1.

Minefield
Have group discuss things that are detrimental to functioning as a group. For each characteristic/action, throw an object into the playing space, the "minefield." Have group choose partners. One partner is blindfolded at one end of field. The non blindfolded partners stand at the opposite end of the field and try to tal! their partners through the minefield without running into any of the obstacles.

2. Stick
"veryone in group touches stic! at same time. #rea! stic! in half and repeat. $ontinue until stic! is very small. %it&s easier to start with a simple goal and wor! up to a harder one...'

3. Group Juggle
"stablish pattern of tosses including everyone in a circle. (dd additional objects periodically. %( variation contributed by) *ancy + ,imassa' This is a good way to help a group of strangers remember at least one person&s name forever. -. Have the group stand in a circle, fairly close together. .. Toss a ball across the circle, calling out the player&s name to whom you toss it to. That player tosses to a different player and so on until everyone has caught the ball and thrown it on once. /t should be bac! in your hands at this point. 0. ,epeat the se1uence a couple of times. (dd a second bell and then a third. (dd as many balls as you want. 2ariations3 4a!e a wide circle out of doors. 5se toilet paper instead of balls. 5se various si6e balls. The game ends when no one will play anymore.

4. Wind in the Willows (NP

( variation on trust falls involving the entire group. 7roup stands in a circle with one person in the middle. 8erson in middle falls in any direction, trusting spotters to catch him/her and stand him/her bac! up.

!. "lind W#lk
9ivide group into pairs with one member of each pair blindfolded. :eeing partner leads blind partner on a wal!. The wal! should be challenging, including such obstacles as climbing over tables, crawling under chairs, wal!ing up or down stairs, climbing over railings, etc

$. Si%il#rit& 'h#r#des
9ivide into smaller groups. "ach group discusses their similarities and acts out for other group to guess.

(. Group Ju%p)*ope (NP

7iven long piece of rope, group tries to jump rope simultaneously %again, easier to start with simple tas! one or two people and wor! up to larger goal gradually'

+. "lind Sh#pes
7roup is blindfolded or with eyes closed. Have group form themselves into a s1uare or a triangle, etc. $an use a rope with everyone holding on. %communication, leadership'

9. Survival Scenario Exercise

;ilderdom :tore gear, books, kits

Description of a Group Dynamics Team Building Exercise

,-er-iew ) Group Sur-i-#l Scen#rio ./ercise

A classic group communication and decision making exercise, with many variations. Works for a wide variety of ages and purposes, indoors or outdoors. There are two classic types of "paper & pencil" group survival scenarios (selecting e uipment and selecting people!. "n each case# o $rovide instructions & hand out materials o %et a time limit (&'()*+ minutes! o ,et the group go ) answer uestions, watch, & o-serve. o /e-rief

.2uip%ent
%cenario -riefing (' per group! ,ist of items0people (' per person! 2xpert list (num-er optional! Free downloads listed below

Su%%#r&
A classic group communication & decision making exercise. $eople get intensely engaged -ecause the "survival stakes" are high and none of the decisions are easy. Works for a wide variety of ages and purposes, indoors or outdoors.

Scen#rio 0&pe 11 'hoose Sur-i-#l .2uip%ent

Your plane crashed...your group needs to choose the 12 most useful items to survive... $hoose / ran! equipment items in terms of their relative survival value)
$articipants choose0rank the items individually /iscuss choices0rankings in small group and come to a group consensus %core answers against "expert" opinion $ossi-le scenarios# o ,ost at sea or island survival (shipwreck! o /esert (plane crash! o %pace or 1oon

Group Si3e
()'+

0i%e
Total &3()'++ mins ()'+ minutes -riefing '()*+ minutes exercise time ()'+ minutes scoring (for select e uipment scenarios! 4+)*+ minutes

14. Scen#rio 0&pe 21 People Sur-i-#l Scen#rio (Who will 5e s#-ed6

A nuclear bomb has been dropped...a radiationfree shelter is available, but can only take 6 people; choose ho ill survive...

de-rief & discussion

Sur-i-#l Scen#rios (free

$hoose / ran! people in terms Choose Equipment of who will get to live or die in Scenarios situations with limited survival $lane 5rash & Winter resources) %urvival %imulation
$articipants role play characters (a -it like a 1urder 1ystery! 5an lead to high emotions6 people get intensely engaged, particularly when choosing who will survive, and none of the decisions are easy. 7o right answers ) any so)called "correct" answers are -ased on de-ata-le values (e.g., ageism, sexism, racism! 8ighlights individual9s dispositions, group processes and decision making $ossi-le scenarios# o 7uclear war shelter o :xygen dwindling (space, moon, mars! o ,ife-oat 0 %inking ship (sea! ;ame (classic rank '( survival items exercise! ,ost at %ea <.pdf= (classic 4 page summary guide ) p.' is the activity list of items6 p.4 has the answers! ,ost at %ea <.pdf= (more detailed ,ost at %ea description plus with generic theory and de-riefing material! ,ost at %ea <.pdf= (a third version, with medium)level detail! %urvival on the 1oon (classic survival in space exercise! o %urvival on the 1oon o %pace %urvival 5hallenge

7#ri#tions
Appoint a time keeper in each group and encourage them to -e the person who monitors the progress of the group towards achieving consensus within the time frame. To emphasise individual versus group decision making, split the session into three parts# o "ndividuals make their own selections first, on paper (()'+ minutes! o ;roups (or su-)groups! then

Choose People Scenarios

$lane 5rash %urvival %cenario 7uclear 8olocaust# Who %hould %urvive>

discuss and create a group decision 5ompare individual and group performances, e.g.,# ?or e uipment scenarios, group decisions are usually more accurate than individual answers, helping to illustrate the importance of colla-orative group decision)making. ?or people scenarios, score individuals according to how close the group9s decision was to their own selections of who is to live and die (an indicator of each person9s influence over the group!.

Complex Scenarios
Wilderness %urvival (involves '4 multiple choice uestions a-out what to do in survival situations6 work individually and then in groups, receiving points for good decisions! "sland %urvival (indepth, ela-orate scenario and scoring for longer scenario exercise6 well explained for school settings! Westward 8o. o Westward 8o. (classic description with scoring ru-ric! o Westward 8o. (classroom exercise! o Westward 8o. (-asic computer adventure! o Westward 8o. (lesson plan! o :regon Trail (computer software download

Possi5le 8e5rief 9uestions

8ow were decisions made> Who influenced the decisions and how> 8ow could -etter decisions have -een made> 8ow was conflict managed> 8ow did people feel a-out the decisions> 8ow satisfied was each person with the decision (ask each participant to rate his 0 her satisfaction out of '+, then o-tain a group average and compare 0 discuss with other groups9 satisfaction levels! What have you learnt a-out the functioning of this group> 8ow would you do the activity differently if you were asked to do it again> What situations at work0home0school do you think are like this exercise>

$aveman meets 4odern $amper by Fri!, .<<0

11. :oo% ; *e):oo%

:oo% ; *e):oo%
This engaging group activity helps develop communication skills, perspective taking, and pro-lem solving skills. @ased on the intriguing, wordless, picture -ooks "Aoom" and "Be)Aoom" -y "stvan @anyai which consist of ** and 43 se uential "pictures within pictures". The Aoom narrative moves from outer space to a farm to a ship to a city street to a desert island. Aoom has -een pu-lished in 'C countries. 8and out one picture per person (make sure a continuous se uence is used!. 2xplain that participants may only look at their own pictures and must keep their pictures hidden from others. 2ncourage participants to study their picture, since it contains important information to help solve a pro-lem. The challenge is for the group to se uence the pictures in the correct order without looking at one another9s pictures.

.2uip%ent
Aoom Dit and0or Be)Aoom Dit, (laminated pages from the picture -ooks, with activity guide E facilitation notes!.

Su%%#r&
A group tries to create a unified story from a set of se uential pictures. The pictures are randomly ordered and handed out. 2ach person has a picture -ut cannot show it to others. Be uires patience,

$articipants will generally mill around talking to others to see whether their pictures have anything in common. %ometimes leadership efforts will emerge to try to understand the overall story. When the group -elieves they have all the pictures in order (usually after &'( minutes!, the pictures can -e turned over for everyone to see.

communication, and perspective taking in order to recreate the story9s se uence.

<#cilit#tor=s Notes
Works with any age group, including corporate groups. 5an -e done indoors or outdoors. :nce the challenge is finished, allow everyone to see the pictures and encourage participants to sort out any mistakes in the order (can -e done on a ta-le or the floor!, then let everyone walk around view the pictures in se uence so they understand the full story.

Group Si3e
4+ to *+ ideal, -ut can -e done with fewer (see variations!

0i%e
Total time&4+)*+ minutes &( mins set up and -rief the group &'( mins active pro-lem solving &()'+ minutes de-rief

7#ri#tions
Fse as a novel ice-reaker -y handing each participant a picture on arrival. When everyone has arrived, explain that each person is holding part of a story and that the group task is to find out what the story is -y putting their pictures in se uence. Fse a time limit to increase difficulty and enhance focus on teamwork. Team performance can -e measured (e.g., for a competition! -y counting how many pictures are out of se uence. ?or smaller groups, try disallowing talking. This increases the difficulty and creates the need for expressive sign language. "n general, allow large groups to talk -ecause there is enough complexity sorting out all the pictures. Another way to increase complexity with small groups is to give each person more than one picture. To reduce complexity for young groups (e.g., pre)school!, allow a small group to look through all pictures and organiGe the story from -eginning to end.

?cknowledge%ents
Thanks to $H ;iampietro, 1ichelle 5ummings, /ev $athik, Andy 1artinson, 2ric 7ei and 5hristie $eterson for their descriptions and information a-out this activity on the A22 and B:$2% discussion lists.

*el#ted @ink
:ptical "llusions

Processing >de#s
There is usually much potential for de-riefing and discussion. Why was it hard to get the story together>

(everyone had a piece, -ut no)one had the -ig picture! What type of communication was used in attempting to solve the pro-lem> What communication methods might have worked -etter> e.g., "imagine if, at the outset, the group had taken the time to let each person descri-e his0her picture to the rest of the group. What would have happened then> Would the solution have -een found faster> What prevented such strategies from -eing considered> /id you try to "second position" (i.e., see one9s communications from the perspective of others!> What kind of leadership was used to tackle the pro-lem> Who were the leaders> Why> What style of leadership might have worked -est> "f you were to tackle a similar activity again, what do you think this group should do differently> What real life activities are similar to this activity>

*eferences
@anyai, ". ('II(!. Zoom. 7ew Jork# Kiking 0 $enguin. @anyai, ". ('IIC!. Re-Zoom. 7ew Jork# Kiking 0 $enguin.

12. Truths & a Lie

2 Truths & a Lie

/escription of a 7ame ;ame, "ce-reaker and ;et to Dnow Jou Activity

+ames *eill
=ast updated)

2 0ruths ; # @ie
A different kind of get)to)know)you activity which is engages and challenges each group mem-er in a fun way $articularly useful as an ice-reaker, e.g. can -e used as a opener for a workshop0conference. ?or large groups (e.g., *+E!, it is -est to

.2uip%ent
*one.

0i%e
>-? .< minutes

split into smaller group siGes. 8and out cards or paper and pens (or if participants -ring their own, that9s fine! 2xplain that in this activity each person write two truths and a lie a-out themself and then we will try to guess each other9s lie. The goal is to# a! convince others that your lie is truth (and that one of your truths is the lie! and -! to correctly guess other people9s lies. Allow approx. &(E minutes for writing 4 truths & a lie ) this isn9t easy for a lot of people ) there will some scri--ling out, etc. The slower people will pro-a-ly need to -e urged along to "put anything you can think of" down. Allocate ()C minutes, -ut you will pro-a-ly need to urge people along. Announce that we will now walk around and chat to one another, like a cocktail party, and ask a-out each other9s truths and lies. The goal is to uiG each a-out each statement to help determine which are the truth and which is the lie, whilst seducing other people into thinking that your own lie is a truth. At the end we will caste our votes and find out the truth. 2mphasiGe that people should not reveal their lie, even if it seems others might have guessed. Allow min. '+)'( minutes of conversation time. ;ather together in a circle. %tart with one person who reads their three statements aloud (to remind everyone!. Then read the statements again, stopping to allow a vote for each one. e.g., "" am Turkish. Who thinks that is a lie> <Kote= " am vegetarian. Who thinks that is a lie> <Kote= " have a metal pin in my right leg. Who thinks that is a lie> <Kote=. :D, my lie was "" am vegetarian."" The facilitator will need to help each person out, especially intially until the -asic format is understood. The facilitator may add drama and reinforcement, etc. for correct guesses, tricky statements, etc. The exercise can -e run competitively, e.g., count up how many correct guesses of other people9s lies and take away the num-er of people who correctly guesses your own lie. 8ighest score wins (honesty

"rief 8escription
8eople write down two truths about themselves and a lie. Then introduce the three "facts" to the rest of the group who tries to guess which one is a lie.

counts.!.

@inks to other descriptions

Two Truths & a ,ie ,ife ?acts

13. Everythin !ou Ever "ante# to $no% a&out 'ne (nother

Everythin !ou Ever "ante# to $no% a&out 'ne (nother

9escription of a get to !now you activity

+ames *eill
=ast updated)

.-er&thing Aou .-er W#nted to Bnow .2uip%ent1 $opies of the -< get ?5out ,ne ?nother to !now 1uestions

0i%e1 >0< @< minutes ( somewhat challenging and intimate get to !now you activity "rief 8escription) This activity #est for small groups e.g., 0 to @ involves small groups sharing answers to -< somewhat challenging /nvolves fun, interesting, self and intimate 1uestions, including disclosure by sharing answers to responses to "hypothetical some honest, 1uir!y 1uestions situations" e.g., what would you do "stablish initial trust amongst if you had C- million to spend in .D group members before using this hours. activityA could be incorporated with 2ariations) ( 1uic!er, less intrusive trust building activities version of this activity is 8eople (llow plenty of time #ingo or the :ignature 7ame. $onsider ma!ing the activity 8eople #ingo can be used earlier on optional and/or allowing small in a program as an icebrea!er. groups to do the activity when and where they feel li!e itA this increases the sense of owning the eBperience and ta!es seriously the level of honesty and potential intimacy the activity can generate

(dapt and edit the 1uestions to suit your particular group .-er&thing Aou .-er W#nted to Bnow #5out ,ne ?nother
1. If you were to choose a new name for yourself, what would it be? If you were given an extra $10 in change at Walmart, what would you do with it and why? What!s the biggest lesson you!ve learnt from your "ast relationshi"s? What!s one of your worst habits? What was the best day of the "ast wee% for you & why? What are you wearing today which is most reflective of who you are? )hoose a uni*ue item from your wallet and ex"lain why you carry it around. If you could change one thing about your "hysical a""earance what would it be and why? -hare one of your most embarrassing moments.

2.

#. $. '.

(.

+.

,.

10. If you were given a million dollars and 2# hours to s"end it in, .no de"ositing it in the ban% or investing it/ what would you buy?

14. )ear in a *at

Ps&chologic#l ./ercises1

)ear in a *at
9escription of a 7roup /nterpersonal 5nderstanding "Bercise

+ames *eill
=ast updated)

<e#r in # C#t :et an appropriate tone, e.g., settled, attentive, caring and serious. The tone could be set by introducing the topic of fear and eBplaining how it is normal and natural at this stage of program that people are eBperiencing all sorts of anBieties, worries and fears about what might happen. ( good way of starting to deal with these fears is have them openly acn!owledged lay them on the table, without being subject to ridicule. Having one&s fears eBpressed and heard almost immediately cuts them in half. $an be done as the first activity in a program, during the initial stages or well into the program. ;hen used early on in particular, it can help to foster group support and be helpful for alerting the group to issues they may want to respect in a Full 2alue $ontract. (s! everyone, including the group leaders, to complete this sentence on a piece of paper %anonymously') "/n this trip/group/program, / am EmostF afraid that..." or "/n this trip/group/program, the worst thing that could happen to me would be..." $ollect the pieces of paper, miB them around, then invite each person to a piece of paper and read about someone&s fear. One by one, each group member reads out the fear of another group member and elaborates and what he/she feels that person is most afraid of in this group/situation. *o one is to comment on what the person says, just listen and move on to the neBt person. /f the reader doesn&t elaborate much on the fear, then as! them one or two 1uestions. (void implying or showing your opinion as to the fear being eBpressed, unless the person is disrepecting or completely misunderstanding someone&s fear. /f the person doesn&t elaborate after one or two 1uestions, leave it and move on. ;hen all the fears have been read out and elaborated on, then discuss what people felt and noticed. $an lead into other activities, such as developing a Full 7roup $ontract, personal or team goal settings, course briefings which specifically tac!le some of the issues raised, or into other activities in which participants eBplore their feelings and fears %e.g., see the Fear in a Hat description at www.nurturingpotential.net'

7#ri#tions
,ikes and dislikes ) in two separate hats Worries 5omplaints0gripes Wishes ?avorite moments

1+. ,irror -ma e

,irror -ma e
description of a Physical Warm- p ! Get-to-"no#-you Body $o%ement &cti%ity

+ames *eill
=ast updated)

Mirror >%#ge
This activity involves people in pairs, with one person mirroring the actions and movements of the other person. @ody movement exercises can -e most revealing, confronting and rewarding. "8uman sculpting via mirroring" -rings -ody movement exploration into the dyad. @y reflecting -ody movements of another, several su-tle -ut complex processes are activated, heightening self) and other)awareness. "mmediate non) ver-al feed-ack exercises in the right time and place have the potential to -e transformational. :ther times this can simply -e a fun loosen) upperer. Works with any siGe group6 split into pairs0couples. Although it is simple, the activity can -e confronting, and re uires mature leadership and a well chosen moment0se uence0program. Fsually make sure the social ice is well and truly -roken, and that there have -een other -ody movement and physical warmup0stretching exercises, with some laughter and some seriousness. :ffer a demonstration. "nvite a volunteer to stand facing you a-out

half a metre apart. The instructor initiates action, with the other person following in "mirror image". 1ake your movements interesting and slow enough for the other person to mime as if they were a full length mirror. Also include Gany stretches0contortions to get a few laughs, especially facial gymnastics. "nclude action se uences for tasks like -rushing your teeth. The demonstration helps to loosen up conceptions and inhi-itions. "n pairs, one person stretches, the other follows. Then swap after some time. /e-rief as you see fit.

Notes
Kariation# Beverse)mirror image. Try following partner9s movements in reverse)mirror image (i.e., swap left L)M right! The exercise can -e done in different ways to emphasiGe difference aspects, e.g., for trust)-uilding, drama warmup, ice -reaker, etc

1.. /otchya0 1/ra& the )in er2

/otchya0 1/ra& the )in er2

9escription of /cebrea!er (ctivity

+ames *eill
=ast updated)

Gotch&#D (Gr#5 the <inger or 'heese

.2uip%ent1 *one. 0i%e1 >? -< minutes "rief 8escription) Fast moving ? min. group activity to get people together and focused. /n a circle, right finger on neBt person&s left palm. Try to grab a finger

Handy icebrea!er and attention grabber for !ids thru corporate group programs. :timulating group activity to get people together, focused, challenged, having fun and ready for action. 5seful to get focused attention when people arrive, get off the bus, or to fill ? -< minutes. ;or!s with any si6e groups, indoor and

outdoor.

before yours gets grabbed.

8articipants stand in a circle, arms out to the side. =eft hand palm up, right indeB finger pointing down and touching on neighbor&s outstretched palm. ";hen / say the word go, do two things.... grab the finger in your left hand, and prevent your right finger from being grabbed... - ... . ... 0 ... Eadd suspenseF ... 7oG". ,epeat several times. Tom =eahy advises "put big energy, and your own style to it...it never fails to grab everyone&s attention, bringing them immediately to the present...8rovides perfect off the bus spar! for the day....7ood for -< minutes". The tric! is dramati6ing the "7oG", the build up of suspense, and most will jump the gun, adding to the fun. Try a different trigger word, e.g., "$heese", and mention lots of other "ee6e" words for humor peas, snee6e, whee6e, please and free6e. Or use the word/theme of the day e.g., "outdoor" to help get people listening to every word. $an transition to tal!ing about "assumptions" and "temptation", etc. (c!nowledgement) This game was discussed by Tom =eahy, 4i!e (nderson and others on the ,O8": discussion list, February, .<<D.