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 nonblindfolded
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
Description of a Group Dynamics Team Building Exercise
;ilderdom :tore
gear, books, kits
,-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 euipment 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
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
.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.
Group Si3e
()'+
0i%e
Total &3()'++ mins
()'+ minutes
-riefing
'()*+ minutes
exercise time
()'+ minutes scoring
(for select euipment
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 radiation-
free shelter is available, but can only take 6
people; choose ho ill survive...
$hoose / ran! people in terms
of who will get to live or die in
situations with limited survival
resources)
$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!
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
de-rief & discussion
Sur-i-#l Scen#rios
(free
Choose Equipment
Scenarios
$lane 5rash & Winter
%urvival %imulation
;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
Choose People
Scenarios
$lane 5rash %urvival
%cenario
7uclear 8olocaust#
Who %hould %urvive>
discuss and create a group
decision
o 5ompare individual and group
performances, e.g.,#
?or euipment 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!.
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>

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
$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 seuential "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 seuence 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 seuence 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
seuential pictures. The
pictures are randomly
ordered and handed out.
2ach person has a picture
-ut cannot show it to others.
Beuires 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.
<#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 seuence so they understand the full story.
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 seuence.
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 seuence.
?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.
Processing >de#s
There is usually much potential for de-riefing and discussion.
Why was it hard to get the story together>
communication, and
perspective taking in order to
recreate the story9s
seuence.
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
?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
(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 getto!nowyou activity
+ames *eill
=ast updated)
.-er&thing Aou .-er W#nted to Bnow
?5out ,ne ?nother
( somewhat challenging and
intimate getto!nowyou activity
#est for small groups e.g., 0 to @
/nvolves fun, interesting, self
disclosure by sharing answers to
some honest, 1uir!y 1uestions
"stablish initial trust amongst
group members before using this
activityA could be incorporated with
trust building activities
(llow plenty of time
$onsider ma!ing the activity
optional and/or allowing small
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
.2uip%ent1 $opies of the -< get
to!now 1uestions
0i%e1 >0<@< minutes
"rief 8escription) This activity
involves small groups sharing
answers to -< somewhat challenging
and intimate 1uestions, including
responses to "hypothetical
situations" e.g., what would you do
if you had C- million to spend in .D
hours.
2ariations) ( 1uic!er, less intrusive
version of this activity is 8eople
#ingo or the :ignature 7ame.
8eople #ingo can be used earlier on
in a program as an icebrea!er.
(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?
2. 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.
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 -mae
,irror -mae
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 reuires
mature leadership and a well chosen moment0seuence0program.
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 seuences 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 )iner2
/otchya0 1/ra& the )iner2
9escription of /cebrea!er (ctivity
+ames *eill
=ast updated)
Gotch&#D (Gr#5 the <inger or 'heese
Handy icebrea!er and attentiongrabber 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
.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
outdoor.
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.
before yours gets
grabbed.