Elephant

Screamer

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1. Preparation: make sure the folks in the rooms on either side of you (and the
principal, if you're doing this in a school) know that they will be hearing some
loud yells / screams in a minute, that it will only last for about two-three
minutes, and that everything is OK.

2. Have the entire group "line up in a circle" - you know what I mean ... Important:
everyone needs to be able to see the eyes of everyone else.

3. Explain that you will be saying two sets of instructions repeatedly, "heads
down" and "heads up." When you say "heads down," everyone looks down.
Whey you say "heads up," everyone looks up, STRAIGHT INTO THE EYES of
anyone else in the room. Two possible consequences:
a. if they are looking at someone who is looking at someone else, nothing
happens;
b. if they are looking at someone who is looking right back at them, they
are both to point in a very exaggerated manner at the other person and
let out a SCREAM OR YELL. They are then "out" and take their places
together outside of the circle to observe.

4. Once the "screamers" have left the circle, the circle closes in and you repeat
step two, followed by step three, until you are down to two people. Yes, they
have to do it one more time, even though the outcome is a foregone
conclusion.

5. Processing questions: what made this "fun?" [btw: I've never seen this be
anything but an absolute hoot for all.] The short answer to the first question is
the stress involved. You can then ask them to think about what the actual
stress factors in the exercise are (will my scream sound silly? Will I embarrass
myself?) and when did the stress seem to lessen or intensify?

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Team and trust building games
Hug A Tree
• Start on a track in a pleasant forested area.
• This activity works well as a break during a hike.
• The purpose is to get people engaged in non-visual, intimate encounter with
trees, as well as the terrain.
• The activity also works well as a trust-building activity.
• The groups needs reasonable maturity, such that the blindfolded people are
cared for (golden rule: a blindfolded person must always be holding someone
else's hand - or a tree) - watch out for careless guiding especially from macho
males.
• For mature groups, a briefing may be enough; for less mature groups, do a
demonstration.
• In pairs, one is blindfolded. The blindfolded person is to be the tree-hugger.
• The tree-hugger is lead through the trees and then placed next to a special
tree. The tree-hugger touches the tree and tries to memorize its size, shape,
location, texture, etc.
• The tree-hugger person is lead back to the starting point, takes his/her
blindfold off and tries to locate his/her tree.
• Swap. Usually participants like to have a couple of turns at being blindfolded
and trying to find a tree.

Willow in the Wind

• Provides a gentle, but important and challenging activity to begin building
genuine trust amongst people. Requires good facilitation and fairly mature
group.

• Group members should already have spent time together, know each other's
names, etc.

• Establish a genuine tone; whilst fun is allowed, the primary objective is looking
after and caring for one another. This requires a calm, supportive
atmosphere. If particpants are unable to genuinely sustain this kind of
atmosphere, then look for a less serious activity. There is the potential for
physical and psychological injury.

• The group needs to be taught correct spotting technique:

o one foot in front of another
o arms outstretched, elbows locked, fingers loose
o ready and alert

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 • In groups of about 8, one person volunteers to be the "willow" in the middle.
Facilitator demonstrates the "willow":
o feet together
o closes his/her eyes
o arms crossed and hands on shoulders
o keep butt cheeks tight and body straight
o establishes contract with group (see below)
o does a "trust lean" and allows him/herself to be "passed around" the
group.

• The final step before leaning is to create a contract between the "willow" and
the group. It can go like this:
o Willow: "I am ready to fall. Are you ready to catch me?"
o Group: "We are ready to catch you. Fall away."
o Willow: "Falling."
o Group: "OK"

• Important: Ensure the group is tight, should-to-shoulder, arms outstretched. In

this position, hands should almost touch the person standing in the middle.
This ensures that the initial fall will be very gentle. Gradually the group can
ease back to allow a more expansive lean. Distribute large and small people
evenly, to avoid weak points in the circle.

• The "willow" should allow him/herself to be passed around by the group as long as she/he
likes (usually a couple of minutes). When he/she has had enough, simply open eyes, stand
up, and thank the group.

• The quality of the atmosphere and caring will generally determine the proportion of people
prepared to volunteer. Above 80% is usually a sign of a reasonably healthy group.

• As a debrief or an intervention if a group isn't creating a trusting atmosphere,

I've asked people to individually rate out of 10 how supported they felt by the
group -- and show this to the group by holding the number of fingers up. This
allows the facilitator to draw out more objectively which people felt supported
and what else the group might do to support more people.

Mine Field
• A popular and engaging game involving communication and trust. The task is
very flexible, works for groups of various types and sizes, and can be adapted
to youth, adults, corporate, etc.
• Select an appropriate area. Go outside, if possible. Can be done inside, even
in rooms with fixed furniture (which can become objects to be avoided).
• Distribute "mines" e.g., balls or other objects such as bowling pins, cones,
foam noodles, etc.
• Establish a concentrating and caring tone for this activity. Trust exercises
require a serious atmosphere to help develop a genuine sense of trust and
safety.
• Participants operate in pairs. Consider how the pairs are formed - it's a
chance to work on relationships. One person is blind-folded (or keeps eyes

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 closed) and cannot talk (optional). The other person can see and talk, but
cannot enter the field or touch the person.
• The challenge is for each blind-folded person to walk from one side of the field
to the other, avoiding the "mines", by listening to the verbal instructions of their
partners.
• Allow participants a short period (e.g., 3 minutes) of planning time to decide on
their communication commands, then begin the activity.
• Be wary of blindfolded people bumping into each other. The instructor(s) can
float around the playing area to help prevent collisions.
• Decide on the penalty for hitting a "mine". It could be a restart (serious
consequence) or time penalty or simply a count of hits, but without penalty.
• It can help participants if you suggest that they each develop a unique
communication system. When participants swap roles, give participants some
review and planning time to refine their communication method.
• Allow participants to swap over and even have several attempts, until a real,
satisfied sense of skill and competence in being able to guide a partner
through the "minefield" develops.
• The activity can be conducted one pair at a time (e.g., in a therapeutic
situation), or with all pairs at once (creates a more demanding exercise due to
the extra noise/confusion).
• Can be conducted as a competitive task - e.g., which pair is the quickest or
has the fewest hits?
• The facilitator plays an important role in creating an optimal level of challenge,
e.g., consider introducing more items or removing items if it seems too easy or
too hard. Also consider coaching participants with communication methods
(e.g., for younger students, hint that they could benefit from coming up with
clear commands for stop, forward, left, right, etc.).
• Be cautious about blind-folding people - it can provoke trust and care issues
and trigger post-traumatic reactions. Minimize this risk by sequencing Mine
Field within a longer program involving other get-to-know-you and trust
building activities before Mine Field.

Variations

• Minefield in a Circle: Blindfolded people start on the outside of a large rope

circle, go into middle, get an item ("treasure", e.g., a small ball or bean bag),
then return to the outside; continue to see who can get the most objects within
a time period.
• Metaphorical Framing: Some set ups for minefield get very elaborate and
metaphor-rich, e.g., hanging objects which metaphorically reflect the
participants' background and/or issues. For example, items which represent
drugs, peer pressure, talking with parents about the problem, etc. have been
used in a family adventure therapy program (Gillis & Simpson, 1994).
• Participants can begin by trying to cross the field by themselves. In a second
round, participants can then ask someone else to help them traverse the field
by "talking" them through the field.
• To increase the difficulty, you can have other people calling out. The
blindfolded person must concentrate on their partner's voice amidst all the
other voices that could distract them from the task.

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 • Be aware that some participants may object to, or have previous traumatic
experience around the metaphor of explosive mines which have caused and
continue to cause much harm and suffering. It may be preferable to rename
the activity, for example, as an "obstacle course" or "navigation course".
Alternatively, the activity could be used to heighten awareness about the effect
of land mines on the lives of people in countries such as Afghanistan and
Nicaragua

Processing Ideas

• How much did you trust your partner (out of 10) at the start?
• How much did you trust your partner (out of 10) at the end?
• What is the difference between going alone and being guided by another?
• What ingredients are needed when trusting and working with someone else?
• What did your partner do to help you feel safe and secure?
• What could your partner have done to help make you feel more safe/secure?
• What communication strategies worked best?

All Aboard!
• This activity requires working together in close physical proximity in order to
solve a practical, physical problem. It tends to emphasize group
communication, cooperation, patience and problem solving strategy, as well
as issues related to physical self and physical proximity.
• The activity can be run in many different ways.
• Basic method: Ask the whole group to try to fit inside a small area which can
be marked by:
o small platforms, or
o circle of rope, or
o tarpaulin or blanket
• When the group succeeds, decrease the area (e.g., changing platforms,
shrinking the circle, or folding the tarp) and challenge the group again. How
far can the group go?
• Cautions: Obviously people are going to need to feel physically comfortable in
order to get physically close and be supportive of one another. So make sure
people are warmed up and preferably have removed excessive jewellery,
watches, etc.

Variations

• Tarp Flip Over: With a group standing on a tarp, challenge them to turn the
tarp over without anyone touching the ground in the process. Can add a time
limit e.g., 15 mins for this activity.
• Framing, e.g.,"The group must work together to ensure everyone manages to
get aboard the new management structure. As time goes by, the team must
become closer to deal with shrinking margins and increased competition."
[www.bushsports.com.au]

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 • Team building variation of Tarp Flip Over: the group discusses the present
state of the team and a future desired state for the team. One side of the tarp
represents the present state, the other side the future.
• Name game: The activity can be used as a name game by setting the rule that
every communication to another person must include that person's name.

Multi-Way Tug-of-War
Equipment ropes

• Fun, finale-type activity. Physically exhausting and emotionally climaxing!

• Works for kids through to corporate programs. Ideal for adolescents and
possibly youth at risk. Especially with older adults, be careful with this activity,
especially if they are unfit or if overexertion is contraindicated (e.g., heart
problems).
• Use for any size groups, indoor or outdoor. Ideal is large group outdoors.
Pick a soft location e.g., grass/beach.
• In traditional 1 on 1 tug-of-war it is mostly strength that wins, with a few tactics.
• In multi-way tug-of-war it is mostly tactics that wins, with some strength.
• Lay out the ropes, etc. as shown in diagram below.
• Participants should prepare appropriately e.g., watches and hand jewellery off.
• Divide into groups and make sure the groups appear to be of similar strength.
• Brief group on normal tug-of-war safety rules, basically:
o no wrapping or tying rope around anyone or anything - only hold rope
with hands
o watch out for rope burn on hands - let go if rope is moving through
hands
o watch out for rope burn on body - let go if you lose footing
• First command from the Tug-of-War master is "take the strain". This is only to
take up the slack, that's all. The Tug-of-War master makes sure the centre
ring is stable and centered. This needs strong leadership because teams are
always keen to add extra strain!
• Second command is "Go!!"
• Teams attempt to pull the center ring or knot over their finish line. This can
rarely be achieved by strength alone and instead will require guile. Teams
can swivel to cooperate / compete with other teams, then switch directions,
etc.
• Conduct several rounds. Continue, say, until one team earns 3 victories and
the Tug-of-War title.
• Allow teams plenty of time to physically recover and debrief/plan after each
round.
• Team building groups may wish to discuss what the secrets to success were
in this activity - and whether these lessons apply elsewhere.

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Create Your Own Team Building Activity
• Challenging exercise best presented late in a program
• Divide a larger group into smaller groups of 4 to 5
• Give groups ~15-20 minutes to come up with a challenging small group
activity.
• The catch: The activity should be one that the group believes it can do better
than any other group!
• Then all groups come together and take turns to present their activity.
• Groups earn points if:
o No other group can beat them at their activity (+2)
o Can do another group's activity (+1)
• Be warned: This is harder than it sounds - requires all elements of team work
including creativity, communication, trust, problem-solving, time management,
etc.
• To help groups succeed, the facilitator checks in with the progress during
planning. Help with ideas or problem-solving strategies if the group is
struggling.
• Encourage creative out-of-the-box thinking e.g., singing, dancing, joke-telling,
non-verbal, as well as physical or mental-type challenges.
• Avoid using this activity to get out of designing an activity yourself!

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Teaching games
Keypunch
• A powerful exercise for learning how to work together, communicate and seek
to improve performance in medium sized groups.
• Randomly lay out up to 30 numbered markers or spots in a set area. This
forms the keypad.
• Create a starting/finish point up to 10 yards beyond the set area- the group
must assemble here-hence they do not have clear view of the keypad either
before the first attempt or in between attempts.
• Briefing: The group must touch all the numbered spots as fast as they
can. The team is given five attempts and must complete all attempts within a
30 minute window, whilst seeking to A/ complete the task and B/ if possible
better their time. The group is penalized when a number is touched out of
order and if more than one person is inside the boundary of the set area. The
penalty may be, for example, that the group must start the attempt again but
the time keeps ticking for that attempt.
• Give the team 5 minutes to plan, then begin the 30 minutes count down, and
then start the timer for the first attempt. Time each attempt when they say they
are ready to begin the next one.
• The team will eventually arrive at a variety of solutions including giving each
member of the team a number (or several numbers) to step on in sequence as
they run through the set area. After several attempts this 'ordering' will become
more fluid.

Variations

• Use this teambuilding exercise to highlight the value of continuous

improvement.
• Can be presented as a fun teambuilding initiative problem -There is a
computer virus and the team must punch in the correct code or the entire data
base will be lost!
• Variation in briefing=create a greater sense of role play by shaping the story
line: a computer virus has infected the entire network of the organisation/
government and your team has been flown in to disinfect it. If more than one
person enters the 'restricted zone' then they are 'fried'...add as much detail as
you wish to enhance the atmosphere and/or build pressure.
• Depending on the group, alter the total time to 45 minutes and allow 5 minutes
of separate planning time in between each attempt.

Processing Ideas

• What was the initial reaction of the group?

• How well did the group cope with this challenge?
• What skills did it take to be successful as a group?

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 • What creative solutions were suggested and how were they received?
• Did everyone listen to each others ideas?
• What would an outside observer have seen as the strengths and weaknesses
of the group?
• What roles did people play?
• What did each group member learn about him/her self as an individual?
• What key factor led to an improvement in time?
• How motivated were participants to continually improve the time after initial
success at the task?

Alphabet Games and Number Games

Make door signs

Children love to mark their own territory with their name on their bedroom door!
Depending on age they can perhaps colour and cut their own sign, which can then be
laminated for durability if you wish.
Make key rings, satchel tags

Print and laminate your child's initial, make a hole and attach to a key ring. Or use a
ribbon or string to decorate a school bag or satchel so that your child will easily
identify it.
Decorate bulletin boards

Teachers will come up with all sorts of ideas for using the alphabets on bulletin
boards and around the classroom.
Learning the alphabet

Print out one of our alphabet strips and display it where little ones will see it all the
time! You may want to choose lower case letters for the UK, as most children are
introduced to these first. Go through the alphabet regularly, pointing to the letters and
saying the sounds they make; of course you can also sing the alphabet song!
Alphabet flashcards

Our alphabets make wonderful flashcards. Choose one which will appeal to your
child, and print onto coloured card if you like. Laminate for durability and you will be
able to use it for all sorts of games in the future.
Play alphabet bingo

If you print one of the alphabet strips and leave it in sections, each section forms an
easy alphabet bingo card for little children. Give each child one or two sections. Print
out a matching set of alphabet cards and put them in the middle of the table. Take
turns to choose an alphabet card and see if you have the matching letter on your
bingo section. If you do you could cover it with the card, or with a counter. The first to
fill their section completely is the winner.
Upper and lower case bingo

Both the penguin strip and the sweet heart strip have upper and lower case letters.
Print out a set of lower case sections as the bingo cards, and print out the upper case
letters onto individual alphabet cards. Play as above.

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Editor's note: these bingo games are great games for mixed aged siblings to play
together as the competitive element keeps the game fun for all ages.
Alphabet race

Print out one of the alphabet strips and use it as a game board. Have a counter for
each player and a dice. Put the counters at the beginning of the board (that is, just
before the "a") and let the youngest child roll and move their counter the appropriate
number of spaces. Depending on the age of the child, you can adapt the game in
many ways:
when you land on a letter, you say the sound that the letter makes or move back x
number of spaces
when you land on a letter, you say the name of that letter or move back
say a word which begins (or ends) with the letter you have landed on, or move back
say a noun, adjective, verb, adverb etc which begins with the letter you have landed
on, or move back
The winner is the first to reach "z"! This game is also very adaptable for different
ages, as you can assign each child a task appropriate to their age and skill.
Alphabet file folder anagram game

Cut out one of the alphabets and place them in a never-ending path or circle, like a
board game. You can place them in random or alphabetical order. Provide each child
with a counter and a piece of paper and pencil. The children choose a letter and
place their counter on it, writing the letter on their piece of paper. Now take it turns to
roll one or two dice and move around the board. Wherever your counter lands, write
down that letter on your paper. The first child to find a three-letter word using their
letters wins. Older children can play with four or five letter words. You can also print
out extra copies of the vowels and most popular consonants and use more than one
of them on your board.
Alphabet scramble

Print out a set of alphabet cards and choose a combination which makes a word
appropriate for your child's age. Scramble them up and have the child put them in the
right order. You can make this game more energetic by "hiding" the cards around the
room and telling the child how many cards he has to find. It is also a fun team game:
use two different sets of alphabet cards and the kids will have great fun running
around each other trying to find where their cards are hidden without giving away
cards to the other team!
Alphabet trail

Create a trail of alphabet cards around the room (or house), spelling out a word or
short sentence which the child will need to write down in a little notebook and present
to you when he reaches the end. You can make this more difficult for older children
by throwing in "extra" letters which he will need to identify and exclude.
Which letter is missing?

Lay out a set of alphabet cards in alphabetical order. While the children close their
eyes, take one card away. On your command they open their eyes and identify which
letter is missing.
Beginning, middle and end

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Use a set of alphabet cards and 3 containers (bowls, paper plates etc) marked
"beginning", "middle" and "end". Shuffle the cards and have the child turn them over
one by one and place them in the appropriate container. Younger children could do
this with the help of an alphabet strip.
Either side

Using a set of alphabet cards, turn one over at a time and try to identify as quickly as
possible the letter before, the letter after, or both! Younger children could use an
alphabet strip to help.
Alphabetical sort

Simply shuffle up a set of alphabet cards and put them back into order as quickly as
possible.
How many words

Give each player a piece of paper and a pencil, and shuffle a pack of alphabet cards.
Decide on a "theme" such as flowers, girls' names, cities etc. Turn the top card over
and, in a given amount of time, see how many words you can write down which begin
with that letter. You can control this game more by deciding after the card is turned
over what the theme will be!
A shorter and easier (and noisier) variation of the game is to decide on a theme for
the whole game, and to try to shout out an answer as quickly as possible for each
letter. Perhaps the winner of each round could take a counter and at the end of the
game the counters are tallied for the winner.
Alphabet magnets

You can use the printable alphabets to make magnets, by laminating them and
attaching magnets to the back.
Change a letter

Choose a word and find the correct letters to assemble for your child. Challenge
them to change the word to another by swapping one letter at a time. For example,
change "cat" to "cot" to "cop" and so on.
Alphabet Go Fish

Print out two sets of alphabet cards (you could print one set of upper case and one
set of lower case if appropriate) and deal five cards to each player. Place remaining
cards in a stack face down in the middle of the table. Players check their hands for
any pairs, and place them face up in front of them if they have any. The youngest
player then asks a player of his choice whether he has a particular card. If he does,
he must hand it over, and the pair can be placed on the table. If he doesn't, he says
"Go Fish", and the first player must take a card from the centre pile. The winner is the
first player to put all their cards down on the table.
Alphabet Old Maid

You need at least three players. Print out two sets of alphabet cards, and include one
blank card too. Doctor the set so that there are enough cards for each player to have
between 6 and 8 cards (less for younger players) and the pack is made up of pairs
plus the extra card - you will have an odd number of cards! Shuffle and deal out the

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cards. Each player checks their hands for any pairs, and places them face up in front
of them if they have any. The youngest player then turns to the player on his left, and
takes a card (without looking at it!) from his hand. If it makes a pair with one in his
hand, he can put it down on the table. Play continues around the circle until one
player is left holding the odd card and is called the "Old Maid".
Alphabet Match up

Print out and join together an alphabet strip of lower or upper case letters (laminate if
required). Write the other case of letters onto a set of wooden clothes pegs (you can
usually buy these very cheaply at a pound / dollar store). Ask your child to clip the
clothes pegs at the correct place on the line.
Number match up

Print out a number strip and join together as above. Draw a number of dots, or
perhaps some easy sums, onto the clothes pegs, and ask your child to match the
pegs to the correct number on the line.
Alphabet war

Print out a set of alphabet cards. Deal them evenly between two players. Players turn
over the first card on their pile simultaneously, and call out if their card is closer to the
beginning (or end) of the alphabet. They take both cards. The winner has the most
cards when the pack is completed.
Which is missing?

Make two copies (or how ever many you need) of alphabets and numbers. Lay the
cards in alphabetical or numerical order replacing one of the letter / number cards
with the ? card. Ask child to identify the missing letter or number. For older child, the
number cards could be placed in skip counting sequence, backwards, etc. The letters
could be used to spell words.

Environmental education games separately in another document

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Creativity games
Make your own kite
A kite consists of these basic parts:
 The Spine. The up-and-down, or vertical stick that you build your kite around.
 The Spar. The support stick(s), that are placed crossways or at a slant over the
spine. Sometimes they are curved or bowed.
 The Frame. The joined spine and spars, usually with a string connecting their
ends, that form the shape of the kite and make a support for the cover.
 The Cover. The paper, plastic, or cloth, that cover the frame to make a kite.
 The Bridle. One or more strings attached to the spine or spars, which help
control the kite in the air.
 The Flying Line. The string running from the kites’ bridle, where you hold to fly
the kite.
 The Tail. A long strip of paper or plastic of ribbon that helps to balance the kite in
flight. Not all kites need tails.
 The Reel. The object you use to wind your flying line, to keep it form getting
tangled or flying away.

DIAMOND KITE
Materials:
 butcher cord or thin garden twine
 scotch tape or glue
 1 sheet of strong paper (102cm x 102cm)
 2 strong, straight wooden sticks of bamboo or wooden doweling 90cm and 102cm
 markers, paint or crayons to decorate you kite.

1. Make a cross with the two sticks, with the shorter stick placed horizontally across
the longer stick. Make sure that both sides of the cross piece is equal in width.

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2. Tie the two sticks together with the string in such a way as to make sure that they
are at right angles to each other. A good way to ensure that the joint is strong to put a
dab of glue to stick it in place.

3. Cut a notch at each end of both sticks. Make it deep enough for the type of string
you are using to fit in to. Cut a piece of string long enough to stretch all around the
kite frame. Make a loop in the top notch and fasten it by wrapping the string around
the stick. Stretch the string through the notch at one end of the cross-piece, and
make another loop at the bottom. Stretch the string through the notch at one end of
the loop at the bottom. Stretch the string through the notch at the other end of the
cross-piece. Finish by wrapping the string a few times around the top of the stick and
cutting off what you don't need. This string frame must be taut, but not so tight as to
warp the sticks.

4. Lay the sail material flat and place the stick frame face down on top. Cut around it,
leaving about 2-3cm for a margin. Fold these edges over the string frame and tape or
glue it down so that the material is tight.

5. Cut a piece of string about 122 cm long. and tie one end to the loop at the other
end of the string to the loop at the bottom. Tie another small loop in the string just
above the intersection of the two cross pieces. This will be the kite's bridle, the string
to which the flying line is attached.

6. Make a tail by tying a small ribbon roughly every 10cm along the length of string.
Attach the tail to the loop at the bottom of
the kite.

7. Decorate!

Tips:
 A properly located pivot point is generally located slightly ahead of the centre of
gravity.
 Cut away from you!
 Spray can glue is really good for patching up paper kites.
 Stability is improved by the use of an effective bow and a flexible tail.
 Hold your kite up by the string when you are finished to see if it is balanced. You
can balance it by putting more paper on one side.
 Kites are different each time you make one, so slight adjustments might need to
be made for each kite.

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