Emergency Resource Eng

Dear Volunteer Leader,
It is with a mixture of pleasure and sorrow that I present you with the Play Based Life Skills Activities in Disasters Manual, which has been developed in response to the flooding disaster now on-going in Bangkok this month of October, 2011. This resource, and the activities and tools found within it, has been developed with contribution and insight from Right To Play staff and partners from Thailand and around the world. This resource can be used by anyone looking to engage children and youth with fun activities that results in important life skills development and learning, while also being specifically catered to a humanitarian response situation. Right To Play Thailand would like to express our sincere gratitude to the Office of the Basic Education Commission (OBEC) of the Ministry of Education for their efforts in promoting Life skills Development and in their contribution to the flooding relief efforts. Their work and partnership with Right To Play is a tribute to their dedication to developing key life skills to students in and out of schools and to the Thai people. This work will provide children and youth across Thailand with the skills they will need for the 21st century. Right to Play would also like to acknowledge the incredible contribution of DKSH (Thailand) Limited and Cummins Inc. that are sponsoring this program. As a not for profit development organization, Right To Plays work would not be possible without their generous support and dedication to Thai communities. Finally, and most importantly, as a volunteer, choosing to implement this program, YOU are demonstrating your dedication and contribution as a mentor and Leader in your community. Without your contribution, the children and youth in the emergency shelters could not benefit from this program. We would like to thank you for your dedication and support and wish you the best of luck in your efforts to engage children and youth in your emergency shelter!
Sincerely,
Michael Albert Country Manager Right To Play Thailand
Table of Contents
Introduction Implementing Activities . Reflect Connect Apply . Managing Emotions 1. Action Relay .. 2. Gathering Relay . 3. Throwing Anger and Fear .. 4. Decision Time 5. Follow the Leader .. 6. Spider . 7. Hope is in the Air ... 8. Tossing for Confidence .. Developing Healthy Relationships with Others 9. Barking Dog ... 10. Blind Gorilla .. 11. Elbow Tag .. 12. Chain Reaction ... 13. Blind Goal Quest 14. Sheet Volleyball . 15. Bridge . 16. Flip the Blanket .. 17. Human Knot ... 18. Animal Farm .. 19. Catching the Dragons Tail 20. Line Ups . 21. Over and Under .. 22. Snails Race 23. Blindfolded Partner Running . 24. Three-legged Race .
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5 7 9 11 14 16 18 20
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Life Skills Activities Manual for Disaster Response Right To Play Thailand
Implementing Activities
1) Before beginning your activity: It is important to ensure that children have a safe area to move around in. Before your session begins, check the play area to ensure that any obstacles are removed so that children can have a safe and enjoyable experience. It is also important to have your equipment ready before the activity begins. You will find the list of the needed equipment under each activity.
2) Your role as a leader: It is the responsibility of leaders of activities to set the tone and environment of the activities. It is important that as a leader you model the following behaviours: Promote fair play Promote team play Encourage and support the children Promote inclusion Act as a role model Emphasize that participation, teamwork and encouragement are more important than winning
3) Opening discussion: Ask the children what the emergency situation mean to them. Encourage all of your students to contribute to the discussion if they feel comfortable doing so. Next, state the Key Learnings of the activities you are about to lead. The Key Learnings are all related to managing emotions and building healthy relationships with others.
4) During the activity: Right To Plays games and activities are all designed to be inclusive, promote fair play and encourage fun. During the activities it is important that you do the following: Praise and support children to develop their self-confidence Include all children in activities regardless of gender, race, religion, ability, culture, family structure or social background Provide clear and simple instructions. When possible, demonstrate or ask for a volunteer to model the instructions. End the session when all children have completed the activities or when you feel it is appropriate. Acknowledge that there are no winners or losers. Activities are designed to be noncompetitive and therefore should not end with one team or child winning over another.
5) Closing discussions: For successful discussions, children must feel that it is safe and comfortable for them to speak. It is not advisable to suggest in any way that a childs comment is stupid or out of place. Encourage children to speak to each other, not just to you. Here are some more tips for encouraging discussions: Everyone has a right to speak and should be encouraged to do so. Try to avoid questions that can be answered with yes or no. If that is not possible, encourage the children to explain their answers. You can ask, Why do you think so? Try to avoid answering your own questions, give children the time to think about their responses and reply. If the answer is not clear, ask the children to restate it. If the question confuses children, rephrase it or use an example to make it more clear. Do not pass judgment on childrens responses such as no, that is incorrect or yes, that is correct. Use phrases such as thank you or that is interesting. To ensure that the discussion is rich and meaningful use phrases such as what else? and who else has a comment? to encourage ongoing discussion.
6) Most importantly, HAVE FUN!
Why do learning activities end with a closing discussion?

In themselves, Right To Plays games and activities provide children with opportunities to learn a wide range of knowledge skills and values. But, much is left to chance. Without encouragement and guidance, children and youth may not remember or transfer what they have learned to their present or future life. The design of Right To Plays activities addresses this challenge in the following ways: Activities are structured so that childrens experiences (and lessons to be learned from them) are developmentally appropriate. Teachers ask children to reflect on their learning, connect it to what they already know and apply it in their lives outside of play and activities. (See Appendix 1 for more information)
REFLECT, CONNECT AND APPLY: AN EXPERIENTIAL APPROACH TO LEARNING

Reflect-Connect-Apply is a teaching/learning strategy that helps develop a community of learners who process their experiences through reflection and dialogue with their peers and others. Reflect The learner considers: What did I just experience? What happened outside me and inside me? The learner recalls the experience and shapes it; for example, the learner might order and articulate the experience as a simple sequence of events, a cause and effect relationship or a problem and solution relationship, and so on. Raw experience is given some order. Connect The learner considers: How does this experience relate to earlier ones? How does it connect to what I already know, believe or feel? Does it reinforce or expand my view? Does it challenge or refute my view? Experience is further ordered and integrated. Apply The learner considers: How can I use what I have learned from this experience? How can I use it in similar situations or different ones? How can I use my new learning to benefit myself, others, my community? Learning is transferred and applied. In simple terms, Reflect-Connect-Apply allows learners, individually and in groups, to examine their experiences consciously, relate those experiences to what they already know and formulate plans to use their learning. Reflect-Connect-Apply is a flexible teaching/learning strategy, equally applicable to experiences from the playing field, the classroom and daily life. In addition, it is equally applicable to teaching/learning sessions with children, youth and adults.
AGES 10+
Action Relay
Key Learning
To recognize and label ones feelings. Goal of the Activity
A relay activity in which each student contributes by performing a funny action.
Opening Questions
What are some examples of positive emotions? How do you know when someone is feeling happy or is in a good mood? How does laughter unite people? How might it divide people?
How To Play
1. Think of a number of different actions the players can perform. For example: Walk backward around your team Stomp your feet and bark like a dog Hop like a frog Gallop like a horse Dance Clap your hands behind your back Stick out your tongue and march on the spot 2. Mark a clear start line using chalk or markers. 3. Divide the group into teams of 3-8 players. 4. Ask each team to line up behind the start line. 5. Place a cone at least 5 metres away from each team (see diagram). 6. Stand at least 10 metres away from all teams (see diagram). 7. Explain and demonstrate that: The first player in each team, A, will run to you and you will whisper an action in As ear. A will then run to the teams cone and perform the action for 10 seconds (counting out loud). After 10 seconds, A will run back to the team and tag the hand of the next player so that player can begin. 8. The relay continues until all players have performed at least one action. Make sure the players do not trip over the cone when performing their action.
What You Need

Equipment Cone or bucket 1 per team Chalk or markers (anything that can be used to mark a line in the ground) No. of players 6 or more
Action Relay CONTINUED
Watch For
Are players laughing and having fun? Is every player performing the right action?
Discussion
Reflect What was funny about the relay? Connect How do you feel when you laugh? Can you think of a time when something funny made you feel better? Apply When you are unhappy, what can you do to make yourself feel better?
Variations
Think of more actions. Ask each player to perform two actions. Ask each player to suggest a funny action for all teams to perform. Ask the players to repeat the actions of another player in addition to performing their own action.
AGES 10+
Gathering Relay
Key Learning To recognize and label ones feelings and emotions. Goal of the Activity A relay activity in which a team has to gather materials, adding one piece at a time, and bring it back to the start line. What You Need Equipment Depends on availability of material; suggestions include balls, armbands, bottles, paper, cups, flags, shirts, shows, and so on 1 of each will be needed per team Chalk or markers (anything to mark a start line) No. of players 6 or more
Opening Questions
What experience have you had lately that made you feel frustrated? Overwhelmed? Embarrassed? Worried? How did you deal with that experience? Who or what helped you?
How To Play
1. 2. 3. 4. 5. Mark a start line using chalk or markers. Divide the players into teams of 6-8. Ask each team to line up behind the start line. Place identical piles of equipment approximately 5-10 metres in front of each team (see diagram). Explain and demonstrate that: The first player in each team will run to the pile of equipment and pick up one item. The player will run back to the line and hand the item to the next player in line. The next player will then run to the pile, while holding the first item, and pick up another item. The player runs back to the line and hands both items to the next player in line. The relay continues until all the items have been brought back to the start line. Make sure the players do not trip over the items they are carrying.
6.
Gathering Relay continued

Watch For
Is every player taking a turn? Is every player carrying all of the equipment collected by the players who ran before?
Discussion
Reflect When we started the relay, how did you feel? How did you feel near the end of the relay when you had so much to carry? Have you ever been in a situation where you have had too many tasks to do at once? How did you feel? What can you do when you are feeling overwhelmed with certain emotions or feeling bad? Who can you go to for help?
Connect
Apply
Variations
Use equipment or clothing that can be worn and have each player wear the equipment or clothing and run back to the line. Have each player perform an action from the sport or activity related to the piece of equipment they are picking up before they run back to the start line.
AGES 10+
Throwing Anger and Fear

Key Learnings
To recognize and deal with ones feelings and emotions. To regulate feelings so that they help rather than hinder the handling of situations.

Opening Questions
What are some examples of things that make you angry and/or scared? What are some ways that you deal with these feelings when they arise?
How To Play
1. Divide the play area into 2 equal sides using chalk or markers (see diagram). 2. Ask the players what is the first word/thought/action they think of when you say the word anger. Repeat the question for the word fear. 3. Show the players the balls they will be playing with and explain that each ball represents both anger and fear. State that this activity is about recognizing and dealing with ones feelings and emotions. 4. Give each player a ball. 5. Divide the players into 2 equal-sized teams. 6. Send Team A to one side of the play area and Team B to the opposite side. 7. Explain and demonstrate that: When the activity begins, each team will gently throw their balls to the other teams side. Players may not cross into the other teams side. The teams are to try to keep their section clear of balls by throwing them back into the other side. The balls must stay in the play area. After 2 minutes, you will call Stop! At that time, everybody stops throwing balls and sits down with arms folded. Count the balls on each teams side. 8. Continue playing, stopping and counting every 2-3 minutes. Ensure that the players are not throwing balls at their opponents or outside the play area.
Goal of the Activity

A team competition in which the students work together to clear their section of balls.
What You Need

Equipment Soft ball 1 per player Chalk (anything to divide playing area) No. of players 6 or more
Watch For
Are the players throwing the balls out of their side of the playing area? Are the players working together as a team?
Throwing Anger and Fear CONTINUED
Discussion
Reflect How did it make you feel when you had many balls in your side? At the beginning of the activity, I said that the balls represented anger and fear. How is this activity similar to how many people deal with anger and fear in real life?
Connect
Apply How can sports help you to deal with feelings of anger or fear? The next time you are angry or afraid, what can you do to help yourself deal with these emotions in a positive way?
Variations
The activity can be made more difficult by adding more balls or increasing the size of the play area.
10
AGES 10+
Decision Time
Key Learning
To convey and follow through effectively with ones decision to not engage in unwanted, unsafe, unethical behaviour. Goal of the Activity
A tag-like activity in which players try to run from one side to the other without being tagged by the players in the middle.
Opening Questions
What are some examples of things your peers say to pressure you into doing something unhealthy? What are examples of things your peers say if they want to pressure you into doing something healthy?
How To Play
1. Divide the play area into 3 zones: the Playing Area, and 2 smaller Health Zones.
2. Select a spot within the Playing Area to place the hoop and the stones (see diagram). 3. Place one used stone container in each Health Zone. 4. Ask players to line up across one of the Health Zones. 5. Tell players that in this activity, they will play the role of Positive Peers who can influence their friends in a positive way by offering Healthy Advice. 6. Ask the players to list some of the risky or unhealthy behaviours that can have negative consequences (for example, smoking, stealing, drinking alcohol, taking drugs, lying to your parents, cheating on a test, and so on). 7. Explain that negative peer pressure can lead to someone making unhealthy choices, but positive peer pressure can do just the opposite. Positive peer pressure can help people make healthy choices. 8. Ask for a volunteer to play the role of Negative Peer Pressure. 9. Explain and demonstrate that: Negative Peer stands in the middle of the Play Area. Negative Peer will try to tag Positive Peers as they run across the Play Area toward the other Health Zone. Make sure the players tag one another gently. When Negative Peer is ready for the players to run across the field, Negative Peer will yell, Decision Time. The Positive Peers will then try to run across the Playing Area without getting tagged.
What You Need

Equipment Medium sized stones: 510 Hoop or rope (to enclose stones) Small containers (for used stones): 2 No. of players 6 or more
11
Decision Time, continued

Once the Positive Peers have crossed into a Health Zone, they cannot be tagged. If Positive Peers are tagged, they sit down where they were tagged and (using only their arms) help Negative Peer Pressure tag other Positive Peers as they run by. At any point after Decision Time is called, a Positive Peer can risk being tagged and pick up a stone from the Healthy Advice area. If a Positive Peer is tagged while running with a stone, the stone is returned to the Healthy Advice area and the tagged player must sit in the Playing Area and help Negative Peer Pressure. If a player successfully crosses into a Health Zone with a stone, at the next Decision Time call, that player may hand the stone to a seated player who then must get up and run to the Health Zone. Once the player reaches the Health Zone, they must place the stone into the used stone container. 10. End the activity when all players have been tagged.
Watch For
Are the Positive Peers running when Negative Peer Pressure yells Decision Time? Are the players who have been tagged staying seated while trying to tag others? Are players putting the Healthy Advice stones into the used container using a stone only once to save someone?
Discussion
Reflect How did it feel to go from being a Positive Peer to helping Negative Peer Pressure? Why did some of you choose to risk getting tagged to help another player?
12
Decision Time, continued

Connect Are there any risks to giving healthy advice to someone who is about to make an unhealthy choice? Apply What healthy advice would you give to someone who is being pressured to do something unhealthy?
Variations
Challenge players to dribble a ball across the Playing Area without having their ball taken away by Negative Peers. If their ball is taken away, they must join Negative Peers in trying to take the ball away from others. Balls can be placed off to the side for safety.
13
RBCP: AGES 6-9
YELLOW SPIRIT BALL
FOLLOW THE LEADER

Key Learning
To develop self-esteem and self-confidence. Goal Of The Game
A movement game where children lead and follow.
Opening Questions

Do you know what the leader is? Give an example of a leader you know. What is the role of a leader and a follower?
How To Play
Clear the play area of obstacles. 1. Divide the children into groups of 4-6. 2. Ask each group to find a space in the play area. Players line up one behind the other (see diagram). 3. Explain and demonstrate that: The child at the front of the line will be the Leader. The Leader will move around the play area using creative movements; for example, skipping, kicking, dancing, hopping. The other children in the line will imitate their Leader while following in line. When you say the word Switch, the Leader moves to the back of the line and the child at the front of the line becomes the new Leader. 4. Call Switch! every 1-2 minutes. 5. Continue playing until all children have had a chance to be Leaders. Ask children to be aware of others when moving about the play area.
What You Need

Equipment None No. of children 6 or more
Watch For
Is every leader offering creative movements to follow? Are all the children able to copy the Leaders movements?
14
FOLLOW THE LEADER CONTINUED

Discussion
Reflect What role did you enjoy more, being the Leader or being the follower? Why? What was difficult about leading/following? Why? Connect When in your life have you been the Leader? How did it feel? When in your life have you been a follower? How did it feel? Apply Why is it important to be a good leader/follower? Why is it important to sometimes be a good and supportive follower?
Variations
Place obstacles, such as logs or boxes in the play area. Encourage the Leaders to include sound with their physical movements. The children following must imitate the sounds as well as the actions.
15
RBCP: AGES 6-9, 10+
YELLOW SPIRIT BALL
SPIDER
Key Learning
To develop a sense of security. Goal Of The Game
A tag game in which the spiders try to catch flies.
Opening Questions
When and where do you think of when talking about being safe?
How To Play
1. Divide the play area into 3 sections. Make the middle section the biggest (see diagram). 2. Explain to the children that the middle area represents a big spiders web and the areas on the outside are the forest. 3. Ask the children to name things that spiders eat (for example, flies, bugs). 4. Ask for 2 volunteers to play the role of Spiders. 5. Ask the Spiders to sit in the centre of the web area and pretend to be sleeping (see diagram). 6. Tell the other children they are the Flies. 7. Ask the children to make the noise a fly makes (for example, BzzzBzzz). 8. Explain and demonstrate that: The game starts with the Flies making Bzzz noises near the Spiders. When you say Spiders wake up! the Spiders will stand up and try to tag as many Flies as possible. The Flies can escape by running into the forest. Once they have crossed into the forest the Flies cannot be tagged. If a Fly is tagged, that Fly becomes a Spider and joins the Spider team. The Spiders will then sit and pretend to sleep and the Flies will Bzzz around them until Spiders wake up! is called again. 9. The game continues until all of the Flies are caught. 10. Play again and allow new volunteers to start the game as Spiders. Ensure that the size of your play area is appropriate for the number of children.
What You Need

Equipment Chalk (or anything to mark 2 lines between the web and the forest) No. of children 6 or more
16
SPIDER CONTINUED
Watch For
Are the Flies bzzzing" near the Spiders and staying away from the forest during the spider sleeping time? Are children laughing and having fun?
Discussion
Reflect How did you feel when you reached the forest? Connect Why is it important to feel safe? Apply When you are in the community, what can you do to make sure you are safe?
Variations
You can sometimes yell Rain shower! instead of Spider wake up and tell the Flies to chase the Spiders and the Spiders to run into the forest.
17
RBCP: AGES 10+
YELLOW SPIRIT BALL
HOPE IS IN THE AIR

Key Learning
To develop a sense of hope and optimism. Goal Of The Game
A team challenge in which the children work together to keep the balloon of hope in the air without moving from their designated spot.
Opening Questions

What is the meaning of hope? Have you ever had hope for something? Could you share it to us?
How To Play
1. Divide children into teams of 4-6. 2. Draw one square on the ground for each child. Each teams set of squares must be close together. Each square should be 1.5 x 1.5 metres (see diagram). 3. Ask each child to stand in a square. 4. Ask each child to think of one thing they hope for in life. 5. Show the children the balloon. Explain that the balloon represents hope in this game. 6. Explain and demonstrate that: The object of the game is for the children to keep the balloon in the air. The children can hit the balloon with any part of their bodies to keep it in the air, but they are not allowed to step outside their squares. The children are only allowed to hit the balloon once before another player hits it. Encourage the children to try to keep the balloon in the air as long as possible. 7. Once the balloon touches the ground, the game can begin again and the children can try to keep the balloon in the air for a longer period of time.
What You Need

Equipment Balloon (for indoor activities) or soft ball (for outdoor activities) 1 per team Chalk (anything to draw squares on the ground) No. of children 6 or more
Watch For
Are the children staying in their squares? Are the children hitting the balloon to each other to keep the balloon afloat?
18
HOPE IS IN THE AIR CONTINUED

Discussion
Reflect How did you feel when the team successfully kept the balloon in the air? How did you feel when the balloon touched the ground? Connect What is the one thing you hope for in life? What do you think the squares represent in real life? How is the balloon similar to feelings of hope? Have you ever hoped for something and then stopped believing it was possible? How did that feel? Apply What are some of the things you can do in your day-to-day life to maintain hope?
Variations
Increase the difficulty of the activity by making the squares smaller or the space between the squares larger. You can also allow children to use an implement to hit the balloon if the squares are farther apart (for example, a racquet or a stick). Establish a set order that the balloon must be hit in (for example, player one must always hit the balloon to player two, and from player two to player three, etc.).
19
RBCP: AGES 10+
YELLOW SPIRIT BALL
TOSSING FOR CONFIDENCE

Key Learning
To develop selfesteem, selfexpression and selfconfidence. Goal Of The Game
A tossing game in which children may need to act out certain actions.
Opening Questions

Give an example of anything you feel confident to do. What is a thing you do not have confident to do?
How To Play
1. Mark a clear start line. 2. Draw a circle on the ground approximately 5-10 metres from the start line. Divide the circle into four parts. 3. Label each part of the circle with an action (for example, sing, hop, karate, dance etc.) (see diagram). 4. Demonstrate the matching action for each section you labelled (for example, if a section is labelled sing, sing a line from a song for the children). 5. Ask each child to collect 5 (small) rocks. 6. Divide the children into groups of 4-6 and ask them to line up behind the start line. 7. Explain and demonstrate that: Each child takes a turn throwing a rock at one of the four parts of the circle. Before throwing, players call out the part of the circle they intend the rock to land on. If a child lands a rock in the section aimed for, the child moves to the back of the line and the next player takes a turn. If a child misses and the rock lands in another part of the circle, the child performs an action that matches the label on the part of the circle that was hit. For example, if the child planned to land the rock in the singing section but it landed in the dance section, the child performs 2-3 dance moves. Then the child moves to the back of the line and the next player takes a turn. The children should choose a different section of the circle to throw at each time they throw. 8. After a while, you may choose to change the actions in each part of the circle. 9. The game finishes at your discretion. Make sure the children take care when throwing the objects.
What You Need

Equipment Object that can be easily thrown (for example, rocks, beanbags, etc.) 1 per child Chalk (anything to draw a circle that will be divided into 4 on the ground) No. of children 6 or more
20
TOSSING FOR CONFIDENCE CONTINUED
Watch For
Are the children able to throw the rocks to land in the circle? Are all of the children engaged and participating? Do the children understand what the actions are?
Discussion
Reflect What was the most difficult part of this game? Was it hard to perform the action? Why/why not? How did you feel when you finished performing? Connect How do you feel when you successfully perform a difficult task? Tell about a task that was once difficult, but is now easier. Why has it become easy? Apply What can you do to build your confidence in areas where you lack confidence or feel nervous?
Variations
Create a circle with 8 sections and corresponding actions. Ask each child to throw more than one rock at a time and allow them to choose which action to perform.
21
AGES 10+
Barking Dog
Key Learning
To identify and understand the thoughts and feelings of others. Goal of the Activity
A tag-like activity in which the players try to avoid being tagged by the Barking Dog. 2. 3. 4.
Opening Question
How does it feel when you are excluded from something?
How To Play
1. Ensure the play area is clean and free of obstructions. Mark a large play area with safety zones at opposite ends of the field (see diagram). Ask all players to go to one of the safety zones. Ask for a volunteer to be the Barking Dog. Explain and demonstrate that: At each end of the field there are safety zones. The Barking Dog will stand in the middle of the field. The rest of the players will stand together at one end of the field in the safety zone. The activity will begin when the Barking Dog calls out Barking Dog. Players run across the playing field and try to reach the other safety zone at the opposite end of the field without being tagged by the Barking Dog. When a player is tagged, he or she joins the Barking Dog and tries to tag other players as they run back and forth across the field. When players successfully reach the safety zone, all the newly tagged players join the Barking Dog in the centre of the field. Together, they call out Barking Dog, and players try to run to the other side without being tagged. The activity ends when all players have been tagged. When everyone has been tagged, explain that they will play the activity again. This time, however, there will be different rules for different people. Assign some players to: only walk use half of the play area jump to the other safety zone leave the activity when they are tagged by the Barking Dog
What You Need

Equipment Pylons or chalk (to mark lines) 8 No. of players 6 or more
5.
22
Barking Dog continued
Watch For

Are the players following the asigned rules? Are the players staying in the safety zones instead of running across the playing area?
Discussion
Reflect How did you feel playing the activity when different people had to follow different rules such as only walking or jumping? What was the most challenging way to play the activity? Why? How do you think people felt who played the activity the most challenging way? Connect Are there some groups in your community that are treated differently, or stigmatized? How do you think they feel? Apply What are some things you can do to try to understand how others are feeling? What can you do if someone is feeling neglected or being treated unfairly?
Variations
Make the play area smaller for younger age groups and bigger for older age groups.
*adapted from the Right To Play Live Safe Play Safe resource
23
AGES 6+
Blind Gorilla
Key Learning
To identify and understand the thoughts and feelings of others. Goal
A tag-like activity where the blindfolded person must try to tag others.
Opening Question
What do you think would be most challenging about not being able to see?
How To Play
1. Draw a large circle (approximately 10 meters wide). 2. Ask for one volunteer to be blindfolded. This player is Blind Gorilla. 3. Explain and demonstrate that: Everyone will stand in the circle. The blindfolded person will try to tag the others. Players can run anywhere inside the circle. When the blindfolded person says, Blind Gorilla everyone else will say, Here I am. When the Blind Gorilla tags someone, the tagged player steps outside the circle. You will redirect the Blind Gorilla into the circle if Blind Gorilla wanders outside the circle. 4. After a few minutes, give another player a chance to be Blind Gorilla. 5. End the activity at your discretion.
What You Need

Equipment Blindfold (or cloth) -1 No. of players 6 or more
24
Blind Gorilla continued

Watch For
Do the players know how to tag others? Do the players step outside the circle when they have been tagged?
Discussion
Reflect How did it feel to be Blind Gorilla? Was it easy to tag others? If you had to help Blind Gorilla instead of running away, what would you do? Who are some people in our communities who might feel like a Blind Gorilla sometimes, for example, lonely, afraid, isolated? How can we determine if someone is feeling lonely, afraid or isolated? What is one thing we can do to help people who feel lonely or afraid?
Connect
Apply
Variation
Make the circle wider to make the activity more challenging.
25
AGES 6+
Elbow Tag
Key Learning
To identify and understand the thoughts and feelings of others. Goal of the Activity
A tag activity in which the players avoid being tagged by linking elbows with other pairs.
Opening Question
What are some things that you enjoy most about playing with others?
How To Play
1. 2. 3. 4. 5. Divide the players into pairs. Ask the pairs to spread out across the play area. Ask for one pair to volunteer to start as the Chasers. Ask for one pair to volunteer to start as the Runners. Ask all of the other pairs to link arms at the elbows (see diagram). 6. Explain and demonstrate that: When the activity begins, the Chasers will try to catch and tag the Runners. If a Chaser catches a Runner, the players switch roles. (The Chaser becomes the Runner and the Runner becomes the Chaser.) A Runner becomes safe by linking arms with a pair on the playing field. When a Runner links arms with a pair, the outside partner (the partner not linked to the Runner) becomes the new Runner. 7. Continue playing until all players have had a chance to be both a Runner and a Chaser. Ensure that the players slow down when running toward a pair in order to link arms.
What You Need

Equipment None No. of players 6 or more
26
Elbow Tag CONTINUED

Watch For
Are the players being safe when they attempt to link arms while being chased? Are the Runners linking to new players often? Are all players having a chance to run and to chase?
Discussion
Reflect How did it feel to be able to help a Runner by offering an elbow to link onto? Why? Can you think of a time in your life when someone helped you when you were in need? How did it feel? Can you think of a time when you have helped someone else? How did that feel? How will you know if someone needs help? How can you help others when they are in trouble?
Connect
Apply
Variations
Have the players hop on one foot to make it more difficult.
27
AGES 6+
Chain Reaction1
Key Learning
To use verbal and non-verbal skills to express oneself and promote effective exchanges with others. Goal of the Activity
To pass on information by whispering it from one team member to the next in a line until the last person in the line calls out the correct version of the information.
Opening Question
Why is it important to communicate clearly what you are thinking or feeling?
How To Play
o Draw or mark a start line. o About 23 meters away from the line, place an item such as a cone or a rock across from each place where teams will line up. o Divide the group into teams of 45. o Ask each team to line up across from a cone or rock. o Ask the first member in line from each team to go stand at the cone while the rest of the team remains lined up behind the line (see diagram). o Explain and demonstrate that: When you say Chain reaction! the first person in each line runs to the team member standing at the cone. Once there he or she whispers a question to the person standing at the cone such as, Do you like to play football? or Do you like to eat rice? After the team member at the cone has answered the question, the person that asked that question runs back to the line and whispers the answer to the next person in line. Then he or she turns around and whispers it to the next person in line. This continues until the last person in line has heard the answer. The last person calls out the answer to the person standing at the cone. If the answer is correct the person standing at the cone says yes and runs to the back of the line. If the answer is no, the first person in line must again turn around and repeat the answer until it reaches the last person who has to give the correct answer.
What You Need

Equipment Cones or rocks 1 per team No. of players 8 or more
Gibbs, J. (2000). Tribes: A New Way of Learning and Being Together (p. 260). Sausalito, CA: CenterSource Systems. NOTE: Permission to use granted by CenterSource Systems, LLC, publisher of Tribes: A New Way of Learning and Being Together, by Jeanne Gibbs, 2000, Windsor, CA, www.tribes.com.
28
Chain Reaction continued

o Once the person standing at the cone has joined the end of the line, the next person in line runs to the cone and the exercise begins again. Continue the activity until all of the players have run the relay.
Watch For
Are the players being careful when running? Are the players remembering to whisper? Are players asking appropriate questions?
Discussion
Reflect What did you learn about the members of your team? How did you feel when it was your turn to be asked a question? Connect Can you think of a time when it was helpful to share information with others? Have you ever had a situation where people misunderstood what you were saying? Apply What can you say to make sure you understand what someone is saying, for example: I just want to check. Do you mean? or What I hear you saying is
Variations
Make the playing field bigger. Have 2 players at the cone with each giving an answer to a different question. Both answers need to be repeated to each team member. Both answers need to be stated correctly by the last person in the relay.
29
AGES 6+
Blind Goal Quest

Key Learning To practice active and reflective listening to understand the messages of others. Goal of the Activity
A communication and trust activity in which the blindfolded child must find the Goal by following verbal directions from teammates.
Opening Question
What are some examples of times during your daily life when it is important to communicate in a clear way?
How To Play
1. Divide the players into teams of 610. 2. Ask each team to form a circle and hold their hands in front of them (see diagram). 3 Ask for 2 volunteers from each team. Explain that one volunteer will be blindfolded (the Searcher) and the other volunteer will be able to see (the Goal). 4. Explain and demonstrate that: Both the Goal and the Searcher will stand in the middle of the circle. The Searcher must try to find the Goal. The Goal must try to avoid the Searcher. The players who form the circle will hold out their hands to form a wall and gently guide the Searcher back into the centre of the circle. The players in the circle will use their voices to direct the Searcher to the Goal. 5. Once the Searcher has found the Goal, play the activity again with different players as the Goal and Searcher.
What You Need

Equipment Blindfold 1 per group No. of players 6 or more
Watch For
Are the players around the circle all getting a chance to give a direction? Do all the players have their hands out for the safety of the Searcher?
30
Blind Goal Quest continued

Discussion
Reflect What did you find difficult about giving directions to the Searcher? For the Searchers, how did it feel to be blindfolded and have to rely on your peers for direction? Which kinds of words and directions were most useful? What would happen if half of the players werent allowed to give directions? Connect Why is it important to communicate clearly in your everyday life? Apply The next time you meet someone who needs help, what can you do to ensure that you communicate clearly?
Variations
Ask each child in the circle to take turns giving a direction to lead the Searcher. Ask for 2 players to play the role of the Goals, and explain that the Searcher must find the Goals in a particular order. Make 2 teams. Partner players (with one player blindfolded) within each team. Scatter objects in a designated area for the blindfolded players to find. List the order in which the teams must pick up the objects. Only one child from each team is allowed in the designated area at once. It is a race between the 2 teams to collect all the objects in the proper order.
*adapted from the Red Ball Child Play resource
31
AGES 10+
Sheet Volleyball
Key Learning
To practice active and reflective listening to understand the messages of others. Goal of the Activity
A ball toss activity where Team A bounces a ball off a sheet toward Team B, which catches the ball and bounces it back to Team A.
Opening Question
How is a community like a sports team? ( Explain that in this activity players will practice working together.)
How To Play
Make sure the play area is large enough for groups to move freely. The play area should be clean and free of obstructions. 1. Divide the players into equal groups of 412. 2. Pair up the teams. Call one Team A, the other Team B. 3. Give each team a sheet. 4. Ask team members to hold the corners and the edges of the sheet (see diagram). 5. Place a ball in the middle of Team As sheet. 6. Explain and demonstrate that: Team A will work together to bounce the ball off its sheet and toward Team Bs sheet. Team B will work together to catch the ball in its sheet. If the ball is caught, the team receives a point. Team B will then try to bounce the ball toward Team As sheet. 7. Each team alternates between catching and bouncing the ball. 8. The challenge is to see how many points each pair of teams can collect together. 9. In this first round do not allow players to speak. In the second round allow players to communicate with each other. Before the third round, allow players to develop a strategy. 10. Allow teams 12 minutes between rounds for players to develop strategies for increasing their success.
What You Need

Equipment Sheets (or tarps) 2 Ball 1 No. of players 6 or more
32
Sheet Volleyball continued
Watch For
Is each team working together to catch and bounce the ball? Are the pairs of teams (Teams A and B) working together to catch and bounce the ball? Are the players stopping to create strategies to increase their success?
Discussion
Reflect What did you find most challenging about this activity? Why? How did communication on your team improve during the activity? What were the challenges when you could not speak to each other? How did taking time to develop a strategy improve the activity? Connect In real life, when have you had to work together to achieve a goal? What are some of the skills you have used to communicate well with others when you are working to achieve a goal? (For example, speak clearly, actively listen, offer support and encouragement, share your ideas, and so on.)
33
Sheet Volleyball continued

Apply What are some communication skills you can teach others? (For example, friends, members of your family.) How can you teach them these skills?
Variations
Ask each pair of teams to play with more than one ball. Play with smaller sheets or large towels. Ask Team A and Team B to stand farther apart from each other.
*adapted from the Red Ball Child Play resource
34
AGES 10+
Bridge
Key Learning
To establish and maintain healthy and rewarding connections with individuals and groups. Goal of the Activity
To construct a human bridge.
Opening Question
When was a time in your life when you had to use many different skills and abilities to achieve a goal?
How To Play
1. 2. 3. Ensure the play area is clean and free of obstructions. Divide the group into even teams of 56 players. Mark a start line at one end of the play area and a finish line at the other (see diagram). Explain and demonstrate that: When you say Go! teams must form a bridge behind the start line. All the team members must be somehow connected to each other. Only the following number of team body parts can be touching the ground: 4 hands, 4 feet and 2 knees. Each team will then work to move across the play area (staying connected) as quickly as possible. Each team will have 23 minutes to create a strategy. Tell teams that they should discuss their strategy. Observe the ways players interact with each other during this planning process. After 23 minutes, yell Go! and ensure that players begin the challenge. End the activity when all players have crossed the finish line.
What You Need

Equipment None 6 or more No. of players
4.
5. 6.
35
Bridge continued
Watch For
Are all players involved in creating a bridge? Are the rules being followed?
Discussion
Reflect What strategy did your team use to succeed? How did you develop the strategy? Was everyone in your group listened to? Why? Why not? If you had the chance to do the activity again, what would you do in order to make sure that everyones ideas and suggestions were heard and considered? What different skills and abilities did each of your teammates use to complete the task? Connect What are some of the different skills that people in this group have? When are times when it is better to have many different people with many different skills and abilities in a group? Apply What are some ways that you can learn about the different skills and abilities that people in this group have? Why is it important to know about the different skills and abilities in a group?
Variations
Change the number of hands and feet allowed to touch the ground to make the activity easier or more difficult. Increase the number of group members. Increase the size of the play area. Blindfold 2 members from each group.
*adapted from the Right To Play Live Safe Play Safe resource
36
AGES 6+
Flip the Blanket

Key Learning
To achieve mutually satisfactory resolutions to conflict by addressing the needs of all concerned. Goal of the Activity
To flip the blanket without any players stepping on the ground.

Opening Questions
What does teamwork mean? Can you think of a time when you have worked as a team to solve a conflict?
How To Play
1. Lay blankets out in the play area about 1 metre apart from each other. 2. Divide the players into groups of 810. 3. Ask each player to stand on top of one of the blankets. 4. Explain and demonstrate that: When you say Flip, each group has to try to flip the blanket over. Each player must remain standing on the blanket at all times and cannot step on the ground. 5. Continue the activity until each team has successfully flipped its blanket.
What You Need

Equipment
Blankets (or something like a piece of plastic that teams can stand on): 1 per group 8 or more
No. of players
Watch For
Are the players remaining on the blankets at all times?
37
Flip the Blanket continued

Discussion
Reflect Who was successful at the task? Why? Did you work to help other groups or did you compete to finish the task first? Why could it have been beneficial to work with another group? Connect Can you think of a time in your life when you competed with someone when it might have been more helpful to work together? When can competition become negative? Apply How can working as a team rather than competing help you in the future?
Variations
Record the comments players are making during the task. Read them aloud during the Reflect discussion. Then discuss as a group what comments were helpful or not. Have the players perform the task without speaking.
38
AGES 6+
Human Knot
Key Learning
To achieve mutually satisfactory resolutions to conflict by addressing the needs of all concerned. Goal of the Activity
To work together to untangle the human knot.
Opening Question
Show a knot of string. Ask: How is a problem like a knot? (For example, you sometimes cant see where it begins, its hard to see how to untangle it, and so on.)
How To Play
1. 2. 3. Ensure the play area is clean and free of obstructions. Divide the players into groups of 810. Ask each group to form a circle facing inward. Explain and demonstrate that: Each player will reach into the centre of the circle and firmly clasp hands or wrists with 2 different people. Without letting go, players must now work together and try to untangle themselves and form a circle. The activity finishes when each groups human knot is untangled. Encourage groups that finish quickly to offer support to other groups that are still tangled.
4. 5.
What You Need

Equipment None 8 or more No. of players
Watch For
Are all players actively involved in problem-solving how to untangle the human knot? Are the players in each group working together?
39
Human Knot continued

Discussion
Reflect What were some things your team did together to untangle the knot? What do you think would happen if you had to untangle the knot alone without help from anyone? Did a leader emerge during the activity? Who? How was this leader chosen? What kind of leadership style did he or she use? Did it work? Connect Can you give some examples of times in your daily life when it is important to work together? What are some things you do to be an active and helpful member of a team? Apply (Players ages 69) Why is it important to work together to achieve a goal? (Players ages 1014) How can we work together to address a challenge or issue in our community?
*adapted from the Right To Play Red Ball Child Play resource
40
RBCP: AGES 6-9, 10+
BLUE PEACE BALL
ANIMAL FARM
Key Learnings
To develop communication skills. To develop respect for similarities and differences. To develop empathy for others. Goal Of The Game
A team challenge in which the children guide a blindfolded team member to plastic bottles by using only their designated animal noise.
Opening Questions
Have you ever had a pet? Do you know how can it communicate to each other or to us?
How To Play
1. Divide the children into teams of 2-4. 2. Scatter the empty bottles around the play area. 3. Ask each team to choose an animal they want to play the role of (for example, goats, dogs, cats, lions, etc.). 4. Ask the children to practice making the noise the animal makes. Ensure that the sounds from each group are distinctly different. 5. Ask for 1 volunteer from each team. 6. Blindfold this volunteer. 7. Explain and demonstrate that: The object of the game is for each blind-folded player to pick up as many bottles as possible. Team members must lead the blindfolded partner to each bottle by using their animal noise (they cannot touch or use any words). Ensure that the children are communicating loudly enough so their blindfolded teammate can hear them. Be creative while leading blindfolded team members there are many ways to do this effectively. Ensure that players are guiding the blindfolded child with care. When a bottle has been collected, the teams will move to a new bottle and collect as many as possible. 8. Remind the children that they can communicate using only animal noises. 9. Conclude the game when all of the empty bottles have been collected. 10. Allow children to change roles with the blindfolded team member and repeat the activity.
What You Need

Equipment Blindfold 1 per team Empty bottles (or beanbags, pieces of paper, balls) 20-30 per team No. of children 6 or more
41
ANIMAL FARM CONTINUED

Watch For
Can the children identify their teams noise from the other animal noises around them? Are the children able to hear their teammates?
Discussion
Reflect What did it feel like to complete the task without being able to see? How did it feel to only be able to make an animal noise to help your teammate? What strategies did you use to help your blindfolded teammate? Connect What are other examples in your life where it has been difficult to communicate? Apply What does this teach you about what it is like to have an impairment that affects your ability to communicate?
Variations
Allow only the blindfolded children into the play area. Teammates must direct their blindfolded partners from behind the start line. All other children have to direct their partners from a distance.
42
RBCP: AGES 6-9, 10+
BLUE PEACE BALL
CATCH THE DRAGONS TAIL

Key Learning
To develop leadership, cooperative and team skills. Goal Of The Game
To work as a team to keep the Dragons tail away from the Knights.
Opening Questions
Is there anyone who is or used to be a leader of a group? Do you know what a responsibility of being a leader is?
How To Play
1. Ask 1-3 children to be Knights. 2. Divide the remaining children in groups of 3. 3. Ask each group to form a line. 4. Explain and demonstrate that: As a team, each line operates as a Dragon. Together, each child plays a role as the Dragons head, body or tail. The children are to remain attached at all times by holding the waist or shoulders of the person in front of them. As the Dragon, the group is to work as a team to keep away from the Knights. The Knight is trying to catch the Dragon by touching the Dragons tail. 1. Encourage the Dragon to stay attached. If the Dragon comes apart, the Dragons head becomes the tail. 2. If the Knight catches the Dragon, the Dragons head becomes a Knight and the Knight becomes the Dragons tail. 3. The game finishes at your discretion. Ensure the children are comfortable with the speed they move at as a Dragon.
What You Need

Equipment None, potential for using blindfolds No. of children 6 or more
Watch For
Are all of the children in the Dragon actively communicating and working well as a team? Do the children look comfortable running and moving while attached to one another?
43
CATCH THE DRAGONS TAIL CONTINUED

Discussion
Reflect What was it like to have different roles in the Dragon? How did you communicate with your teammates during the game? Are you less of a leader if you are in the body or tail of the Dragon? Why? Connect When else in life do you take on the role of a leader? When else do you take on a different role? Explain. Apply What can you do to be an effective leader when you are not necessarily the assigned group leader or captain? Why is it important to have people in both roles?
Variations
Eliminate the Knight and have the Dragons head try to catch the tail of another Dragon. Increase the number of children in the Dragons body and discuss how they feel as a contributing team member when the group is larger.
44
RBCP: AGES 6-9, 10+
BLUE PEACE BALL
LINE UPS
Key Learning To develop cooperative and communication skills. To develop empathy for others. Goal Of The Game
A team challenge that requires children to line up in a specific order.
Opening Questions
How many ways can we communicate? What can we use to communicate with others?
How To Play
1. Divide the children into groups of 6-10. 2. Tell the children this is a game that requires them to use different forms of communication. 3. Explain and demonstrate that: You will ask the children to form straight lines in a specific order (for example, from tallest to shortest, from youngest to oldest, alphabetical by first name, alphabetical by last name, etc.) The children will have to work together to form the line as quickly as possible. 4. When the children become comfortable with forming the lines, challenge them to form new lines without speaking. For example Get into a line from smallest hands to largest hands without making a sound. 5. The game ends at your discretion.
What You Need

Equipment None No. of children 6 or more
Watch For
Are the children organizing themselves quickly? Is every child participating? Are the children using gestures to communicate when they are not allowed to speak?
45
LINE UPS CONTINUED

Discussion
Reflect What did you find challenging about this activity? How did you organize yourselves into the lines as quickly as possible? How did you organize yourselves when you werent allowed to speak? Connect When else in life do you have to use different ways of communicating? Apply What are some ways of communicating when you cannot use words? What can you do to communicate with someone who is mute (cannot speak) or has a hearing impairment (cannot hear)?
Variations
Ask the children to complete the task with blindfolds on.
46
RBCP: AGES 6-9, 10+
BLUE PEACE BALL
OVER AND UNDER

Key Learning
To develop cooperative and team skills. Goal Of The Game
A relay game in which the children pass a ball over and under each other while racing another team.
Opening Questions
In your opinion, what is the most important thing for working as a team?
How To Play
1. Divide the children into teams of 6-8 players and have them line up. 2. Give the first child in each line a ball. 3. Explain and demonstrate that: When the game begins, the first players in line pass the ball over their heads to the players behind them. These players pass the ball through their legs to the teammates behind them. This pattern of over and under continues until the ball reaches the last child in line. The last child in line runs to the front of the line with the ball to start again. This pattern continues until the child that started with the ball returns to the front of the line. 4. Encourage any child that drops the ball to pick it up and try again. 5. The game finishes at your discretion. To avoid collision, ensure the children have adequate space between them.
What You Need

Equipment Ball 1 for each team No. of children 6 or more
Watch For
Are the children ensuring that the teammate they are passing the ball to is receiving the ball with ease? Are the children actively supporting one another by cheering and using positive words?
47
OVER AND UNDER CONTINUED

Discussion
Reflect How did it feel to accomplish this task? What did you do to contribute to your team? How did you encourage your teammates as they played the game? Connect Tell me some words that are encouraging to you? Apply When can you encourage others at school?
Variations
Have the children do this activity with a sponge and two buckets. The goal is to transfer as much water as possible in the sponge from the front bucket full of water to an empty bucket at the back of the line. The children transfer the sponge down the line using the over/under pattern. The last child squeezes out the sponge and runs to the front, dips it in the water bucket and starts the transfer again. Once the ball gets to the back of the line, the last person runs to the front of the line and starts passing the ball again. This time, instead of over and under have the children pass it to their left side and then their right. When the game starts for a third time, have the children go back to over and under.
48
RBCP: AGES 6-9, 10+
BLUE PEACE BALL
SNAILS RACE
Key Learning
To develop cooperative and team skills. Goal Of The Game
To move a certain distance while connected as a group.
Opening Questions
What is a goal setting? Why do you think it is so important to us?
How To Play
1. Divide the children into teams of 3-6. 2. Mark a start line using chalk. 3. Ask each team to sit on the ground in a straight line behind the start line (see diagram). 4. Explain and demonstrate that: The children are to reach behind their backs to grab the ankles of the person behind them. The last row of children place their hands on the ground behind them. The challenge is for the group to move forward without disconnecting. 5. Give each team 2-3 minutes to practice. 6. Place a cone in front of each team about 5 metres away. Ask the group to set a goal for how long it will take them to get their first persons toes to touch the cone. 7. Have the children choose where they want to place the cone and set a goal collectively as to how long it will take them to get there. Make sure that the children are comfortable in this activity. This game should be played so that it is not uncomfortable for the children who are last in line to support themselves on the ground behind them. Encourage them to let go if they feel uncomfortable.
What You Need

Equipment Cone 1 per team Chalk (anything to mark a start line) Stopwatch - 1 No. of children 6 or more
49
SNAILS RACE CONTINUED

Watch For
Are the children working together to be successful? Is everyone actively involved?
Discussion
Reflect What was easy for you in this activity? What was difficult or frustrating for you? What strategies helped your team complete the game? What did setting a goal in this activity do for your team? Connect When else in life have you set a goal for yourself? How has setting goals helped you in life? Apply What is a goal you have for yourself right now?
Variations
After two minutes of the group trying to move forward, appoint a team leader. The leader is the only one that is allowed to speak.
50
RBCP: AGES 10+
BLUE PEACE BALL
BLINDFOLDED PARTNER RUNNING

Key Learnings
To develop respect for the similarities and differences of people. To develop leadership skills. To develop empathy for others. Goal Of The Game
A race in which pairs (one child is blindfolded) move to a common place and back to the start.
Opening Questions

Is there anyone in your life who you trust? Give example. In your opinion, what is the trust?
How To Play
1. Divide the children into teams of 4-8 (try not to have more than 5 teams). 2. Ask the children to find a partner on their team. 3. Draw a clear start line. 4. Ask each team to form a line standing in pairs beside their partners. Everyone must stand behind the start line (see diagram). Do not have more than 5 partners start at a time (see diagram). 5. Place a cone 10 metres in front of each team. 6. Ask partners to link arms. 7. Give a blindfold to 1 child in each pair. 8. Explain and demonstrate that: This is a relay. Each pair will get a chance to walk to the cone and back. 1 partner, A, will be blindfolded during this walk. The other partner, B, will help to guide A on the walk. When one pair returns, the next pair will begin. Encourage partners to change roles so that they both have a chance to be blindfolded and to lead. Each team is finished when all members have walked to the cone and returned twice (once as the guide and once while blindfolded). 9. Once all children are comfortable with walking, challenge them to repeat the relay, this time running to the cone and back.
What You Need

Equipment Blindfolds 1 per pair Cone 1 per team Chalk or sticks (anything to mark a start line) No. of children 6 or more
51
BLINDFOLDED PARTNER RUNNING CONTINUED

Watch For
Are the sighted children being mindful of their blindfolded partner and their peers? Are the children a safe distance from one another? Is the play area free from obstacles that may trip the blindfolded partners?
Discussion
Reflect How did you feel when you were blindfolded? How did you, as a leader, gain the trust of the blindfolded person? What made being blindfolded challenging or easy? Connect What are some situations you have been in where you are responsible for someone else? How does it feel to be responsible for someone elses safety? Apply What are some important things you should keep in mind when taking care of someone else? How do you change the way you communicate with someone when they cannot see what you see?
Variations
Create an obstacle course for the partners to race through. Create groups of three with 1-2 children blindfolded in each group.
52
RBCP: AGES 10+
BLUE PEACE BALL
THREE-LEGGED RACE
Key Learning
To develop cooperative skills, respect for others and good relationships with friends. Goal Of The Game
To have all of the teams three-legged pairs complete the race.
Opening Questions
Which one do you choose between travelling alone and with a friend? Give reasons.
How To Play
1. Set up a start line using chalk or cones at one end of the play area and a finish line at the other end. 2. Divide the children into pairs. 3. Ask 3 sets of pairs to stand behind the start line. 4. Ask all other sets of pairs to line up behind the first 3 (see diagram). 5. Give each pair a blindfold or piece of rope. 6. Explain and demonstrate that: The children will tie the left ankle of one child to the right ankle of the other with the cloth or rope (you may need to help them). The legs should be tied tightly together so there is limited space. Each pair will get a chance to practice moving together as though they are a 2-headed person with 3 legs. Once comfortable, explain that the children will get a chance to race to the finish line. 7. Remind the children that they must remain attached during the race. 8. The game is finished when all pairs have completed their turn. Before starting the race, be sure to give the children adequate time to walk around slowly to get used to this feeling. Encourage them to coordinate their legs so that the legs that are tied together act as one.
What You Need

Equipment Cloth or rope to tie legs together Chalk or cones (to mark start and finish lines) No. of children 6 or more
53
THREE-LEGGED RACE CONTINUED

Watch For
Do all participants understand how to comfortably share personal space? Have the participants had adequate time to get used to being three-legged prior to starting the race?
Discussion
Reflect How did it feel to be dependent on someone else to move? What did you and your partner do to be successful? Connect Have you ever had to work with someone who wanted to do things differently from you? What was that like? Apply How can you work with people who want to do things differently from you?
Variations
Blindfold one child in each pair and challenge them to walk to the finish line together. Tie 2 pairs together so there are four people trying to walk as a five-legged person. See how they operate and adapt to each other. This is not a race but a communication task. See if you can get your entire group tied together and moving forward.
54
55

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Dear Volunteer Leader,

Michael Albert Country Manager Right To Play Thailand

6) Most importantly, HAVE FUN!

Why do learning activities end with a closing discussion?

REFLECT, CONNECT AND APPLY: AN EXPERIENTIAL APPROACH TO LEARNING

What You Need

Action Relay CONTINUED

Gathering Relay continued

Throwing Anger and Fear

Goal of the Activity

What You Need

Throwing Anger and Fear CONTINUED

What You Need

Decision Time, continued

Decision Time, continued

RBCP: AGES 6-9

YELLOW SPIRIT BALL

FOLLOW THE LEADER

What You Need

FOLLOW THE LEADER CONTINUED

RBCP: AGES 6-9, 10+

YELLOW SPIRIT BALL

What You Need

RBCP: AGES 10+

YELLOW SPIRIT BALL

HOPE IS IN THE AIR

What You Need

HOPE IS IN THE AIR CONTINUED

RBCP: AGES 10+

YELLOW SPIRIT BALL

TOSSING FOR CONFIDENCE

What You Need

TOSSING FOR CONFIDENCE CONTINUED

What You Need

Barking Dog continued

What You Need

Blind Gorilla continued

What You Need

Elbow Tag CONTINUED

What You Need

Chain Reaction continued

Blind Goal Quest

What You Need

Blind Goal Quest continued

*adapted from the Red Ball Child Play resource

What You Need

Sheet Volleyball continued

Sheet Volleyball continued

*adapted from the Red Ball Child Play resource

What You Need

Flip the Blanket

What You Need

Flip the Blanket continued

What You Need

Human Knot continued

RBCP: AGES 6-9, 10+

BLUE PEACE BALL

What You Need

ANIMAL FARM CONTINUED

RBCP: AGES 6-9, 10+

BLUE PEACE BALL

CATCH THE DRAGONS TAIL

What You Need