Icebreakers and Exercises

Icebreakers, Creativity Exercises, Group
Energizers and other useful tools for young

trainers
Marian Banica
http://www.linkedin.com/in/marianbanica
http://www.facebook.com/marian.banica
marian.banica [at] aiesec.net
skype: marian.banica
Last edit: 18.11.2013
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Icebreakers, Creativity Exercises, Group Energizers and other useful tools for young trainers
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Table of Contents
Ice Breakers
Table of Contents
1. Fact or fiction?
2. Interview
3. My name is?
4. Conversations
5. The question web
6. Desert Island
7. If
8. Name that person
9. Would you rather
10. Masks
11. Flags
12. People Bingo
13. Around the World
14. Supermarket
15. Tall Stories
16. Once Upon a Time
17. Word Link
18. Object Stories
19. Add Words
20. Vocabulary
21. One Minute Please!
22. Newspaper puzzle
23. Name grid
24. Balloon Hugging
25. Line Up
26. Who Am I?
27. Pass the Orange
28. Liquorice Lineup
29. Chocolate Chomp
30. Whistle and Burp
31. Pass the Polo
32. Knots
33. Backward Clumps
34. Song Scramble
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35. Charade Relay
36. Movie Star Scramble
37. Body Spell
38. Twenty Questions
39. Wink Murder
40. The Human Chair
41. Human Bingo!
42. Getting acquainted
43. World Trip
44. Who’s missing
45. Chinese Whispers
46. The Name of the Game
47. Human TicTacToe
48. Tick Tock
49. Famous People
50. Move to the Spot
51. Mrs. O’Grady
52. Toilet Paper Game
53. Making the Longest Chain
54. Scrambled Eggs
55. Be it
56. Can I come to the Party?
57. Memory Game
58. The World
59. Team Hopscotch
60. Train Game
61. Animal Noises
62. Wink Murder
63. Who’s changing the Movement
64. Bomb Shelter
65. One Special Thing
66. Body Lift
67. Sitting Circle
68. Tangle
69. Speakeasy
70. Concentration Points
71. Trust Walk
72. Body English
73. Knots
74. Straw Game
75. The Machine
76. Scrambled
77. Passenger Balloon
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78. Blindfold Navigation
79. Passed over
80. Linking up 110
81. Colours
82. Flying Carpets
83. Knight; Mount; Cavalier
84. Sandwich Game
85. Statues (make them friendlier)
86. Evolution game
87. Wet Pants
88. Master/Slave
89. Steamroller
90. Human Tunnel Ball
91. Human Pyramid
92. Musical Partners
93. Structures
94. Human Obstacle Race
94. Arm Links
95. Balloon Game
96. Group Slime
97. Peeling the Snake
98. Chuckle Belly
99. Inside Out
100. Road Map
101. Tin Soldier
102. Learning from experience
103. Challenges and Objectives
104. Questions
105. Role Models
106. Dos and Don’ts
107. Collective Knowledge
108. A Helpful Colleague?
109. Developing Yourself
110. Acceptance Speech
111. First Job
112. Brain Teaser
113. Dinner Plans
114. Experience Tally
115. Good or New
116. I noticed
117. I’m Unique
118. My Slogan
119. The Worst Team
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120. Three truths and a Lie
121. I’m like a…?
122. Worries
123. What do You know?
124. Guess Who
125. Something New
126. You did what!?
127. Bingo Type Game
128. Silent Identification
129. Duck Duck Goose
129. Pairs Game
130. Name Game
131. Human Knot
132. Toilet Tissue
133. Two True, One False
134. Web Game
135. Balloon Game #1
137. Hug Tag
138. Nonverbal Birthday Lineup
139. Fast Lemon
140. Psychiatrist
141. Fruit Basket Turnover
142. Life Saver Relay
143. Banana Race
144. Balloon Bust
145. Paper Bag Skits
146. Human Machines
147. Improv
148. Killer
149. Black Magic
150. Animal Match
151. Backlash Relay
152. Caterpillar Race
153. Icicle Hunt
154. Same Letter
155. Sentence Game
156. Yerushalayim Game
157. Bridge game
158. If you love me baby, smile
159. Movie Ball Game
160. Freeze
161. Digging Game
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162. Space Leap
163. Sports Broadcaster
164. Shoulda Said
165. ZIPZAPZOP
166. Movie Word Game
167. The MOO Game
168. Two Truths, One lie
169. Grouping by Characters and Theme Songs
170. Human ZipperHand
171. Human Zipper
172. Name Game
173. Human Knot
174. Country on Forehead
175. The “Trash” Game
176. “Yelling at Each Other”
177. Kiss what you like, lick what you don’t
178. Human Sandwiches
179. The Quarter Game
180. The Travel Game
181. The Culture Game
182. The M&M Game
183. Flip Chart Paper
184. The Rope Game
185. The Human Chair
186. Brain Teasers
187. The Swedish Angry Game
188. Coloured Sweet you like
189. Stand in Line
190. Leg Hurdles Relay
191. The 50p Classic
192. Human Forms
193. Human Twister
194. We Can’t Walk
195. Clickety Click
196. First Names
197. Talking in Paris
198. Ball of Wool
199. What I Would Rather Do
200. I AM…
201. Personal Shield
202. Human Bingo
Introduction
Process
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Conclusion
203. The Treasure, the Pirate and the Key
204. The Ten Symbols of the Pack Methodology
205. Me and my enemy
206. My Hero
207. Human Sculpture
208. Identifying Needs
209. Humour and Stereotypes
Conclusion
210. The Media and Our Lives
You and the Media
The family album
Analysis
Photo analysis
Captioning
211. A Child on Television
212. Victims
213. In Every Case
214. Communication Without Words
215. Hearing and Seeing
Observation exercise
216. Looking through filtered eyes
217. The Bridge/Derdians
218. Silent Wall or Floor Discussion
219. Stereotypes
220. Blame
221. Car Park
222. Creatures or Conflict
223. Underlying Anger
224. States of Tension
225. Understanding Conflict
226. Images of War
227. Boxing Match
Conclusion
228. Scarecrow
229. Change
230. Stop! Let’s start again!
231. Taking a Stand Role Plays
232. The nine year old Carousel
232. The Five Senses
233. Analysis and Planning
234. The Planning Tree
235. Zoom A Creativity Game
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236. BafaBafa Simulation Game
The Alpha Culture
The Beta Culture
Instructions for the facilitator of the Alpha Culture
Instructions for the facilitators of the Beta Culture
Total Time 135’
237. Bridgebuilding in Derdia
Instructions for the Experts
238. Cultural Simulation
E.3.1 Cultural Simulation
Culture 1:
Culture 2
Culture 3
Project:
239. CrossCultural Communication
239. Numbers
240. Word Football
241. Heads, shoulders, knees and toes
243. Reasons
244. POW
245. Story Telling
246. True and False
247. Farmyard
248. Do This and Add Something
249. I Packed My Trunk for China
250. Third Degree
251. Secret Coaches
252. Forbidden Words
253. Glossary
254. Hello!
Purpose:
Time:
Participants:
Supplies:
Variations:
255. I’m a…
256. Light, medium or heavy
Purpose:
Time:
Supplies:
Participants:
Flow of the game:
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257. Que Cards
258. Secret Messages
259. Time Savers
Purpose
Players
Time
Supplies
Preparation
Flow of the Activity
Variations
260. Time Value
Purpose
Players
Time
Supplies
Preparation
Flow of the Game
Debriefing
Variations
261. Time Wasters
Purpose
Time
Players
Supplies
Flow of the Game
Variations
262. Who Said That?
Purpose:
Time:
Supplies:
Participants:
Flow of the game:
263. ZOOM: A Creativity Game
264. Triplets: An Organization
265. Chunks: A Quote About Games
A Quote About Games
266. Triplets: Random Correspondents
267. Triplets: Personality Test
268. Romania The Game
Scoring
Groups Colour Scores
A
B
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C
D
Eh
W
B
W
W
W
W
W
10
W
W
W
W
B
2
5
W
W
W
B
B
4
5
W
W
B
B
B
8
5
W
B
B
B
B
16
5
B
B
B
B
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B
5
269. Black Spot
270. Brass Rubbing Race
271. Capture the Flag
272. Double Your Money
273. Elephant Hunt
274. Face Paint
275. Game of Life
276. Haggis Hunt
277. Hunt & Chase
278. Jail Break
279. Kim’s Wide Game
280. Lamp Chicane
281. Long Distance Chinese Whispers
282. Merchants
283. Mixed up Names
284. Mr. Spongee Man
285. Naval Combat (Nigel’s Navy)
286. Postman Game
287. Rockets and Interceptors
288. ScoutStaff Treasure Hunt
289. Smugglers and Spies
290. Troglodytes
291. WillO'TheWisp (Stalking)
292. Zorch
293. Ankle Grasp
294. Australian Circle Game
295. Bash the Leader
296. Blind Man’s Knot
297. Bomb the Bridges
298. Capture the Fort
299. Cat and Mouse
300. Chair Basketball
301. Chinese Ladders
302. City, Town, Country
303. Compass Game
304. Compass Points
305. Crabs, Crows and Cranes
306. Crab Football
307. Dodge Ball
308. Dog and Possum
309. Exhaustion
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310. Frogs and Flies (Wink Murder)
1. Fact or fiction?
Ask everyone to write on a piece of paper THREE things about themselves which
may not be known to the others in the group. Two are true and one is not. Taking
turns they read out the three ‘facts’ about themselves and the rest of the group
votes which are true and false. There are always surprises. This simple activity is
always fun, and helps the group and leaders get to know more about each other.
2. Interview
Divide the young people into pairs. Ask them to take three minutes to interview
each other. Each interviewer has to find 3 interesting facts about their partner.
Bring everyone back to together and ask everyone to present the 3 facts about
their partner to the rest of the group. Watch the time on this one, keep it moving
along.
3. My name is?
Go around the group and ask each young person to state his/her name and attach
an adjective that not only describes a dominant characteristic, but also starts with
the same letter of his name e.g. generous Grahame, dynamic Dave. Write them
down and refer to them by this for the rest of the evening.
4. Conversations
Each person is given a sheet of paper with a series of instructions to follow. This is
a good mixing game and conversation starter as each person must speak to
everyone else. For example:
Count the number of brown eyed boys in the room.
Find out who has made the longest journey.
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Who has the most unusual hobby?
Find the weirdest thing anyone has eaten.
Who has had the most embarrassing experience?
Who knows what 'Hippopotomonstrosesquippedaliophobia' is a fear of?
Nearest guess wins. If that's too easy you can try Arachibutyrophobia,
Alektorophobia, Ephebiphobia or Anglophobia.
Answers:
Hippopotomonstrosesquippedaliophobia Fear of long words (not a giant
hippo in sight!)
Arachibutyrophobia Fear of peanut butter sticking to the roof of the
mouth. (I think I might have this!)
Alektorophobia Fear of chickens. (no McDonalds today then!)
Ephebiphobia Fear of teenagers (tough phobia for a youth worker!)
Anglophobia Fear of England or English culture. (Be afraid, be very afraid!)
5. The question web
You need to have a spool of string or wool for this game. Ask the young people to
stand in a circle. Hold on to the end of the string and throw the ball/spool to one
of the young people to catch. They then choose a question from 120 to answer. A
list of 20 sample questions is given below. Adapt for your group.
Holding the string they then throw it to another member of the group. Eventually
this creates a web as well as learning some interesting things about each other! At
the end of the game you could comment that we all played a part in creating this
unique web and if one person was gone it would look different.
In the same way it's important that we all take part to make the group what it is,
unique and special.
1. If you had a time machine that would work only once, what point in the
future or in history would you visit?
2. If you could go anywhere in the world, where would you go?
3. If your house was burning down, what three objects would you try and
save?
4. If you could talk to any one person now living, who would it be and why?
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5. If you HAD to give up one of your senses (hearing, seeing, feeling, smelling,
tasting) which would it be and why?
6. If you were an animal, what would you be and why?
7. Do you have a pet? If not, what sort of pet would you like?
8. Name a gift you will never forget?
9. Name one thing you really like about yourself.
10. What's your favourite thing to do in the summer?
11. Who's your favourite cartoon character, and why?
12. Does your name have a special meaning and or were you named after
someone special?
13. What is the hardest thing you have ever done?
14. If you are at a friend's or relative's house for dinner and you find a dead
insect in your salad, what would you do?
15. What was the best thing that happened to you this past week?
16. If you had this week over again what would you do differently?
17. What is the first thing that comes to mind when you think about God?
18. What's the weirdest thing you've ever eaten?
19. If you could ask Christ to change one problem in the world today, what
would you like him to change?
20. What book, movie or video have you seen/read recently you would
recommend? Why?
6. Desert Island
Announce, 'You've been exiled to a deserted island for a year. In addition to the
essentials, you may take one piece of music, one book (which is not the Bible) and
one luxury item you can carry with you i.e. not a boat to leave the island! What
would you take and why?'
Allow a few minutes for the young people to draw up their list of three items,
before sharing their choices with the rest of the group. As with most icebreakers
and relationship building activities, it's good for the group leaders to join in too!
7. If
Ask the group to sit in a circle. Write 20 'IF' questions on cards and place them
(question down) in the middle of the circle. The first person takes a card, reads it
out and gives their answer, comment or explanation. The card is returned to the
bottom of the pile before the next person takes their card.
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This is a simple icebreaker to get young people talking and listening to others in
the group. Keep it moving and don't play for too long. Write your own additional
'IF' questions to add to the list.
1. If you could go anywhere in the world, where would you go?
2. If I gave you $10,000, what would you spend it on?
3. If you could watch your favourite movie now, what would it be?
4. If you could talk to anyone in the world, who would it be?
5. If you could wish one thing to come true this year, what would it be?
6. If you could live in any period of history, when would it be?
7. If you could change anything about yourself, what would you change?
8. If you could be someone else, who would you be?
9. If you could have any question answered, what would it be?
10. If you could watch your favourite TV show now, what would it be?
11. If you could have any kind of pet, what would you have?
12. If you could do your dream job 10 years from now, what would it be?
13. If you had to be allergic to something, what would it be?
14. If you sat down next to Jesus on a bus, what would you talk about?
15. If money and time was no object, what would you be doing right now?
16. If you had one day to live over again, what day would you pick?
17. If you could eat your favourite food now, what would it be?
18. If you could learn any skill, what would it be?
19. If you were sent to live on a space station for three months and only
allowed to bring three personal items with you, what would they be?
20. If you could buy a car right now, what would you buy?
8. Name that person

Divide into two teams. Give each person a blank piece of card. Ask them to write
five little known facts about themselves on their card. Include all leaders in this
game too. For example, I have a pet iguana, I was born in Iceland, my favourite
food is spinach, my grandmother is called Doris and my favourite colour is
vermillion.
Collect the cards into two team piles. Draw one card from the opposing team pile.
Each team tries to name the person in as few clues as possible. Five points if they
get it on the first clue, then 4, 3, 2, 1, 0. The team with the most points wins.
(Note: if you select the most obscure facts first, it will increase the level of
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competition and general head scratching!)
9. Would you rather

Questions may range from silly trivia to more serious content. On the way you
might find out some interesting things about your young people! Place a line of
tape down the centre of the room. Ask the group to straddle the tape.
When asked 'Would you rather?’ they have to jump to the left or right as indicated
by the leader. Don't forget to encourage your adult helpers to join in too! I've
included 20 starter questions, just add your own and let the fun begin.
Would you rather..?
Visit the doctor or the dentist?
Eat broccoli or carrots?
Watch TV or listen to music?
Own a lizard or a snake?
Have a beach holiday or a mountain holiday?
Be an apple or a banana?
Be invisible or be able to read minds?
Be hairy all over or completely bald?
Be the most popular or the smartest person you know?
Make headlines for saving somebody's life or winning a Nobel Prize?
Go without television or fast food for the rest of your life?
Have permanent diarrhoea or permanent constipation?
Be handsome/beautiful and dumb or be ugly and really smart?
Always be cold or always be hot?
Not hear or not see?
Eliminate hunger and disease or be able to bring lasting world peace?
Be stranded on a deserted island alone or with someone you don't like?
See the future or change the past?
Be three inches taller or three inches shorter?
Wrestle a lion or fight a shark?
10. Masks
You will need crayons or paints, markers, scissors and white card for this activity.
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Give each young person a piece of white card. Ask them to draw and cut out a lifesized
shape of a face. They can also cut out eyes and a mouth if they wish. Each
young person is then asked to decorate their card face. One side represents what
they think people see/know/believe about them i.e. on the outside. The other side
represents what they feel about themselves i.e. things going on the inside, what
people do not necessarily know or see.
This is best used in an established group where the young people are comfortable
and at ease with each other. 'Masks' is also a good discussion starter on self image
and self worth.
11. Flags
Flags is a gettoknowyou activity, helping young people express what's important
to them or more about themselves. Provide large sheets of paper, crayons,
markers and paints. Ask each young person to draw a flag which contains some
symbols or pictures describing who they are, what's important to them or what
they enjoy.
Each flag is divided into 4 or 6 segments. Each segment can contain a picture i.e.
favourite emotion, favourite food, a hobby, a skill, where you were born, your
family, your faith. Give everyone 20 minutes to draw their flags. Ask some of the
group to share their flags and explain the meaning of what they drew.
12. People Bingo

Great for new groups. Make a 5 by 4 grid on a piece of card and duplicate for
everyone in your group. Supply pens or pencils. Each box contains one of the
statements below. Encourage the group to mix, talk to everyone to try and
complete their card. If one of the items listed on the bingo card relates to the
person they are talking with, have them sign their name in that box.
End the activity after 10 minutes and review some of the interesting facts the
group has discovered about each other. You can add your own statements
appropriate for your group.
Has brown eyes
Has made the longest journey
Has eaten the weirdest food
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Plays Tennis
Is wearing blue
Speaks a foreign language
Knows what a muntjak is (it's a small deer)
Plays a musical instrument
Has 2 or more pets
Has been to the most foreign countries
Hates broccoli
Has 2 or more siblings
Name begins with an 'S'
Loves Chinese food
Loves to ski
Knows what a quark is (A quark is a tiny theoretical particle that makes up
protons and neutrons in the atomic nucleus. So there!)
Loves soccer
Likes to get up early
Someone who’s favourite TV show is CSI
Someone over 6ft tall
13. Around the World

The leader begins by saying the name of any country, city, river, ocean or
mountain that can be found in an atlas. The young person next to him must then
say another name that begins with the last letter of the word just given. Each
person has a definite time limit (e.g. three seconds) and no names can be
repeated. For example First person: London, Second Person: Niagara Falls, Third
Person: Switzerland.
14. Supermarket
The first player says: "I went to the supermarket to buy an Apple (or any other
object you can buy in a supermarket that begins with an A). The next player
repeats the sentence, including the "A" word and adds a "B" word.
Each successive player recites the sentence with all the alphabet items, adding
one of his own. For example; 'I went to the supermarket and bought an Apple,
Banana, CD, dog food, envelopes, frozen fish'. It's not too hard to reach the end of
the alphabet, usually with a little help! Watch out for ‘Q’ and ‘X’!
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15. Tall Stories
The leader starts a story with a sentence that ends in SUDDENLY. The next person
then has to add to the story with his own sentence that ends in SUDDENLY.
Continue the story until everyone has contributed. The story becomes crazier as
each young person adds their sentence. Tape it and play it back. For example;
'Yesterday I went to the zoo and was passing the elephant enclosure when
SUDDENLY.....'
16. Once Upon a Time

Ask each young person to think of either the name of a person, a place or a thing.
Invite them to share this with the rest of the group. Select one of your group to
begin a story. However, within 10 seconds they must mention the person, place or
thing they have thought of. After 10 seconds (use a stopwatch or kitchen timer)
the story is continued by the next person who must also mention their person,
place or thing within the 10 seconds.
Continue until everyone has made a contribution. The stories can get really weird,
but that's part of the fun! Tape the story for playback at the next parents meeting!
17. Word Link

This is a word association game. Ask the group to sit in a circle. The first person
starts with any word they wish i.e. red. The next person repeats the first word and
adds another word which links to the first i.e. tomato. The next person repeats the
previous word and add another word link i.e. soup, and so on. To keep this
moving, only allow five seconds for each word link.
18. Object Stories

Collect together a number of objects and place in a canvas bag. The objects can
include everyday items i.e. a pencil, keyring, mobile phone, but also include some
more unusual ones i.e. a fossil, holiday photograph, wig!
Pass the bag around the group and invite each young person to dip their hand into
the bag (without looking) and pull out one of the objects.
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The leader begins a story which includes his object. After 20 seconds, the next
person takes up the story and adds another 20 seconds, incorporating the object
they are holding. And so on, until everyone has made a contribution to your epic
literary tale.
19. Add Words

Simple, completely ridiculous and a lot of fun. The first person says a word, for
example 'The'. The second person says the first word and ADDS a second word of
their choice, and so on. At the end you might have a complete sentence!
For example, 'The aardvark spiralled into the puddle of custard clutching his
skateboard while whistling his favourite Bjork melody.' The fun thing is putting
twists in the sentence so that the others have a hard time coming up with a word
that fits. ADD WORDS can be played a few times without being boring.
20. Vocabulary
You begin by thinking of a word and then give the first letter. The next player
thinks of a word beginning with this letter and gives the second letter. The third
player thinks of a word that begins with the first two letters and adds a third. The
object of the game is to avoid completing a word. When a player has completed
three words or failed to add a letter they can rest their brain for the remainder of
the game! You might need a dictionary handy to adjudicate on some words.
21. One Minute Please!

The aim of the game is to talk for one minute on a given subject. You announce
the topic and a member of the group is randomly selected to speak for one
minute. Use a pack of cards to randomly select i.e. person who draws the lowest
number. Choose subjects to stimulate the imagination and which may be amusing.
Put a stopwatch on each person to see how long they last before drying up!
Subjects might include, my earliest memories, my favourite computer game, why
beans are good for you, 10 things you can do with potatoes, Alligator wrestling,
premillennialism (no, not really!)
22. Newspaper puzzle

Divide into teams of five or six people and give each group a copy of the SAME
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newspaper. Ask them to spread the newspaper out in front of each team.
Describe a particular advert, article, fact or picture from the paper and the group
has to find it, rip it out and bring it to you. The first team to bring it gets a point.
Continue calling out items and the winning team is the one with the most points.
Watch the paper fly.
23. Name grid

Divide the young people into groups of four. Each group needs paper and pens.
Ask them to draw a grid on which they write their forenames. For example,
S I M O N
W E N D Y
R O B E R T
A N N E
Give each team three minutes to write down as many words (three letters or
more) that they can make only using the letters in their names. Letters must
adjoin each other in the grid, but do not have to be in a straight line.
When the time is up each team adds up their score.
3 or 4 letter words = 1 point
5 letter word = 2 points
6 letter word = 3 points
24. Balloon Hugging
Select three couples to help you with this game. Give each couple three balloons.
The couple must blow up and knot all their balloons. Then place two under the
girl's armpits and one between the pair as they face each other. The couple then
has to burst the three balloons simultaneously by hugging each other. The winning
couple is the pair who burst all their balloons in the quickest time. You need to see
this to believe it!
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25. Line Up
Ask the youth group to line up. Works best with 810 in a line. If you’ve got a
bigger group, split them up and challenge each line to complete the task first. Ask
the group to form a new line in order of….
Height, from smallest to tallest.
Birthdays, from January through to December.
Shoe size, from smallest to largest.
Alphabetical first names (AZ).
Alphabetical mothers first names.
Alphabetical grandmother's first names!
Anything else you think up.
26. Who Am I?
Prepare a self adhesive label or postit note for each young person in your group.
Write on it the name of a wellknown or famous person. This can be an historical
character or current sportsman, musician, TV personality, celebrity etc. Have a
good mix of men and women. Keeping the names hidden, stick the postit notes
on the foreheads of everyone in the group. They must then ask questions of the
others to find out their identity.
Each person takes a turn to ask questions and figure out who they are. For
example, Am I alive? Am I female? Am I in a band? Only yes or no questions can be
asked. If the answer is no, their turn is over. If the answer is yes, they can ask
another question and keep going until they get a no, or guess who they are. Keep
playing until everyone has guessed, or if time is short, stop after the first few
correct answers.
27. Pass the Orange
Ask the young people to form a circle. Give the first young person a large orange
and explain they need to pass this around the circle. No problem. BUT, it has to be
passed around the circle using only chin and neck. If the orange is dropped, it
must be returned to the previous player in the circle and the game restarts. A
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camera is a must for this game!
28. Liquorice Line-up
You will need some very long strands of liquorice (or smaller strands tied
together). Invite five or six couples (boy/girl) to take part in the game. Each couple
places one end of the liquorice in their mouth. At the signal they begin to chew
until they reach the middle. The winning couple is the one which reaches the
middle first. Award a bag of liquorice to the winners!
29. Chocolate Chomp
Another old party game, but still lots of fun. Ask everyone to sit in a circle on the
floor. In the middle of the circle place a large bar of chocolate on a plate, a knife, a
fork and three items of clothing – gloves, scarf and a cap. (Don't forget to remove
the wrapper from the chocolate!) Each person in the circle takes a turn at rolling a
dice.
On throwing a six they run to the middle of the circle, put on the items of clothing
and try to eat as much chocolate as possible. However, they can only cut it with
the knife and pick it up with the fork. As soon as someone else throws a six, they
run to the middle, put on the gloves, hat and cap, and take over. Continue until all
the chocolate is eaten.
30. Whistle and Burp
Invite three couples to take part in this simple game. Ask them to sit together at
the front of the group. Give each of the boys five crackers and give each of the
girls a can of coke. On the signal the boys must eat the crackers as fast as possible
and then whistle a preselected tune to the satisfaction of the rest of the group.
They then hand over to their partner (girl) who must drink the coke and then burp
audibly. The first couple to finish wins a packet of crackers and a can of coke!
31. Pass the Polo
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Invite the group to line up in teams of six. Give each person a toothpick, which
they must hold in their mouth. The person at the front of the line has a polo on his
toothpick and he must (without using his hands) pass the polo down the line. If
anyone drops their sweet, the team must start again from the front of the line
with a new polo.
32. Knots
Divide your group into teams of 68. Each team forms a small circle. Ask them to
extend their right hand across the circle and hold the left hand of the other team
member opposite them. Then extend their left hand across the circle and hold the
right hand of another group member. The task is to unravel the spider's web of
interlocking arms without letting go of anyone's hands. Give them a three minute
time limit to complete the task. Pressure!
33. Backward Clumps
Divide into pairs. Ask each pair to sit on the floor with their partner, backs
together, feet out in front and arms linked. Their task is to stand up together.
Once everyone has done this, two pairs join together and the group of four try to
repeat the task. After they succeed, add another two and try again. Keep adding
people until your whole group is trying to stand together. A sight to behold!
34. Song Scramble
Before the youth meeting write out the first lines from several well known songs,
but write down only one line on each piece of card. Make sure that only enough
songs are used to cover the number of people present. The cards are then
scattered on the floor. Once the game begins each person grabs a card and tries to
find the holders of the other cards which will complete the verse or section of the
song. The winning group is the first one to correctly assemble and sing their song.
Tape the songs to playback later. Here are a couple of examples which show my
age
Is this the real life? Is this just fantasy?
Caught in a landslide. No escape from reality.
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Open your eyes. Look up to the skies and see.
I’m just a poor boy, I need no sympathy.
Because I’m easy come, easy go, a little high, little low.
I have climbed the highest mountain, I have run through the fields
Only to be with you. Only to be with you
I have run. I have crawled. I have scaled these city walls
These city walls. Only to be with you
But I still haven’t found what I’m looking for.
AND THE SONGS (of course, you already got them!)
Bohemian Rhapsody, Queen
I Still Haven’t Found What I’m Looking For, U2
35. Charade Relay
A simple party game but great fun. Make a list of 20 popular TV programmes.
Divide your group into smaller teams who base themselves around the ground
floor of your house! You stand somewhere in the middle. The game begins by
each team sending one person to you. Show them the first TV programme on your
list. They return to their team and silently act it out in front of the group. As soon
as someone guesses it, that person runs to you for the next clue and repeats the
process. The winning group is the one which has acted out and guessed 20
programmes.
36. Movie Star Scramble
Divide the group into pairs, each with a paper and pen. Ask them to visit the cards
you have previously prepared and placed around the room. Their goal is to
unscramble the names of 20 famous movies stars i.e. SHRIN FOR ROAD (work it
out yourself!) Points are awarded for each correct answer. Alternatively there is
ANIMAL SCRAMBLE, TV SCRAMBLE and so on. Anyone for OLD TESTAMENT
PROPHET SCRAMBLE.
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37. Body Spell
Divide the young people into teams of five. They will need to play this game with
bare feet. The groups can play against each other or the clock (five second time
limit). Using a felt tip marker write three letters on each team member. Either two
hands (palms) and one foot (sole) or one hand and two feet.
1. TDO
2. HYI
3. EHR
4. BFT
5. OCS
As you call out a series of 4, 5, 6 or 7 letter words the group has to spell the word
using combinations of hands and feet. Select 20 words from the list below. The
finished words must be clearly visible to the leader.
4 Letter words: rest, fist, dice, trot, crib, boot, rich, host.
5 letter words: shoot, first, drift, shirt, roost, shred, hired
6 letter words: forest, theory, bitter, bother, frosty, boiled, strict
7 letter words: thirsty, ostrich, october, boosted, shifted, hoisted.
8 letter word: stitched
38. Twenty Questions
20 questions is an old party game which encourages deductive reasoning and
creativity. One player is selected to think of an item. The rest of the group tries to
guess the item by asking a question which can only be answered with a simple
"Yes" or "No." Truthful answers only please, as anything else will ruin the game.
39. Wink Murder
Ask the group to sit in a circle. Choose a number of playing cards to match the
number of young people in your group. Be certain your selection contains an ace.
Each young person then draws a card. They must not comment or show it to
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anyone else. The player who chooses the ace is the murderer and he kills his
victims by winking at them!
The game begins quietly with players sitting looking at each other. When someone
catches the eye of the killer and is winked at, they are killed, and can die in any
manner they choose. Some prefer to die quietly with a whimper, some opt for the
blood curdling scream technique, while others might fall off their seat and lie
prone on the floor. The object is to identify the murderer while trying not to be
killed in the process. An incorrect guess results in instant death!
40. The Human Chair
Invite everyone to stand in a circle shoulder to shoulder. Each person then turns
to the right to face the back of the person in front of them. Ask them to place their
hands on the shoulder of the person in front. On the count of three they slowly
begin to sit down on the lap of the person behind. As long as everyone is helping
the person in front of him or her to sit, then everyone should be supporting the
weight of everyone else. Of course, should someone slip, the game becomes
'human dominoes.' It might take a couple of attempts to complete the
challenge.
41. Human Bingo!
Objectives
• Introduce yourself and get to know the names of others
• Find out interesting facts from others
Session Description
For each personal characteristic shown below please find another delegate that fits the
description. He/she should then sign the space beside the characteristic. The winner is
not the person who gets everything filled out first but rather the people who meet and
interact with the most number of delegates.
Characteristic Name/Signature Characteristic Name/Signature
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Speaks Russian Has a nephew or
niece
Drives a motorcycle Is wearing red
underwear
Plays piano Has traveled in
Africa
Has a tattoo Has a parent who
has worked abroad
Has tropical fish Has graduated
Can ice skate Is a “trekkie”
Hasn’t flown in a Is good at skiing
plane
Is single Has climbed the
pyramids
Likes camping Was a NC member
Got honors in school Speaks four
languages
Owns a sportscar Was born in August
Has red hair Is wearing two rings
Likes “Xfiles” Has a turtle
Is scared of the dark
42. Getting acquainted
Aim
(1) To provide opportunities to become acquainted
with other members of the group.
(2) To promote feedback and selfdisclosure among
participants regarding initial perceptions.
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Time
Approx.3540 minutes.
Materials
(1) 12 blank sticky labels or strips of masking tape for each participant.
(2) A copy of the Labeling Category List for each participant. (See below).
(3) Pencils or felttipped markers.
Procedure
The group leader distributes a copy of the Labeling Category List to each participant along
with blank name tags. Each participant must copy each category on a separate blank
name tag. Participants mill around and choose a person who best fits each category. Stick
label onto clothing of the person you select and engage in a oneminute
conversation (20 minutes).
The group leader forms groups of 57 members. Each group must discuss their reactions
to being categorized and labeled (or not labeled) by others' first impressions (15 minutes).
Labeling Category List
Warm
Intelligent
Shy
Happy
Fun loving
Friendly
Sexy
Sincere
Mysterious
43. World Trip
Aims
To find out the names of other members in the group
To provide low risk activity
To stimulate logical thought
Description
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A game to help group members learn each other's names
Approach
The group could be sitting on the floor. The teacher enters the group and introduces the
game by saying, "None of us knows any other's name. Let's play a game that will help us
find them out. My name is Tom, I am going on a world trip and I am taking Tomatoes with
me. If you want to come with me you have to say your first name and what you want to bring.
You have to bring the right thing. The first letter of our first name must be the first letter of the
thing you bring.
The game proceeds until everyone can come.
At the end of the game the teacher asks each student two questions.
"How many names can you remember?"
"Which are they?"
Time
Could take one session
Background
This activity would be best used at the initial meeting of the group.
44. Who’s missing
Materials
Small prizes, such as sweets.(optional)
Aims
Memory training, concentration, building groups, fun.
Procedure
Group is seated, scattered around the room. One person, A goes out. The group moves
around, changing places, and one more person, B, leaves by the other door, or hides. A
returns and has 30 seconds to guess who's missing. If he does, he wins (a small sweet, if
you wish to give prizes), if he doesn't, B wins.
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Variations
Add consequences for the loser.
45. Chinese Whispers
Materials
None.
Aims
Positive feedback, good for closing exercise.
Procedure
Members mill around. When you see someone you'd like to communicate with, send them
a message via someone else: e.g. 'Tell Joan I said thank you for helping me yesterday.'
Continue until messages run out.
Variations
Do as graffiti on large paper on walls. Do with bits of paper being delivered. Do at a run,
speed up, slow motion, etc.
46. The Name of the Game
Materials
One ball for every group of about 15 16.
Aims
Introduction, memorizing names.
Procedure
New group sits in a circle of not more than sixteen. One person is given a ball. The ball is
passed around the circle and each person who receives the ball says their name very
clearly (usually just the first name). When everyone has been named and the ball is back to
the beginning, the person holding the ball throws it to any person. That person must say the
thrower's name. The ball is then thrown to someone else who must say the next thrower's
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name. If a person cannot remember the name of the person who has thrown the ball to him,
they must ask and repeat the name before proceeding with the activity. The game
continues until everyone can remember the names of the people within their group. Group
size is usually about sixteen.
47. Human Tic-Tac-Toe
Materials
9 chairs, running space.
Aims
Active participation, warmup, fun.
Procedure
At one end of the room, three rows of three chairs each, four feet apart.
Teams
Team 1 is 'Noughts', Team 2 is 'Crosses'; they line up in corners of the room facing the
chairs. When the leader calls 'noughts', the first naught runs to a chair and sits with arms
circled above head. Runner must sit before Leader counts to 5 slowly. Leader calls
'crosses', first cross runs and sits with arms crossed on chest. Leader continues to call
them alternately until one team wins (same rules as paper Noughts and Crosses). Start
over, call losing team first. Keep score (optional).
48. Tick Tock
Materials
Two small different objects, such as a blue felt pen and a red felt pen.
Aims
Breaking the ice, concentration.
Procedure
Leader has pen (or other object), passes it to his right, saying: 'This is a tick'. Player 1
says: 'A what?' Leader repeats: 'A tick'. 1 then passes it on saying, 'This is a tick'. Player 2
says: 'A what?' to player 1, who says: 'A what?' to the leader. Each time the 'What?' must
pass all the way to the leader, and the 'A tick' must pass all the way back, before the pen is
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passed. When this has been practiced a few times, start over, and at the same time, start
another pen to the left, saying: 'This is a tock' etc. Confusion is encouraged and
acceptable. Let the group try, as long as desired, to return both objects to the leader
without losing the flow or concentration.
49. Famous People

Materials
Famous names on strips of card or paper, straight pins. Could be real people (Joan of
Arc), fictional (Superman), etc.
Aims
Mixing, starting conversation, icebreaking.
Procedure
As people enter, leader pins a name on each person's back. Each one must walk around
and try to find out who he is by asking yesorno questions of everyone else. When he
knows who he is, he pins the paper on his front and continues to help others.
Variations
Try it nonverbally. Try insisting that everyone must make statements (e.g. 'I am alive'), and
no questions allowed.
50. Move to the Spot

Aims
Introductory, movement, awareness, relaxation
Materials
Large, empty room or space.
Learning to follow simple instructions, movement, warmup for Drama P.
Procedure
Leader says: 'Find a place to stand by yourself. Now look at and concentrate on a fixed
spot on the floor, somewhere across the room. Now, move to that spot in a straight line
pacing yourself so as not to have to stop, while avoiding bumping into anyone.' Leader
continues to give similar instructions, allowing time for individuals to (A) concentrate on
each spot, (B) move at their own pace, and (C) settle into the new spot. Instructions for (B)
could include moving to the new spot:
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backwards
in as few steps as possible
in as many steps as possible
travelling in circles
travelling in squares
using as few jumps as possible
with hands on knees, toes etc.
moving along floor without using hands
using only two out of four legs
Variations
Have group invent more instructions.
51. Mrs. O’Grady

Who
Small Group
Where
Inside or outside in roomy area
Aids/Equipment
None
Objectives
To assess social skills, ability to communicate, willingness to participate
To encourage group bonding, relax with each other
Leaders’ Hints
Observe who is enthusiastic, imaginative with suggestions
Observe who seems confident, shows group spirit, who becomes competitive.
Instructions
1. The group stands in a circle and tells the story of Mrs O'Grady and accompanies with
actions:
First person: "Did you hear what happened to Mrs O'Grady?"
Second person: " No. What happened?"
First person: "She died."
Second person: "How did she die?"
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First person: "She died with her hand on her head" (places hand on head)
2. The second person puts their hand on their head too, says the same speech to the third
person and adds another action, so the person at the end has all the different actions.
Conclusion
This is a silly game intended to relax the group and begin group bonding.
52. Toilet Paper Game

Group size
6 8 people is most effective, but slightly smaller or slightly larger would also work.
Materials
A roll of toilet paper per group.
When and where
On arrival to an O'Camp or State Conference site where the to use group will be placed in
a situation where they may need toilet paper for the next certain period of time, but do not
have access to go and buy any.
Procedure
Sit down with designated group and explain to them that in all the rush, we were not aware
that the site does not supply toilet paper. However, each group has one roll of toilet paper
until tomorrow when we go to the shop. Each group member is to then take as much toilet
paper as they feel necessary to last them that amount of time. Once each member of the
group has their toilet paper, the leader explains that we do actually have toilet paper and
that what each member of the group must do is tell the group one thing about themselves
for each piece of paper that they have.
53. Making the Longest Chain

Group size
2 teams (or more) of at least 4.
Materials
None.
Where and when
A fun break in between activities with a group who are familiar with each other.
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Procedure
Tell each group that the aim of this game is to make the longest chain. The chains must be
made of only the clothing currently being worn by the people in the group. The aim is that
people have to strip down as far as possible to make the longest chain. The team with the
longest chain of clothing wins.
54. Scrambled Eggs

Group size
6 and up
Materials
Chairs for everyone but one person.
Where and when
A good game to get to know people or in between sessions when working with a small to
middle sized group. A bonus in some instances as no close physical contact is involved.
Procedure
Seat your group in a circle, but make sure that there is one less chair than the number of
people on the group. You stand in the middle of the circle to begin the activity. Explain that
you are going to call out a sentence and anyone to whom the sentence applies must get up
and change chairs. It is not possible to move to the chair on either side of their present
position. Your aim is to occupy one of the vacant places before someone else, so that you
are no longer the person in the middle. Then the person who has been caught in the middle
must think up a sentence that will cause others to change chairs, so that he/she can get to a
chair first. Examples of sentences that can be called out "All those wearing watches." "All
those who had breakfast this morning." "All those with blue eyes." When "scrambled eggs"
is called out, everyone must change chairs.
55. Be it
Group size
Any size
Materials
None
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Time
5 minutes
Where and when
Use to break the workload, to use up excess energy, as a getting to know you activity.
Procedure
1. Ask the participants to spread out around the room so that they have plenty of space to
swing their arms about.
2. Explain that the activity they are about to do is called "Be It" and is involves a bit of
imagination and letting go of your inhibitions.
3. Then explain that you are going to name a series of objects, and each time they should
try to shape their bodies into the form of that object.
Variations
For a group that is more comfortable with each other, ask them to make a noise as well as
an action.
Suggested ideas
Banana
Tree
Snail
Bulldozer
Elephant
Telephone
Vacuum Cleaner
Paper Weight
Food Vending Machine
56. Can I come to the Party?

Who
Small groups (separated into pairs)
Where
Enough room for the group to form a large circle
Objectives
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To learn from observation
To communicate nonverbally
To motivate and energise the group
Leaders' Hints
Observe how participants react to the cues
Do those who don’t understand become frustrated, determined or “give up”?
Instructions
1. The leaders need to decide the criterion for coming to the party. This can vary and have
any degree of difficulty. You may
invite:
Those who are wearing clothing ending with a consonant
Those who have their feet crossed when they are to be invited
Those who ask when you have your feet crossed
Those who ask you addressing you by name
2. Sit participants in a circle and explain that you are going to hold a party to which they
may or may not be able to come. Invite
them to ask if they can come to the party. Use the criterion agreed upon, start the game.
3. You can give hints, such as “No you can’t come wearing a bra, but you can come in
suspenders” (!)
4. When the criterion has been guessed, invite one of the group to be the “party host”.
Conclusion
This is another activity involving learning through observation. By exercising these skills, we
become better at learning from those cues that people give us.
57. Memory Game

Who
Small teams of people (say 35 in each)
Where
A room large enough for each team to be able to sit in a circle.
Aids
A blanket, a number of objects (eg a book, a spoon, a phone etc), pen / paper / score
sheet.
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Objectives
Simple memory test
Leaders’ Hints
Nil
Instructions
Place 1015 objects under the blanket. Everybody has 5 seconds to look at them. Then
people individually write down what they saw. Next collectively write down the objects
(within each team). Remove blanket and check that all items were identified. If time
remaining replace blanket and ask each team to draw a map of objects as laid out under
than blanket.
Variation
If too easy, ask for more details eg title of book, colour of spoon.
Conclusion
Nonthreatening team game for new members.
58. The World

Who
Small groups, no real limit on the total number
Where
A room
Aids
Large sheets of paper, an atlas (for the judges), pens for each group, score sheet.
Objectives
To informally test people’s general knowledge of world geography.
Leaders’ Hints
Nil
Instructions
Draw a map of the world, showing the borders of each country and the location of the
capital, but not the names of the countries or the capitals. See how many countries and
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capitals each group can identify in a given time period (say 10 minutes). Award 1 point for
each country, 1 point for each capital (accuracy is up to the judges).
Conclusion
A good game for breaking a large group up into small teams. Particularly useful for
AIESEC, since at the end of the exercise you can identify which of the countries are
AIESEC Member Countries.
59. Team Hopscotch

Who
Small groups
Where
Outside on a cement (or other hard) surface
Aids
Chalk, stones
Objectives
To have fun
Leaders’ Hints
Be careful to explain the rules carefully
Instructions
The whole team must travel up and down the hopscotch “board”. Each team must do
several laps or several games, depending on the time allowed.
4 7
1 2 3 6 9
5 8
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Each player uses a flat stone; player tosses the stone into square one, then hops over it as
far as he/she can ie into square 2,3 etc. Player turns and hops back to square one to
retrieve stone, then hops back to square they landed in and throws stone into next square.
Process is repeated until person has travelled up and back. Each team member takes a
turn. If stone does not land in appropriate square, or player hops into square containing
stone or if player touches the ground with hand or foot they must start again.
Conclusion
Good team game, may be used in miniolympics.
60. Train Game

Who
Large groups (approx 20)
Where
Inside or outside
Aids
Nil
Objectives
To get people to mix
To have the person in the centre of the circle try to catch the train
Leaders’ Hints
Appoint your most vocal people as stations and crossings.
Instructions: group stands in circle with hands joined. One person stands in the middle of
the circle. The train moves by a squeeze of the hand, so if a person feels a squeeze of the
hand on the left side, they must squeeze the hand of the person on their right side. Appoint
a few people around the circle to be crossings (these people shout “dingaling” as the train
passes through them) and stations (these people shout “Toot” as the train passes through,
and they also have the power to change the direction the train is travelling). The person in
the middle catches the train by pointing at a person who has received the train on one side
but has not passed it on to the other side of them.
Conclusion
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A good game for groups of people who know each other well enough to feel comfortable
holding hands, or for groups who are beginning to be bonded (eg new directors at a
national conference).
61. Animal Noises

Who
The more the merrier (at least 20)
Where
In a large room or outside
Aids
Animal names on slips of paper
Blindfolds if you have them
Objectives
To communicate with others without using normal everyday words
Leaders’ Hints
Nil
Instructions
Each person is given a piece of paper with the name of an animal on it eg cow, horse,
goat, owl, elephant, dog, and turkey. The number of animals you use is up to you, but you
want to use each animal at least 4 or 5 times. Everyone has to close their eyes (or be
blindfolded) and by making the noise of their animal, find the other cows, horses etc,
keeping their eyes closed all the time.
Variations
For large groups, just give inform each person of their animal verbally.
Conclusion
Sit back and laugh.
62. Wink Murder

Who
A group of people (preferably 15 – 25)
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Where
Inside a room big enough for everyone to walk around
Objectives
To learn from observation
Instructions
Everyone sits in a circle and covers their eyes. You choose a murderer (unknown to others)
by tapping them on the head. Everyone uncovers their eyes and starts to walk around so
that they frequently pass each other. The murderer may kill anyone by winking at him or her.
If a person receives a wink he/she must wait for 5 seconds and then fall to the ground
(shouting “aaagh!” on the way down). That person is now dead and cannot participate in
the rest of the game. If a person spots another person winking at someone, he may accuse
that person of being the murderer, by pointing at the accused & saying, “I think X is the
murderer”. After the accusation has been made, the accuser must have someone else
back up his or her claim. If not, the accuser must withdraw from the game. The suspect
does not have to comment. A murderer is caught if he/she is accused correctly by the
people, and a new game starts. If an accuser and a supporter are both wrong, they must
both withdraw from the game.
Conclusions
A good game for a group of strangers, or even friends!
63. Who’s changing the Movement

Who
Groups of people (approx 20)
Where
Enough room to sit in a circle, inside or outside
Aids
Nil
Objectives
To test people’s powers of observation
Leaders’ Hints
Nil
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Instructions
Groups sit in a circle facing inwards, one person per group leaves the room. The others
decide who will be the leader. The person comes back into the room and stands in the
middle. The leader makes a series of movements eg scratching head, waving arms, lifting
leg up and down, bending forward etc and the others in the group have to copy the
movements. The person in the middle, by carefully watching the change of the movements
has to guess whom the leader is.
Conclusion
Good for strangers or friends
64. Bomb Shelter

Materials
None
Aims
Roleplaying, group decisionmaking, group interaction.
Procedure
Divide in groups of 8 10. Each group member adopts a specific role, usually an
occupation, e.g. a doctor, an athlete, a teacher, moviestar, mother, housewife, etc. (These
can be written out and picked from a hat). Tell groups they are in an airraid shelter after an
atom bomb has fallen, big enough and with enough air and food for only six people,
therefore they must get rid of several members. Each group member must argue as to why
he should be allowed to survive. A group decision must be reached as to who goes and
stays: no suicides or murder allowed. Set a time limit for the decision. Later discuss how
the group interacted making the decision, whether each person played an active or
passive role, how satisfied each was with his role, etc.
Variations
Instead of an airraid shelter, have a life raft or desert island or space ship. Add incidents,
accidents, rituals, funerals, ceremonies.
65. One Special Thing

This exercise is a good one to use early in the semester because it helps to build a sense
of group rapport through the establishment of an environment for selfdisclosure.
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Divide the class into pairs. Instruct the students to carry on a normal conversation for five
minutes, each person telling the other as much as possible about himself. Ask the students
to pick those things about themselves that they think are important to share. After five
minutes ask the class to come back together again as one large group (preferably in a
circle). Then ask each student to introduce his partner by stating his partner's name and the
one special thing that impressed him as most important about that person.
If you like, you can end the discussion by asking the group to talk about what it was like to
talk to the other person and what it was like to be talked about in the group.
Every person needs recognition. It is expressed cogently by the lad who says, Mother,
let's play darts. I'll throw the darts and you say `Wonderful.' "
Educator Handbook of Stories, Quotes, and Humor
M. Dale Baughman
66. Body Lift

Aims
Trust, concentration, group development
Procedure
Group chooses each member in turn and elevates them to a horizontal
position above the heads of the group. The person is held there for a specific period, and
then lowered carefully to the floor. The elevated person must relax and close eyes. It is often
a good idea to have the groups raise and lower in unison. This often avoids confusion and
helps concentration.
Variations
Vary speed and control of lift, walk, rock, etc.
Have the person involved give instructions to the group.
Combine with Backward fall & catch.
67. Sitting Circle

Materials
Circle of over 25 people
Aims
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Trust, fun
Procedure
a) Group stands in a close circle, in queue form, with right shoulders towards the center of
the circle.
b) Circle closes so that everyone is touching the person in front and behind them.
c) Participants hold the waist of the person in front.
d) Everyone bends their knees until they feel themselves supported on the knee of the
person behind.
e) If successful (rare first time) the whole group is self supported, each person sitting on the
knee of the person behind.
Note
This can only be successful if the circular shape is maintained throughout and it is helpful if
the group leans slightly towards the center as they are trying to settle down.
Variations
After secure sitting position is achieved
1 Everyone leans inwards slightly and raises left leg
2 Try alternate stepping with right and left feet, (very difficult.)
68. Tangle
Materials
None
Aims
Group development, trust, warmup
Procedure
Whole group links hands into a human chain. First person leads chain through itself, over
and under arms, between legs, etc. Extra care must be taken not to break the chain, to
move slowly and to be gentle. Tangle ends when group is too tightly packed to move. One
person then untangles the group, giving them directions without touching them.
69. Speakeasy
Materials
One chair
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Aims
Selfvalidation, group development
Procedure
A chair is placed in front of the group. Each person has a chance to sit on the chair and talk
to the group. They can develop any subject of their choice. It is often better to start out with
descriptions of themselves group leader setting the pace by going first.
This is very important activity which can become a permanent feature of each drama
lesson, especially if a drama lesson is over 60 minutes long.
Positive developments can result in group discussion and ways of resolving problems.
Variations
Speak on controversial subjects, give views, then discuss, argue, do values continuum, etc.
70. Concentration Points

Materials
None
Aims
Improvisation, movement
Procedure
Work in pairs or teams: use mime or short improvisations.
Compare silence with noise, running with slow motion (really slow,
almost imperceptible).
running and leaping with slow motion, exuberance with
sorrow
old people young people
tall people short people
big (expansive and extrovert) small (nervous and introvert)
floating mud wallowing
sleek and darting slow and ponderous
slow witted quick witted
stiff person lose person
rich poor
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strong weak
industrious lazy
taciturn person chatterbox
Englishman Frenchman
pompous person friendly person
serious person silly person
school teacher school child
policeman criminal
angel devil
motorist pedestrian
slow people quick people
Variations
Development into improvisations: dealing with various situations; people might be involved
in conversation,letter writing, shopping.
71. Trust Walk

Who
Large groups
Where
Walking outside
Aids/Equipment
Blindfolds
Objectives
To develop group and individual trust
To communicate without words
Leaders’ Hints
Who is willing to trust the person in front of them? (step confidently)
Who communicates with the people behind?
Instructions
1. Everyone lines up in a single row behind the leader.(Group leaders should be spaced
every couple of students to ensure they remain safe)
2. Each person puts on a blindfold.
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3. Each person puts their hands on the shoulders of the one ahead of them. Explain that
when they walk outside, if they need to step up the person in front will
tap their right leg, and if they need to step down, the person in front will
tap their left leg. They must do the same to the people behind them
and pass the message along.
4. The leader leads the line outside and around the grounds.
Conclusion
This activity can be used after contemplative reflection (Sunday morning) or towards the
end of the camp, when people are more familiar with each other.
72. Body English

Who
Small Group (with presentation to the whole camp)
Where
Individual groups then in large area or hall
Aids/Equipment
None
Objectives
To assess emotional expression and adaptability
To motivate and energise students
To provide a variety of activity and have the groups working together spontaneously
Leaders’ Hints
Observe who dominates the group, who comes up with ideas, who stands away or doesn't
contribute
Observe who is willing to participate, who keeps everyone involved
Observe who is shy in front of the main group or is unwilling to be involved
Instructions
1. Each group is given a proverb/expression and ten minutes to prepare. The skit is to be
quick and similar to charades, where the phrase is spelt or acted out. The main group has
to guess the proverb/expression.
2. Leaders can give an example in front of the group before the others begin.
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Conclusion
This activity can be used in place of the usual "skit". By giving each group a different
expression, there is more variety and tests the general knowledge of the group.
While on exchange, students are often ask or required to do things which are "silly" cr in
front of others. This activity provides some initial experience and tests the willingness of the
students to do things that think make them appear foolish.
Suggestions
"A bird in the hand is worth two in the bush"
"A rolling stone gathers no moss"
"Once bitten, twice shy"
"A stitch in time save nine"
"Let sleeping dogs lie"
"Good things come in small bundles"
"Too many cooks, spoil the broth"
"An apple a day keeps the doctor away"
73. Knots
Group size
7 12 (For Larger groups, split up into smaller groups, or use the variation below)
Materials
None
When and where
This is an activity which requires people to make close physical contact. Not everyone feels
comfortable doing this sort of thing, so keep this in mind, especially with a group who are
unfamiliar with each other. Use before, during or after a session of work, to develop group
identity.
Procedure
Group meets together in a tight circle with arms outstretched in front and eyes closed. Each
person grasps one hand of someone close and one hand of someone further away. Each
hand should be linked with only one other hand. Make sure that no two people are holding
both of each other's hands. Now, as a group, attempt to unknot the circle. Hand grips are
allowed to be changed but not broken.
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Variation
For a group larger than 12: Form a circle and hold hands. Break the circle at one point and
ask one of the end persons to tie the rest of the group into a knot. When the knot is
complete, the person at the other end tries to untangle the knot. Hand grips cannot be
changed or broken.
74. Straw Game

Who
Small groups of 57
Where
Enough room for each group to have plenty of room around them
Aids/Equipment
Lots of drinking straws
Objectives
To get new participants working as a team
To introduce participants to each other in a nonthreatening way
Leaders’ Hints
Observe who talks the most, who is quiet, who just does what they are told
Instructions
“Workers” sit together on the floor with a pile of straws in the centre. The “workers” are
instructed to work as a team & use the straws to make a big beautiful design on the floor.
Conclusion
A simple team building game ideal for groups of strangers. Variations on this game
include giving them teams each 30 rolled up newspapers and seeing which group can
make the tallest construction.
75. The Machine

Who
A single group of 520 people
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Where
A room large enough to hold the entire group, or outside (but not with lots of people
standing around watching, as participants may get a bit embarrassed).
Aids
Nil
Objectives
To use your imagination
To get to know each other
Leaders’ Hints
This game rewards the people who are the most imaginative
Instructions
Participants are to become parts of a large imaginary machine. One person acts out a
repetitive motion or sound of a machine part. One by one other arts are added to the
machine until the whole groups is involved. An example would be an engine with people
playing the roles of: Starter
A wheel
Pistons
Moving Handle etc
Variation
Breaking the group up, one group becomes a machine and the other group has to guess
what sort of a machine it is, then viceversa.
Conclusion
This exercise requires a fair amount of imagination, but can also be a lot of fun if the
people really get into the acting.
76. Scrambled
Who
Teams of at least 3 people
Where
Indoors
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Aids
Scrabble Tablets
Score sheet – pen
BluTack
Objectives
To learn to work as a team using nonverbal communication
Leaders’ Hints
Observe those who assume the role of team leader
Instructions
Each team member chooses one scrabble table. They must not look at the tablet. They
must stick it to their forehead immediately. No team member is allowed to inform another
team member of what that person’s letter is. The team must create as many words as
possible in the time given. A judge needs to write down each word as the team forms it.
The words must be at least 3 letters, although there may be more people in each group.
The words created must never be said aloud, since this would allow people to find out their
letter too easily. Award one point for each letter used, with a bonus of 5 points for using all
the tablets in the group.
Variation
1 Make it harder by increasing the minimum number of letters per word.
2 Give everyone a letter, allowing him or her to see it. Shout out words and have people
find other letters and line up as the word as soon as possible. Make it a competition by
eliminating people who don’t become part of a word.
Conclusion
A good, fun, team game.
77. Passenger Balloon

Who
Groups of 56
Where
Inside or outside
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Objectives
To learn to make an argument about the importance of oneself
To learn to negotiate with other people
Leaders’ Hints
Look for those who try to intimidate others
Instructions
Groups sit in a fairly small circle, which represents the basket of the passenger balloon.
Each person has to pick an occupation for himself or herself eg plumber, lawyer, doctor
etc. Make sure that people have chosen their occupation before you explain the scenario
to them. The balloon is slowly losing altitude and in order for some of the people to survive,
one person has to jump out. Everyone has to put forward their reasons why they shouldn’t
have to jump out and why someone else should. Everyone must agree on who has to jump
within 5 mins or everyone will perish.
Conclusion
This game is a bit like bombshelter. It is quite useful since the people don’t need to know
each other to be able to play it.
78. Blindfold Navigation

Who
Small teams (say 45 people)
Aids
2 blindfolds per team (one for walker, one for next person in line), chalk, 1 chair per team,
1 spoon / box of matches / apple per team, other obstacles (eg bins).
Objectives
To win by trusting each other
Instructions
Draw course on the ground (including circles for pick up / put down points), One team
member is blindfolded. Navigate course with instructions from other team members.
Navigate obstacles and pick up / put down objects (judge to return object to pick up point
after it is put down). Repeat with other team members. Fastest team wins.
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Commands
Stop, Go Left, Right
Forward, Back Down, Up
Pick up, Put down Yes, No
Sit, Stand
Example course
Conclusion
Bit of trust involved, so good for people who at least have met before.
79. Passed over

Who
Groups of 3040 people
Where
Inside a very large room or outside, preferably over a carpet or grass surface.
Aids
Nil
Objectives
To build people’s trust in each other
To work together as a large team
Leaders’ Hints
Spread the strong people evenly amongst the two groups
Instructions
Form lines of about 3040 people. Line up in pairs, one pair behind the other. With the help
of two strong people at the front and back if needed, lift a person up and pass them along
the top of the line lying flat and supported by the hands of the people underneath.
Conclusion
A good trust, you can also increase the number of people you pass along so that everyone
who feels comfortable can have a go.
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80. Linking up 1-10
Who
Groups of up between 7 – 12 people
Leaders’ Hints
Look for the innovators who can solve this problem
Instructions
Give each group member a number from 1 – 7 (or 10, or 12 etc). Make sure that noone
else knows what their number is. They then have to line up in numerical order, but they
must close their eyes and not talk. After an appropriate amount of time, stop the game.
Discuss how they felt about not being able to do it, and see if they can find ways that may
have made it easier eg tapping their numbers on each other’s back.
81. Colours
Group size
Any size
Materials
None
Where and when
A good game to play when the group's concentration is fading. It is quick, gets people's
bodies moving, and you can then lead into another session or carry on where you left off. It
is not advisable to use this activity on groups who are unfamiliar with each other as it can
be threatening.
Procedure
The leader calls a part of the body and a colour that can be found in the room. Everybody
must then rush and place that part of their body on that colour eg noses on red. Everyone
must stay in that position until another colour has been called.
NOTE: be careful not to let this drag on too long or it will become a deenergiser.
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82. Flying Carpets
Group size
Approx ten
Materials
1 blanket for each group
Procedure
Each group has to stand on their blanket and race down to the other end of the room. They
must stay on their blankets at all times. The first group to reach the end is the winner.
83. Knight; Mount; Cavalier

Materials
Large open space
When and where
Use to release energy and for lots of fun. Excellent in play fairs.
Procedure
Ask the group members to pair off, finding a partner roughly the same size. Explain that this
activity is called "Knight; Mount; Cavalier". There are three positions that they need to
know.
1. Knight: One person kneels on one knee with their partner sitting on their other knee.
2. Mount: One person gets down on their hands and knees, the other person stands over
them.
3. Cavalier: One partner picks up the other person
(Demonstrate these positions)
Proceed to call out the different instructions in a random order, giving people just enough
time to get into one position before you call out the next.
NOTE: Don't let this activity drag on it should be short or people will get sick of it and drop
out.
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Variations
1. Make it Competitive: Anyone doing the wrong position is out.
2. Change the roles around so that the person being picked up is then the one who picks
up the partner and so on.
84. Sandwich Game

Group size
10 and up
Materials
None
When and where
Great for breaks in between sessions and for use in play fairs. However, close physical
contact is involved and may be intimidating for groups who are unfamiliar with one another.
Procedure
Divide the participants into 5 equal sized groups. Nominate each group with a part of the
sandwich. There must be 2 groups allocated bread, 1 group allocated meat, 1 group
allocated tomato and 1 group allocated lettuce. The aim is to then make the sandwiches.
There needs to be a piece of bread on the bottom (one person lies down), a piece of ham
(the next person lies on top of the first), the lettuce and ham and then finally the last piece of
bread on the top of the pile. On completion there should be a pile of five people making the
sandwich.
NOTE: This will work most effectively if demonstrated first by people who are familiar with
both the leader and the game.
85. Statues (make them friendlier)

Group size
7 people (4 boys and 3 girls), plus as many spectators as you want
Materials
None
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Procedure
Take 5 people (3 boys and 2 girls) outside and keep 2 inside. Bring in a male, and tell him
take the two people inside and "make them friendlier". After he has finished, get him to
swap places with the male. Bring in the next girl. Do the same, and swap with the girl. On
the last male do the same, but get him to swap with the girl, leaving the two males in a
slightly sexual position.
86. Evolution game

Group size
10 and up
Materials
None
Where and when
A good game to begin a session or just generally wake a group up. Game works most
effectively with people who know each other as there is an element of honesty involved.
Procedure
There are four stages to this game: Egg, Chicken, Bird and Superman. The idea is that
participants evolve through the four phases.
Everyone begins walking around the room banging their fists on their foreheads chanting
"egg egg egg egg egg". Participants pair up and have a game of paper; scissors; rock.
The winner of this game evolves to the next stage, the loser stays an egg.
The game continues and the participants who evolved walk around like a chicken, flapping
their arms and squawking, the eggs continue to be eggs. The chickens pair up with
chickens and the eggs pair up with eggs to once again play paper; scissors; rock. Those
who win evolve to the next stage whereas those who lose remain where they are. The
game continues with the birds flapping their arms and supermen soaring around with both
arms in the air.
When the game works correctly there should be one egg, chicken and bird left and the rest
of the players are supermen (or superpeople to be politically correct).
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87. Wet Pants
Group size
3 volunteers (but any number of people can watch)
Materials
3 funnels
3 spoons
3 blindfolds
3 jugs of water
1 packet of jaffas
When and where
Use on a hot day where people have the opportunity to change their clothes. Also with
people who will not kill the demonstrator.
Procedure
Get three people up the front. Put the funnel in the front of their pants and the spoon in their
mouth. Put the jaffa on the spoon, count to three and get them to drop it in the funnel. Easy.
Tell them that they will now be blindfolded and will have to do it again. Blindfold them. Count
to three, but on two pour water into the funnel.
88. Master/Slave
Group size
Any size
Materials
None
Procedure
Divide the group into three groups and form a group of three with one person from each
group. Nominate one person as the leader on the group. This person becomes the Master
of the other two people in the group who are now Slaves. The Master then has one minute
to command the slaves to do anything they say ( within reason of course). Swap the roles to
give every member of the group the chance to be Master.
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89. Steamroller
Group size
Any size
Materials
None
Where and when
A trust building, physical boundary breaking activity which can be great fun for a group who
are comfortable with physical contact, but may be awkward with groups who find physical
contact more difficult.
Procedure
Have the group lie diagonally across the room on their backs, as close to one another as
possible. The person at one end then proceeds to roll over the top of the others to reach
the other end, where they lie down next to the last person. When they arrive the next person
does the same.
Variations
1. Group lies on their backs on the floor, with every person lying in the opposite direction to
the person next to them. Close everyone up so that their heads 'interlock'. Everyone then
stretches their hands above their heads. One member of the group lies down along the top
of the outstretched arms and is passed along the top of the arms to the other end.
NOTE: It is necessary to have someone, preferably the leader at first, at both ends to start
each person off carefully and catch the head of each person as they finish. Also, start off
with lighter people and gradually build up group confidence in tackling the heavier
members.
2. Place a 20 cent piece on the first persons chest. The aim is to pass the 20 cent piece
from one person to another without touching it with anyone's hands or dropping it on the
floor. This variation requires each person to roll only onto the next person and then back to
their original position. The 20 cent piece should make it to the other end of the chain.
NOTE: This can be made competitive by having two teams going at once. The winning
team has the 20 cent piece arrive at the other end of the chain first.
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90. Human Tunnel Ball
Group size
Three or four groups depending on the size of the group.
Materials
None
Procedure
The groups line up one behind the other, facing the same direction each person about an
arms length behind each other. They spread their legs apart and join hands, the right hand
going under their legs joining with the persons left hand behind them. The race begins
the first person moving under the tunnel and not breaking the linking hands and the tunnel
moves under itself until all the group has gone through the tunnel hands always linked.
91. Human Pyramid

Group size
Approx 10
Materials
None
Procedure
Each group must form a human pyramid and walk the pyramid forward towards the other
end of the room. The first group to reach the end wins. The pyramid classically consists of 4
people on the bottom level, three on the next, then two and one person on the top.
92. Musical Partners

Group size
Any
Materials
Music (that can be stopped and started)
Procedure
The group forms into pairs. The pairs then kneel facing each other with their hands on each
others shoulders, forming an inner and outer circle. When the music starts the outside circle
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stands and begins to move clockwise, the inner circle at the same time works in an anti
clockwise direction. When the music stops the circles must repair and kneel with their
hands upon each others shoulders. The last pair to do so is OUT. The game continues until
only one pair remains.
93. Structures
Group size
Groups of between 2 and 8
Materials
None
Procedure
The group is split into smaller groups of between 2 and 8 people. The leader then gives an
example of a particular structure which the groups construct by linking themselves together.
Examples: tree, crane, modern building, bridge, plane / helicopter, car / truck/ bus, ship,
lighthouse etc.
94. Human Obstacle Race

Group size
Approximately six
Materials
None
Procedure
The teams line up and the race begins. No.1 moves down the line, patting No.2 on the
head, going through No.3's legs, linking arms and spinning twice with No.4, sitting on
No.5's right knee, blowing in No.6's ear. No.1 then joins the line and No.2 goes down the
line carrying out the tasks in the same order, and so on. The list above is only an example
of tasks for each number. Use your imagination!
94. Arm Links

Group size
Any size
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Materials
None
Procedure
In pairs sit back to back and link arms. Then try to stand up. Do the same in threes, fours,
fives etc until you can do it with the entire group.
95. Balloon Game

Group size
Approx 10
Materials
1 Balloon per Person
String
Scissors
Procedure
Distribute 1 balloon and a piece of string to each person. Instruct each person to blow up
their balloon and tie it to their ankle. Once all balloons are in place, tell the group to burst as
many balloons belonging to other people as possible. Sit down when your balloon has
been burst. Activity is best if no one is wearing shoes.
96. Group Slime

Who
A group of people, between 10 and 20
Where
Inside a large room
Objectives
To coordinate your progress with others
Instructions
Participants lie in a circle on the floor as far from the centre of the room as possible with all
heads toward the centre. Group closes eyes, and slowly crawls into the centre, forming a
pile, then each person crosses to the other side of the room. This should take about 5
minutes.
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Conclusion
A fun activity for people who know each other relatively well.
97. Peeling the Snake

Who
Large groups of people (up to 50 in each group)
Where
Inside a large room or outside
Instructions
Form single file lines for each group. Each person faces the back of the person on his or
her right. Bending over, each person places their right hand back between their legs and
reaches their left hand to grab the right hand of the person in front of them. The last person
in the line lies down, and the snake unpeels by the rest of the line slowly walking
backwards, still joined, over the top of that person who has lay down. One by one each
person lies down, still holding hands, with the others passing over the top of them. The
group who are all lying down first win.
98. Chuckle Belly

Who
Large groups of people (say at least 30 in each)
Where
Inside a large room or outside
Objectives
To watch a human chain reaction
To test people’s ability not to laugh (in the variation)
Instructions
Instruct each group to lie down so that each person’s head is resting on the stomach of the
person before them. Tell the person at the head of the each line a joke, and they will giggle.
When the person with their head on that person’s stomach feels them giggle, they will also
giggle and your chain reaction has started.
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Variation
Have the first person cough, and then each subsequent person cough, but noone is
allowed to laugh or giggle.
99. Inside Out

Materials
None
Aims
Developing imagination, selfvalidation, sensory awareness, awareness, body control.
Procedure
Whole group lies on backs, arms on the floor, legs separate, eyes closed. Leader talks
smoothly and steadily and asks the group to focus their senses within their bodies. Bodies
are described as containing blood vessels with blood pulsing through; lungs exchanging
oxygen for carbon dioxide (good air for used air); stomachs digesting food, etc. Group is
asked to concentrate on one particular function of the body and the leader asks the group
to be aware (even synthetically) of the existence of the activity, without feeling for signs with
their hands.
Real sensations to notice
heartbeat
pulse
breathing
indigestion
digestion
perspiration, etc.
Pseudo sensations (to imagine entirely)
hair growing
nails growing
air in the blood
food passing to muscles acids attacking the teeth, etc.
Variations
1. Concentration through breathing. Take a deep breath. Imagine your ribs expanding, the
air rushing down your throat, filling your lungs, entering your blood and kicking the old air
out. (continue with exhaling.)
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2. Concentration through heartbeat. Blood sucked into one chamber expelled into next
chamber and then back into vein or artery. Concentration upon the feeling (in rhythm with
the beats) of this expansion and contraction.
100. Road Map

Materials
Large sheet of paper per person and pencil or felt tip.
Aims
Selfvalidation
Procedure
Each person is asked to make a road map of their life so far. Beginning with birth and
extending to the present. Each map should somehow show the good places (either scenic
or open road, etc.) or the bad places (bumpy spots, etc.), hospital (road works etc.) Also
barriers, detours, and the general direction of their present course. Compare life's past
course with your imagined future, i.e. goals, etc. How will they be achieved? What has
made the good spots?
Variations
1 Extend and project the map into the future. (conjecture or daydream)
2 Construct lists of positive and negative problems and events. Decide on points
systems, i.e., + and , and evaluate your life.
3 Roleplay passing detours, etc.
101. Tin Soldier

Who
Pairs of people
Where
Inside a large room
Aids
Obstacles eg chairs and tables
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Objectives
To learn to trust your partner
To feel what it is like to have no power over your own actions
Leaders’ Hints
Nil
Instructions
In each pair, person A is a tin soldier, person B is their Director. Tin soldiers can only move
under directions from B. They have no power to think or make decisions. Tin soldiers walk
slowly with stiff legs & arm joints. B’s job is to guide his/her tin soldier to the other side of
the room, by giving directions to avoid hitting walls, tables, chairs & other tin soldiers. Now
have B’s wind up their tin soldiers & begin giving directions. After a few minutes, stop and
reverse roles.
Conclusion
A good fun game for friends or strangers. It may have an interesting effect on people who
like to be in control.
102. Learning from experience

Have participants introduce themselves and explain one thing they have learned the hard
way about the topic you are covering. Post their “lessons learned” on a flip chart. Refer to
them throughout the class.
103. Challenges and Objectives

Divide the class into small teams. Instruct teams to identify their challenges in the topic and
their objectives for the training. Post work on flip charts. Have them introduce their team
and share their work with the rest of the class.
104. Questions
Have each person write a question they want answered in the training on a Postit(sticky)
note or piece of paper. Have them introduce themselves and their question. Then post all
questions on a wall chart. During or at the end of training, ask the group to answer the
questions.
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105. Role Models
Have each person identify someone who is a role model for the topic being discussed.
Have them share the person’s name and the qualities or characteristics that make them a
good role model. Post characteristics on a flip chart.
106. Dos and Don’ts

Have participants introduce themselves, sharing their name, hospital or clinic, and either a
"Do" or a "Don’t" tip that they have learned related to HIV and AIDS Management. Post
tips on a flip chart.
107. Collective Knowledge

Have participants work in teams to identify five rules for dealing with challenging patients.
Write the rules on flip chart paper.
108. A Helpful Colleague?

Have participants identify someone who has contributed to their professional development
and who they admire. As they introduce themselves have them explain their relationship to
the person that contributed to their development.
109. Developing Yourself

Have each person introduce himself or herself and share one action they have recently
taken to improve or further educate themselves related to patient care and treatment. This
can be done as a group or in small teams.
110. Acceptance Speech

Have participants introduce themselves and thank someone who has contributed to their
professional development. They should thank the person as if they are receiving an
Academy Award. You may need to limit speeches to 30 seconds.
111. First Job

Have participants introduce themselves, sharing their name and something they learned on
their first paying job.
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112. Brain Teaser
Use a quiz as an icebreaker. Ask questions of common knowledge about any topic, or a
number of topics. There should be both easy and difficult questions. Ask members to
answer individually, and then give them a few minutes to work in small groups to finish
answering the questions. The groups should be able to answer more questions than any
one individual. This is a good demonstration of synergy and can lead into a discussion of
the importance of teamwork in healthcare. Sample questions:
● What are the names of the planets, starting from the one closest to the sun?
● What are the five most populous countries in the world?
● What are the five least populated countries in Africa?
● What are the five most commonly spoken languages in the world?
113. Dinner Plans

Have each person complete the following sentence:
"If I could have dinner with any person, living or dead, it would be
______________________ because _______________________."
114. Experience Tally

Ask each participant how long he or she has been with their clinic or hospital, or had their
current job. Total the number of years. Point out that the class will have X number of years
of experience on which to draw.
115. Good or New

Ask each person to share something good or new they have experienced in the last 24
hours.
116. I noticed
As an icebreaker for the second or third day of a training, have each individual share one
thing he or she has learned since the last session that they know they will use in their
clinical practice.
117. I’m Unique

Ask each person to share one thing that makes him or her unique.
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118. My Slogan
Explain that many organizations have slogans or sayings that reflect their values and are
easy for customers to remember. For example, the CocaCola Company uses the slogan,
“Have a Coke and a Smile.” Ask each person to write (or borrow) a slogan to describe him
or herself and share it with the class. A variation could be to develop a slogan for their
hospital or clinic.
119. The Worst Team

Have each person share a description of the worst team they have ever been on and why.
Post characteristics on a flip chart. Debrief this exercise by having the team identify ways
to avoid the "worst team" characteristics.
120. Three truths and a Lie

Give each individual a 3x5 card and instruct them to write four statements about
themselves: one of the statements should be false while three should be true. Explain that
the goal is to fool people about which one is the lie. Allow five minutes to write statements;
then have each person read the four statements and have the group guess the lie. Award a
prize to the individual who makes the most correct guesses.
121. I’m like a…?

Have each person develop a simile—something you compare with something else
because they share similar characteristics—for themselves when they are in a particular
mood or experiencing difficulty. For example: "When I get busy and have too much to do,
I’m like a car with a little bit of gas—I usually have just enough energy for one more task, but
eventually I run out and just completely stop." Emphasize that people have different ways of
dealing with stress and challenges because people experience them differently.
122. Worries
Ask each person to share his or her greatest concern or reservation about participating in
the training (e.g., everyone else will know more than me). Post participants’ concerns on a
flip chart. At the end of the session, revisit the list and ask the group to share whether their
concerns were realized.
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123. What do You know?
Divide the class into teams of threefour people. Assign each team a different flip chart or
piece of flipchart paper. Explain that each team will be asked to record information they
know about the members of another team. For example:
Team A: Mary, Chris, Pat, and Terry
Team B: Jane, Frank, Phil, and Sharon
Team C: John, Mike, Andrea, and Larry
Team A is assigned Team B; Team B is assigned Team C; and Team C is assigned
Team A.
Have the team divide their flip charts into sections, one for each person in their assigned
team. Allow them five minutes to record what they know about the people on their flip chart
(both work and nonwork related) without violating any confidences. After five minutes, have
teams rotate flip charts and add information on their new flip chart. Continue rotating until
they come to the flip chart with their own names on it. Have each person comment on what
was written about him/herself.
124. Guess Who

Prior to the session, have each participant complete and return to you a survey with
answers to fivetoseven questions about him or herself. For example:
o Favorite type of food
o Last movie you saw
o Last book you read
o Where you would love to visit
o Favorite activity
During the session, read the clues and have the rest of the class guess which person is
being described.
125. Something New

On the second day of training, ask each person to share one thing they learned about
another participant on the previous day. Have the rest of the group try to guess who is
being described.
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126. You did what!?
Give each person a 3 x 5 card and ask the group to write down something true that nobody
else in the room knows about them, e.g., “I once wrestled a bear in Yellowstone National
Forest.” Mix up the cards and put them in a box or hat. Have each person pick a card and
read it out loud. Ask the group to try and guess who wrote the card.
127. Bingo Type Game

Have a bingo type game where you have a grid and you write different things in each box
like "has green eyes" or "been to cltc before" then you go around and have to find the
people who fits that box and have them sign it! When you are through with the boxes(usually
like 15 boxes) you end up knowing a lot of weird facts about the other people and it is tons
of fun scrambling to be the first one finished!
128. Silent Identification

Each participant is asked to either write words or draw pictures that describe themselves.
This is done silently. They pin the picture on their chests, walk around and have everyone
look each other over. Pictures are then shuffled and participants are asked to identify the
person to which the picture belongs.

All participants sit in a circle. The person "ducking" says a person characteristic about
themselves as they go around the circle. The rest of activity works the same as Duck,
Duck, Goose.
129. Pairs Game

Make up pairs or group of people that go together (Mickey Mouse/Minnie Mouse,
Barbie/Ken) You give each person a card with one of the group or pairs on it. The pairs or
groups must find their match. When they find each other, they must discuss the best
program they have been to and the qualities that made it a good program. Then they turn
the card over, find their new pair and then go through the same process of the worst BBYO
program ever attended and the qualities of a bad program.
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130. Name Game
Sit in a circle. one person starts by using an adjective starting with the same letter as their
first name, followed by their first name (i.e. Clever Claire, Kind Karen) The next person and
following has to repeat the first person's adjective and name and then add their own. It
goes around the circle and the last person has to repeat all other names in order and end
with their own.
131. Human Knot

Have a group of 1015 stand very close together. Tell them to reach out their arms so all
hand are jumbled and intertwined. Tell them to grab one hand for each of their hands , but
not the one of the person's next to them. Now they are a human knot and must use
teamwork to untangle themselves into one circle without letting go of their hands.
132. Toilet Tissue

Tell participants to take a length of tissue. Only after all have taken some, tell them for each
panel of tissue they have to say one positive thing about themselves. (you could vary what
they have to do or say for each tissue square:tailored to your objective)(variation:use
M&M'sfor each color they have to say one thing i.e. yellow:something sunny about
themselves, red:an embarrassing moment, green.........)
133. Two True, One False

Go around group and everyone has to say two true statements about themselves and one
false. The rest of the group has to guess which one is false. You may be surprised. you can
learn some crazy things about each other!
134. Web Game

Take a ball of yarn and have the person who starts hold one end and wrap it around their
wrist. They throw the yarns around the room and either say something positive about the
person you throw to or something they did to inspire you. Then when you are done, you
have bracelets of yarn that you are supposed to wear until they fall off.
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Have everyone put one piece of information about themselves in a balloon, then blow up
the balloon and throw the balloon in the middle of the circle of participants. Then one by
one, pop the balloons and guess to whom that piece of information belongs.

Pass one balloon around the circle and have each person write a question on that balloon.
then pass the balloon around the circle and each person has to answer three questions on
the balloon.
137. Hug Tag

This is a cooperative version of "regular" tag. You should designate a few people to be
"freezers". Then tell everyone else to scatter in all directions. The freezers count to ten, and
then take off after the runners. Once they tag a runner that person becomes one of the
freezers. A player is safe from being tagged only when he or she is hugging another player.
138. Non-verbal Birthday Lineup

Ask everyone to line up according to the month and day of birth without any talking. This
should inspire some interesting means of communication towards a common goal.
139. Fast Lemon

This game is for players or more. First divide the group into two or more equal lines. Then
give the leader of each line a full length pencil and a fullgrown lemon. As the teams line up
single file mark a starting line and finish line on the floor(about 20 feet away at most). The
object is to push the lemon with the pencil along the floor in a straight lineif you can. Each
player must push it to the finish line and back to the next teammate in line. The team to
finish first wins. What you discover is that the lemon always keeps rolling, despite a slight
wobble. You'll have trouble keeping it in your lane so be sure the furniture is pushed back.
140. Psychiatrist
Select four or five people from the group to be "psychiatrist" and them send them out of the
room. The remaining members of the group chooses a 'problem' that needs to be solved.
For exampleeach person assumes the characteristics of the person to his or her right. For
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example, if asked the color of the "patients" hair, the person questioned would say blonde
if that is the hair color of the person on his right. other 'problems' could be all are person on
left, all are one person in the group, every other person, etc...
141. Fruit Basket Turnover

Seat players in a circle. One person stands in the center. Each player is given the name of
a fruit. The person in the middle calls out the name of two fruits. The two people must
quickly change seats. The person in the middle also tries to reach one of the seats. The
one left standing then calls the name of two other fruits. He or she may also call "fruit basket
turnover" and everyone must change seats.
142. Life Saver Relay

Divide group into two teams. Give everyone a toothpick to hold between their teeth. Place
a life saver on the toothpick of the first person on each side. The game begins. the life
saver is passed from person to person by lining up the toothpicks so that the life saver
slides onto the next person's toothpick. No one can use their hands. Should a lifesaver be
dropped, that team begins again with the first person. The first team to relay a lifesaver to
the end of the line is the winner.
143. Banana Race

Give each player a banana with the instruction to peel and eat it while holding one hand
behind their back (they only need to take one bite of the banana) on a given signal they
begin. The first one who takes a bite and then whistles, wins.
144. Balloon Bust

Have all players tie one balloon around each of their ankles. The object is to burst your
opponent's balloons while keeping yours whole.
145. Paper Bag Skits

First split your group into teams consisting of three to six members. Give each team a
paper bag filled with assorted objects. These can be almost anything, i.e. a wooden spoon,
a screw, a bar of soap, a computer disk, etc... The object of the game is to present a skit
using all of the props provided. The props may be used as they would be in normal life, or
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they may be imaginatively employed. Give each group a topic to base their skit on. When
all the skits have been planned and rehearsed they are performed for the amusement of all.
146. Human Machines

Each group acts out a machine with sound effects (i.e. telephone, fax, washing machine,
dryer, blender, typewriter, stereo, airplane).
147. Improv
Each group acts out a skit with different themes. (i.e. desert, solar system, north pole, wild
west).
148. Killer
Walk around and shake hands. When the killer shakes your hand, you must fall to the
ground and 'die' others must guess who the killer is. (the killer adds a tickle when shaking
hands).
149. Black Magic

Need two people who know the game. One person(who knows the game) leaves the room
while the rest of the group decides what object that person needs to guess. They return and
the leader (who know the game) ask "is this it?, is that it?" about many objects. The person
who is guessing continuously says no until the leader points to an object that is black. The
NEXT object is the one that the person needs to identify and say, "yes that's the object the
group picked". Play the game till someone figures out how it is done.
150. Animal Match

Upon entering the room ,everyone is given a card with an animal on it (make sure there are
two of every animal). On the count of three everyone makes their animal noise and tries to
find their partner.
151. Backlash Relay

Players pair off and stand back to back with elbows hooked. One player holds a balloon.
Pairs race to one end, transfer the balloon to the other person, without unhooking elbows
and then race back.
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152. Caterpillar Race
Line up behind each other bent at the waist and holding the ankles of the person in front of
you. Try to move forward as a team. If someone loses the ankle grip, the caterpillar must
stop until everyone is intact.
153. Icicle Hunt

Hide icicles (strings of different lengths). Winner is the one whose icicles form the longest
line when laid out end to end, not the one with the most icicles.
154. Same Letter

With each letter of the alphabet try to come up with a male name, female name, food, and
place. (ex. A my name is Alfred, my wife's name is Angela, we grow apples in Atlanta.)
155. Sentence Game

Everyone splits up into groups and each group gets a sentence. Each group must make up
a story that ends in that sentence. The crazier, the better!!! (Example: And that is why you
can't trust an AZA an inch above the knee.)
156. Yerushalayim Game

When everybody walks into the room, you hand each person a paper with two cities on it,
for example: Denver and Jerusalem. Every person would have one different name, but they
would all have Jerusalem. They are not allowed to tell anyone what's on their paper. So they
gather into a circle and hold hands. There is a storyteller who tells a story and mentions
every single city name. The person who has Denver has to try and sit down and make
his/her bum touch the floor. The other people have to hold her/him up. And in the end,
Jerusalem is called out, and everyone drops to the floor.
157. Bridge game

There are 4 people acting as the bridge goblins. Two people are standing on the same
side, about 4 feet apart, and then on the other side there are two people facing them. Now
the point of the game is for the rest of the group to cross this bridge as many times as
possible, without going off the bridge. The trick is that each person cannot walk the same
walk, they each have to be different. And if they're not, the bridge goblins eats them.
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158. If you love me baby, smile
Everyone sits in a circle, and one person goes up to somebody in the group and tries to
make them smile by saying, "if you love me baby, smile" and they are not allowed touching
the person at all. They may make funny faces or whatnot. If the person does not smile or
laugh, they will reply, "I love you baby, but I just can't smile". And if the person succeeds, the
person they made smile moves on, and if they lose, they have to go to another person.
159. Movie Ball Game

Everyone stands in a circle and bounces a ball to somebody else, and has a five second
limit to do so. But before bouncing the ball they must say a name of a movie. When
somebody repeats a movie name, they are out of the game. It eventually ends up being a
competition between two people, and then there's a winner. As a prize, you can give them
a chocolate bar, or something else.
160. Freeze
This game usually starts off with two people up on "stage". The other members give them a
subject matter, and they have to act it out, as an improvisation. Then at an ideal moment,
usually after a minute or two, another member can call out freeze, and both of the actors
have to freeze on their spot. The member who called out freeze has to go in and take the
place (the exact position) of one of the members, and has to start a completely different
and unrelated scene.
161. Digging Game

The members sit in a circle of chairs and there is one person standing and does not have a
chair. The person in the middle asks a question, like "who has brown hair?" and everyone
who does has to get up and switch seats. The person in the middle has to go and find a
seat, which in turn will leave somebody else in the middle without a chair to ask a question.
The catch is that the people changing seats (this applies to each individual round) cannot
move to the seat on either side of them, or if they get up and can't find a seat, they cannot
return to the seat where they just sat. This is a great way to "dig" up some information, on
people you don't know.
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162. Space Leap
It starts off with one person in the middle, and they create a little scene for themselves.
Then somebody leaps into the scene and starts a completely different scene. Then a third
person comes in and does the same, as does the fourth person afterwards. The scene has
to find a way to kick out the fourth person and then the scene has to change back to the
scene that third person created. And then the same occurs, until all three of the members
are kicked out and remains the first member doing the scene they started off with.
163. Sports Broadcaster

You take two things, an object and a sport, like toothbrush and basketball. The sport now
created is toothbrush basketball. There will be the offensive team and the defensive team.
There will be a broadcaster for both. So the teammates have to play and act it out silently
while the broadcasters interpret the game.
164. Shoulda Said

There is a circle of people with two or three people in the middle. They are acting out a
scene that the other members have chosen for them. And then at any point in their scene,
the other members that are watching may call out "shoulda said" and the actor that it was
called on has to say either the opposite of what he/she meant, or what they were really
thinking. For example, I say "I love that dress you're wearing!" and somebody calls shoulda
said on me, I could say "that dress would look much better on my pet rat". And of course
the other actors in the scene will have not heard your extra comment. This is a really fun
game!
165. ZIPZAPZOP
Everyone stands around in a circle and puts their guns together. Each gun has three
bullets, a zip bullet, a zap bullet and a zop bullet. Now, the person who starts turns to person
B and goes, Zip, then person B must turn to someone and say Zap and they must turn to
somebody and say Zop. There isn't any specific order, and there may be rallying between
two people. But the catch is that one may not hesitate or they will be out of the game.
166. Movie Word Game

Everyone sits in a circle while one person goes out of the room. They have to decide on a
movie title. Take the title, "I know what you did last summer". Now each person in the circle
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is given a word from the title. When the person comes back in they all switch places. Then
the person outside asks somebody a question, and that person has to answer with their
word in their sentence. Example: if I have the word "Know" and I am asked what color my
hair is, I could say, well I know that my hair is the color brown.
167. The MOO Game

This is sort of complicated, so hear me out. There is a group of people in a circle. One
person goes out of the room and the game is explained to the others. What happens is
when that person comes back they will be given three chances to figure out who the MOO
leader is. The MOO leader is the person who is mooing the loudest of them all (in reality
there is nobody the first time). On the third try, whoever the person says moos the loudest,
he is automatically right. So then somebody else goes outside (person B), and the first
person becomes the MOO leader, so he actually has to moo louder than everyone else. So
person B comes back in and has three chances to guess who the MOO leader is. Person
B is in on the secret the whole time, so he does not choose the person the first two times.
So the first two times, the MOO leader screams really loud. The third time (Everyone is told
this while he was outside the first time, that on the third time, of the second round, nobody
is supposed to scream EXCEPT for the MOO leader). Everyone pretends to scream, and
then it is only the MOO leader who screams the loudest of everyone. In turn he becomes
embarrassed, and everyone laughs! This is one of the funniest games possible.
168. Two Truths, One lie

Break everyone into groups of anywhere from 35. Each person must tell the others two
truths and one lie about themselves. The other members of the group must then guess
which statement was the lie. When finished, the groups can each choose their "best liar",
who can then try and fool the rest of the groups.
169. Grouping by Characters and Theme Songs

This is a fun way in which to break up a large group into smaller ones. Write the names of
characters from sitcoms, cartoons, etc.. that can readily be recognized as belonging
together on index cards. If you want your group size to be about 5, you should make sure
that you have 5 characters per grouping. For example, if you pick the Flintstones as a
character grouping, you would have five index cards each with a different character such as
Fred, Wilma, Barney, Pebbles, and BammBamm. Mix up the index cards and pass them
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out as the people walk through the door. The groups then have to find each other by singing
the theme song from whichever sitcom, cartoon, etc.. the characters represent.
170. Human Zipper-Hand

Have people line up one behind the other. Put your left hand through your legs and grab the
right hand of the person behind you. Reach your right arm out to grab the left hand of the
person in front of you. Then, starting with the very last person in line, everyone must crawl
through the legs of the people in front of you.
171. Human Zipper

Break up the room into two groups. (You can keep it in one if there aren't enough people for
two.) Line them up, preferably femalemale. One person then needs to lie down on their
back. The next person will lie down next to the first person but with his/her feet facing the
opposite direction. They should be close together to the point where their heads are
touching. Lay people down alternating them in the same manner. Everyone's feet should be
facing out from the center. Then,have everyone raise their arms in the air and flex their
wrists so that they make a flat surface. Tell them that it's very important to keep their arms
stiff. Take the first person out of the line,have them stand up, help lay them down on the first
set of hands. This person will be passed all the way down the line along the hands. The
people lying down need to keep passing them down the line without letting them fall.
(Someone is needed to spot this game because usually they will start to waiver every so
often.) It's important for the person being passed to remain stiff as well so that it's easier to
pass them. Once they reach the end, that person is helped off the human zipper and they
will lie down next to the last person in line and become part of the zipper. The second
person toward the front of the line now will go through the same process and then the third
and so on and so forth. If you have enough people to do more than one line, you can have
races between the "zippers."
172. Name Game

This is a "get to know you game." Everyone breaks up into groups of around 1015. The
person who starts needs to say his or her name along with a word that starts with the same
letter. The facilitator may want to choose a specific area. For example, favorite foods or
adjectives to describe yourself. The second person must say their adjective/food/whatever
along with their name and also what the person before them said. For example, if the
second person in the circle is named karen and the first is named Scott: Karen would have
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to say "Kiwi Karen, Scallion Scott." And so on until the last person has to say everyone's
name & adjective.
173. Human Knot

Break into groups of around 7. Everyone should form a circle and reach out and grab the
hands of someone in the group who is not standing directly next to him or her. The group
must then "untie." If you have more than one group, you can make it into a race. Realize:
this is possible no matter how hands are grabbed as long as no one grabs the hands of
someone who is directly next to him or her.
174. Country on Forehead

Everyone has an index card or sticker on their forehead. On the sticker is written the name
of an AIESEC country; the person should not know the country that they are. The
participants must then walk around and ask "yes or no" questions about their country which
will give them clues as to what country they are. For example, one could ask "Does it rain a
lot in this country?" The purpose of the game is to figure out what country you are.
175. The “Trash” Game

Without telling people what will be done with them, have each person write down on a
piece of paper anonymously one of their problems, a frustration, something they are
currently worried or concerned about. Ask them not to make them incredibly personal.
When done, have them crumple up the paper and throw it. The facilitator will then go pick
up a couple of the crumpled pieces of paper, open them up and read them to the group.
The group will then brainstorm to offer solutions on how this difficulty or problem can be
rectified.
176. “Yelling at Each Other”

This should probably be done with people who are fairly comfortable with each other and
used as a stress reliever. Let the individuals in the group pair up. Each person can then
scream anything at all at the other person as loud as they can even if there is no possible
way that it could be the other's fault. If the pair runs out of stuff to scream, have them scream
"grumble grumble" at each other.
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177. Kiss what you like, lick what you don’t
Have the group form a circle. Have them name something on the person to the left which
they like about that person (ie. their teeth) and something about the person of their right that
they don't like. Once everyone has done this, they have to kiss what they like and lick what
they don't. This should also be done with people who feel relatively comfortable with each
other. In order for this to work, the people cannot have any idea of what they have to do in
the future.
178. Human Sandwiches

Divide the group into smaller groups of even numbers of people. Assign each group a
component of a sandwich. For example, bread, meat, cheese, condiments, etc.. Within
each smaller group, let each person decide more specifically what they want to be within
their sandwich component. For example, in the meat category you might have five people
who will then be ham, turkey, roast beef, mortadella (cool Italian lunch meat), liverwurst, etc..
Bring someone out of the whole group and ask them to build a sandwich not knowing which
person is what specific component. For example, the person may say: "I'm really hungry. I
think I'd like to have a sandwich on white bread." The person who has chosen white bread
then lays down on the floor. The sandwich maker goes on to add meat, cheese, whatever
and each time someone else will lay down on top of the other "components."
179. The Quarter Game

Lay everyone down, one next to each other facing the same direction preferably alternating
males and females. If you have enough people to make more than one line, you can have
races between the teams much like in the human zipper game. Place a quarter on the
chest of the first person in line. The aim is to pass the quarter onto the next person without
the use of hands. This means that the second person in line must roll on top of the first
person with the quarter, both people roll back over again so the second person is again on
the bottom and then the first person must roll off,leaving the quarter on the chest of the
second person. In order to keep the quarter between them, the pair must hug each other
rather tightly in the rolling process. Should the quarter fall to the ground, they have to start
from the beginning again. Then repeat the game going on down the line.
180. The Travel Game

Everyone gets 20 statements which relate to different countries or cultures. Ex. It is an
insult to show the bottom of your feet. You can play this either as a competition quiz who
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gets the most right or as a guessing game. In this case everyone would get a country on
their back & a sheet of paper with mixed cultural statements & have to guess which country
is theirs, or have to find the other people with the same country.
181. The Culture Game

A large group is split into two and each is given a culture to act out. The culture should be
explicit & different from modern day norms (Ex. Shoulder shaking means yes and hand
flapping means no. Men cannot approach another man without a woman's consent.
Socially people should stand arms length apart at all times, etc.) The two groups should
get proficient at their own culture & then representatives should be thrown in with the other
group & explain their confusion to their own culture. Eventually both groups should end up
together & discuss the differences & uncomfortable feelings associated with not
understanding norms.
182. The M&M Game

Large bags of M&Ms are passed out & people take as many as they want. They are then
told that they have to tell the entire group something about themselves for every M&M they
took. (Can be done with toilet paper squares also)
183. Flip Chart Paper

Give everyone a sheet of flipchart paper to post on a wall & tell them to break it up into
three sections. In each section they must draw a picture and/or write something Re: pre
determined categories. For ex. the 3 categories could be: My strengths My
weaknesses What I want to get out of this year/semester/exercise/week, etc. OR Why I
am here What my hobbies are Who I want to be in 10 years. If appropriate, people can
go around after & write comments on each other's sheets.
184. The Rope Game

Two teams compete by taking a rope (thread, yarn, etc.) & feeding it through each other's
clothes. The first person puts the rope down their shirt and pants & hands it to the other
person. They put the rope up their pants & shirt & hand it on. The first team to finish wins.
(Be sure to use something which will not create rope burns)
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185. The Human Chair
A group of 20 people or more form a circle & stand front to back (boy girl order preferable)
as close as possible. Everyones feet should be facing straight in front of their body directly
under their hips & they should be touching (squishing in fact) the person in front of them.
(we are talking tight circle) On the count of three, everyone sits on the lap of the person
behind them. The circle will hold itself up. Everyone should be able to relax & just sit. If this
is not the case, someone's feet are not directly underneath them, or not straight ahead.
When everyone is relaxed the facilitator should call 123 & everyone should move one leg
at a time (the same leg) and the circle can "walk" in a circle.
186. Brain Teasers

A good team building exercise is to lay 5 6 (one per team) brainteasers out on 5 6
different tables (stations) and have every team rotate around & have 5 10 min.
(depending on difficulty level) to figure them out. At the end the winner is announced.
During the exercise observers should walk around noting "teamworking" issues. ie., how
well the teams worked together, if people argued or collaborated, if teams worked better
together as the time wore away, etc.) Teams can then comment on if they think they
worked well together or not & how these issues come into play in AIESEC functional areas
or teams.
187. The Swedish Angry Game

Purpose
Icebreaker, cheering up
Number of participants
No limit
Preparation
None
Time
5 minutes
Instructions
The delegates are told get together two and two to compete against each other in the
Swedish Angry Game. The main feature of the game is that you cannot smile or laugh.
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The participants have to look each other in the eyes with an angry face look until one of
them smiles or laughs.
The first one who smiles or laughs is the loser of the game.
The game can also be run as a tournament.
Comments
The game refers to the “misunderstanding” that Swedish people always would be serious
or angry in their mood.
188. Coloured Sweet you like

This game is a good “Getting to know each other” game. Buy in some coloured sweets
beforehand and work out how many different colours there are in the bag/packet. Assign a
question to each colour with a group of new members a fairly sober list might be:
∙ Where do you come from?
∙ What do you study?
∙ How old are you?
∙ An interesting fact about yourself.
∙ What is your biggest ambition.
∙ What’s your name?
Or with a group like this perhaps:
∙ Tell us about your most embarrassing moment.
∙ What is your worst habit?
∙ What is your nightmare scenario?
∙ What would you change about yourself with plastic surgery?
∙ What is your best quality?
∙ Describe your ideal man/woman.
189. Stand in Line

A simple game where the delegates have to organise themselves in line by a given criteria
but… there’s a catch… they can’t speak. Criteria can be anything but should start innocent
before getting a little more risqué as the game goes on. For example:
Get in order by:
1. Height
2. Surname
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3. Age
4. Number of Conferences attended
5. Chest Measurement
6. Number of pulls in AIESEC
190. Leg Hurdles Relay

Split group into two equal teams, get them to sit or lie down on the floor facing each other
with their legs in the centre. On GO the first person in each team gets up runs down the
centre over all the legs, back behind their group and sits back down in their position, as
they sit down the next goes. The team to get to the end of their group first with everyone
seated in their original positions is the winner.
191. The 50p Classic

Somewhat neglected due to its “slightly risqué nature” this game is an absolute classic and
always fun. The same teams as before – lying down, this time a 50 pence piece is placed
on the chest of the first person in each team. The objective is to get it to the other end
without dropping it, without using your hands or your teeth. The method is rolling on top of
each other and then rolling back (e.g. person 2 rolls on top of person 1, they roll back over
together and the coin is now on the chest of person 2) and so forth until the coin reaches
the other end. If you want you can get them to come back again.
192. Human Forms

Another simple game and a good one to do on the last day after the groups have been
decided for the final exercise – perhaps during a break as the presentation and feedback
can process can be quite demanding of all concerned – especially after a long night. Break
into groups of four or five (perhaps presentation groups) and create a series of everyday
(or not so everyday) objects from the bodies within the group. Example objects might be:
∙ A typewriter
∙ A telephone
∙ A helicopter
∙ A washing machine
∙ A rolling pin
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193. Human Twister
Organise the group into pairs. Call out corresponding body parts – “left ear to right elbow”,
players take it in turns to be the acting party and must keep in contact with previous body
parts until given a directly antagonistic command or they fall over. Failure is when a hand of
either member of a team touches the ground – the last pair in wins.
194. We Can’t Walk

Split group into two and get them in a tight (and I mean tight) circle facing clockwise. When
they are tight enough get them to sit down on the lap of the people behind them. When they
are stable get them to walk, maintaining that position. Can they walk backwards? Can they
walk faster?
195. Clickety Click

Can you catch a click? This will only work if the person introducing the game hams it up a
little and gets the game off on the right foot. The premise is that you are playing a game of
catch – only the object is a click – as you throw it you click and as you catch it you click.
Works well if you feign difficult catches and quick throws. You can play catch, piggyinthe
middle, Ultimate Click… whatever your imagination allows.
196. First Names

Ask each person in turn to come and write their name on the board or paper and tell
something about it the origin; why they are named it; whether they like it; if they prefer.
shorter or longer versions etc.
197. Talking in Paris

People are asked to speak with one other person that they don't know, or don't know well,
to introduce themselves to each other. They are encouraged to spend five minutes each. It
is possible to give more specific questions to talk about.
Afterwards each person in the pair could introduce the other to another couple or to the
whole group.
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198. Ball of Wool
People stand in a circle. The first person throws a ball of wool to another (anywhere in the
circle) saying their first name and where they are from (or any other single thing that you
decide on). The next person does the same. The wool should crisscross the circle. A point
could be made at the end about the fact that everybody in the group is connected in some
way by the wool and their being together right now.
199. What I Would Rather Do

Sitting in a circle each person says their name and what they would do with their life Oob
perhaps) if they could change. For example: 'llaria Actress'. The next person then
introduces their neighbour, saying their own name and what they would rather do. This
continues until the last person introduces everybody and then themselves. This is not only a
way for people to learn the names of others but to discover something more about them at
the same time.
200. I AM…
Each person is given the 'I AM...' sheet (copy attached) and asked to write largely and
clearly three things about themselves that are not obvious. So not, I am female or wear
spectacles or have red hair. They can be as revealing or ordinary as each person wants
them to be. Then they attach the sheet to their front. Stand. Walk around and introduce
themselves to all the other participants by shaking hands; exchanging names; looking at
the sheet of the other person and briefly commenting or asking a question. This allows a
real personal connection between each person at the start.
201. Personal Shield

A short exercise for people in a group who do not know each other very well or who have
not seen each other for a while, to encourage easier communication between group
members.
A B
C D
Each person draws or makes their own shield including the following:
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A 3 Favourite things to do in leisure time (drawn);
B 3 Ambitions (drawn);
C 3 People you admire (drawn);
D 3 Places you like or would like to visit (drawn);
Alternatively: A Three depictions of your family, personal life.
B Three depictions of your work or study life.
C Three spare time activities.
D Three places you like or would like to visit.
Other variations are possible.
They also adopt a phrase that's applicable to them which will be their motto.
Once complete, with a partner each person talks about their shield and motto for ten
minutes and then listens as their partner explains theirs for ten minutes.
They can then be put on the wall of the meeting room for people to look at and guess which
belongs to each person or with names on the top.
202. Human Bingo
Introduction
A game best used as an energizer, after lunch or a break away from each other. Not
advised as an icebreaker. A short, fun interactive exercise to help reestablish a sense of
being in the group.
Process
1. Each person is given a copy of the sheet with the Bingo grid. It is suggested that twelve
boxes form the grid, with statements that group members must find the answer to.
Therefore, statements like 'is a woman' or 'is wearing a watch' are not appropriate, as
these things can (usually) be clearly seen.The statements should cover a variety of topics,
suitable for the group you are working with. See enclosed sheet as an example.
2. Ask the group to stand, push chairs away and retain only the Bingo sheet and a pen. The
object of the game is to get a full house (all twelve boxes completed) by funding one other
person from the group for each box. They should do this by mingling, forming pairs quickly,
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to ask one question each way. If they get a positive response they put the name of that
person in the box and circulate to find the next positive response.
3. The winner is the person who fills all twelve boxes first. It is not allowed to put your own
name in any box. At the end, have a show of hands to test responses to each statement.
The leader of the group should usually join in.
Conclusion
Variations are possible. There can be more boxes or less. The statements can be on a
theme. They can be deliberately controversial, provocative or risque. If this latter option is
chosen, then you may need to allow more time to debrief the exercise afterwards. In other
words, although the main aim is as a groupbonding exercise, it can also be used as a
discussion starter.
FIND SOMEONE WHO:
KNOWS WHO BARBARA IS A CARDRIVER HAS BEEN ON HOLIDAY

STANWYCK WAS IN THE LAST MONTH
IS A VEGETARIAN IS A SPORTS FAN HAS A PET
LIKES THE SAME MUSIC IS A PARENT HAS NEVER SMOKED

AS YOU
IS WEARING WHITE LIKES SCIENCE WEARS CONTACT

UNDERWEAR FICTION FILMS LENSES
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203. The Treasure, the Pirate and the Key
Introduction
Show a picture of a Treasure Chest being locked by a Pirate. Inside, a treasure should be
seen.
Explain that some treasure is going to be locked inside and that only one key will then be
able to open the chest. Show some copies of keys drawn on paper (all with seven different
sized teeth). Give each person a copy of the key and tell them that they will have to design
a key that will open the chest.
The treasure
Could be one of the following:
1. Future generations of young people with an understanding of, and sympathy for, the work
of the Red Cross and Red Crescent Movement.
2. Human contentment.
The key
In these two cases it would be:
1. In our dissemination work, the seven main things young people need to be educated
about.
2. The seven main things that a human being needs to be content.
The clues
Some clues can be written on stickers and placed around the room. These are possible
answers. Participants can look at them, or not, as they wish.
The exercise
1. Alone, each person comes up with the seven most important things that would unlock the
treasure. They must put them in order of priority (largest tooth = top priority).
2. Small groups should be formed (at least three, preferably not more than seven). Each
group is given one different coloured copy of the key. They are told to somehow, someway,
reach a group consensus of the seven in order of priority.
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3. The keys can then be put on the wall or the seven priorities written on a grid on a large
sheet of paper. Each group should be asked:
Was it easy or difficult to reach consensus?
Did everybody get to express their views?
Why did your first choice have top priority?
4. Either the large group should then be encouraged to discuss and come to a large group
decision or a general discussion should take place on the issues that arose.
Conclusion
The discussion will largely depend in the nature of the treasure and the key that you
originally chose. Some points may well apply in every situation:
Is it necessary to have a large group key? Or, are the individual and/or small groups ones
enough? Will any key work?!
Is it useful, or not, to prioritize in this way?
Are there cultural differences of perspectives involved?
How did people feel during the various stages of the task?
Can anything be learnt from this exercise about difference and communication as well as
the official content?
Under no circumstances should the person running the exercise tell the group at the end
that they have the one and only correct key to the treasure. This would rather ruin the point
of the whole exercise.
Note
Depending on the topic and the structure you choose and the group and the level of
discussion this exercise can take a short time (45 minutes minimum) or it can provide the
material for a 1/2 day session.
An example of the treasure, key and possible clues that could be used follows:
The Treasure A world without violence and war.
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The Key The seven main things that individuals can do to achieve this.
The Clues
Learn to accept differences;
Gain wider knowledge of people and the world;
Show tolerance and respect;
Develop empathy and understanding for the views and actions of others;
Read widely;
Challenge prejudice and discrimination even in friends and family;
Write to, and lobby, politicians and other leaders;
Actively encourage more equal distribution of the world's resources;
Consume less, so that others may consume more;
Learn to deal with our own anger and fear in a constructive way;
Talk about problems rather than hiding from them;
Live nonviolently and nonaggressively be a good example;
Pretend it is the problem of everyone else but you;
Use your own knowledge and skills to convince others in your own life;
Support by membership, fumce or promoting them organizations working towards
conflict prevention and peace;
Complain, campaign, march and demonstrate if necessary;
Boycott companies and governments which actively encourage violence and war;
Support the death penalty for violent criminals and the assassination of religious and
political leaders who encourage violence;
Protect yourself and those you care about and ignore the chaos and suffering elsewhere;
Feel it as all hopeless and rum to sex or drugs or materialism or career or...
These clues should be placed on slips of paper all around the room. People should be told
that, like all clues, some may be helpful and others not. Nobody has to look at them, they
can choose whether to look at them, before doing their own key, or after, or not at all.
204. The Ten Symbols of the Pack Methodology

The methods used in the pack are very simple. They are mostly not difficult and not
dangerous. They are, though, harder work for those running them and those participating.
They will be for some people a change from what they are used to. (For a description of
people's varying reactions to change, see the exercise Change). The following ten
symbols explain something about the methods and their rationale.
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1. The lecturer or expert style of telling people what they need to know is not encouraged.
Nor is sitting in rows or behind desks. Sitting in circles, so that everyone can see each
other with no barriers, is encouraged. Also, breaking up into smaller groups of two, three or
five people gives everybody the opportunity to contribute, as well as providing variety.
2. Any activity or session or workshop or pack cannot provide everything for people. It is,
rather, like building blocks. It can add some more blocks to whatever the individual is
building (a wall, a house, a palace etc). Some things can be offered which some people
will find useful and others may find less so. Some people may reject any kind of blocks
which are different shapes to the ones they expected. Others can transform blocks into
shapes suitable for their own building.
3. Although strengths and positive aspects are concentrated on, weaknesses and more
negative things should not be ignored. All people can learn new things if they are open to
do so. By facing difficulties and problems and less pleasant things about ourselves, we can
learn and develop.
4. Any activity/session/course/pack can stay on a safe, secure level and people will, of
course, learn and move forward. If, however, things move beneath the surface a little... if
some risks are taken.… if participation and dealing with real issues and feelings are
promoted, then difficulties and some unhappiness can occur. The chances are much
greater though, that real learning and development will take place at a much higher level.
5. If the leftside of the brain only is engaged then learning can only possibly reach a certain
level. This side is the logical, rational one that controls reading, writing, number, tasks. If,
however, the rightside is also engaged (the side of imagination and feelings and
creativity) than the whole person is involved and learning can reach a much higher level.
So colour; visual, musical and dramatic aspects; emotions and creativity, should be used
and stimulated.
6. The educational theory underlying this work is based on Dale's Cone of Experience. This
suggests that people only remember 10 to 20% of what they read or hear. If they see and
hear then it approaches 50%. To get higher they need to see, hear, say and do. If they are
actively involved they can integrate up to 90%. These methods all involve active
participation and experiencing to encourage the greatest learning possible.
7. Sharing and equality are two of the key elements of the approach. Not the patronizing
Adult telling Child; Man telling Woman; North telling South; West telling East or Geneva
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telling everybody, what to do and how to do. Instead, a belief that everybody can learn from
each other, if they are open to receive as well as to give.
8. Accepting difference, in the world at large and within the group, are stressed. It means
accepting people from different cultures and backgrounds; those with different lifestyles
and opinions; those who want to be a part of everything and those who sometimes want to
withdraw; that people are individuals as well as members of a Society. It means giving
quite a lot of responsibility including for their own learning or lack of it to people
themselves and not trying to lead, control or shape too much.
9. The hope of this work is that people will feel motivated to do something about it
themselves in their own local/personal situation. It can then have a snowball effect.
gathering pace and momentum and increasing in size. First comes some awareness and
sharing together and then can come some action with solidarity. Like light, weak
snowflakes joining together until they form a formidable snowball.
10. People whether on a course; in school; at work; in a refugee camp; in a relationship
etc can be treated like one of three vegetables.
The Green Bean: the grower tightly controls its growth, to make it perfect. The grower
knows what size, shape, colour and texture it should be to make it marketable. It becomes
perfect but at a cost: no freedom.
People treated this way are controlled to ensure that they have the right/best information,
skills, etc.
The Mushroom: the grower places them in a dark place (a dungeon, under a box) and
leaves them to grow. They might occasionally be given some manure. They grow or they
don't.
People treated this way are given nothing. They are ignored, not told anything, except on
occasions, something useless.
The Tomato: the grower prepares the ground well; protects them from birds, waters them
and cares for their growth, especially at first. After a while some may grow smaller/larger;
greener/redder; sweeter; different shapes etc. All are considered worthwhile.
This way of treating people, is to offer some things, especially at first, but then they are free
to grow and develop themselves.
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The whole ethos of this pack is that it is better to try to treat people like tomatoes, rather
than green beans or mushrooms. Neither perfection nor total freedom are the goals. The
goal is to offer something, to share and to encourage real awareness and responsibility.
205. Me and my enemy

Introduction
An activity that looks at links between our "enemies" and ourselves and how our view of our
"enemies" can tell us a lot about ourselves.
Process
1. Ask all participants to write down three things that they hate or fear about their

enemy. They should try to think of someone or a group of people that they really
dislike, either for themselves or for what they represent. If they find it impossible to
think in those terms, they can use as an enemy someone or a group of people they
were taught to hate or fear as a child. (5 min).
2. Then participants should draw up a list of things they dislike about themselves.
Ask them to find things that they are genuinely uncomfortable about, or would really
rather not acknowledge. They then add to the list things that they feel they are not,
and would like to be. This list will not be shared with the whole group. (5 min).
3. In pairs, partners look at their lists, stating the three things that they dislike
about their enemy. Ask them to see how many links they can make between the
two lists. What do their enemies have in common with themselves? Can they see
in them anything they reject in themselves, or anything they would like to be and are
not? Make sure that pairs spend time on the lists of both partners five minutes
each. (10 min).
4. Back in the large group, people are told that they do not have to share all the

information they wrote themselves or discussed in pairs. However, open out the
discussion by asking questions like:
Did people find links between what they do not accept in themselves and what their
enemies represent? Does this tell them anything about themselves or the nature of
"enemies"? What can we learn from facing up to our own fears and hates?
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It might prove useful to reform the pairs to consider these questions or to ask two pairs to
join together to form small groups of four. Some general comments or discussion in the
large group should draw out some of the main learning points from the exercise.
Conclusion
Some selfawareness and empathy for others are the main aims of this exercise as is an
introduction to the nature of projection.
Carl Jung, an influential psychologist, suggested that we project what we dislike or fear
about ourselves onto others and disassociate ourselves from it, thereby creating enemies.
It is a tough concept to apply to ourselves because it requires us to see ways in which our
enemies and we are the same. A good starting point is to look at what we have in
common on a practical level, such as families, lifestyle, expectations, dreams and children.
These links can be a good introduction to breaking down some psychological barriers.
Further exercises on the results of projection, in the form of hate and fear and prejudice and
discrimination could follow.
206. My Hero
Introduction
The world of fantasy can be a useful tool in helping young people discover and express
their thoughts and feelings. For this exercise, we will use the notion of the 'hero figure' as
another tool for helping young people to look at their personal values in more depth.
In order to have a clearer understanding of the nature of the activity, the following remarks

should be taken into consideration:
1. Consciously or unconsciously, almost everyone has one or more 'hero figures';
2. Hero figures play an important role in the lives of young people since they normally serve

as a centre of attraction or as a figure with which to identify and in this way they help young
people to adopt a number of values;
3. It is therefore important to realize that hero figures are not 'neutral', they have a certain
image and convey a number of values;
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4. Viewed from a collective dimension, hero figures can also play a very important role in
the life of larger communities, such as a racial or ethnic group or a country.
For this reason, a hero figure can be a most important factor in national unity (when it is
shared by the whole population of a country), but it can also cause division when it is
shared by a particular sector of the society, community or ethnic group and not recognized
by other sectors of the population.
This aspect must be carefully taken into account for this exercise. Only the general setting
is given here, but it can and should be adapted to local circumstances.
The main aim is to encourage people to realize that other people in the same country,
community or city may have other 'heroes' and to understand and respect their choices.
Process
1. A few volunteers should be asked to give their definition of a hero. It is not important to

give a dictionary definition. Some of the following aspects may possibly emerge:
A hero is: a noble person admired for his or her achievements of noble qualities, someone
with superhuman qualities, someone who has special talents, someone who has dedicated
his or her life to the service of others, etc.
2. Give out the MY HERO form. State that:
a) A hero (for the purposes of this exercise) could be a real or fictitious
character. It could be a patriot of the country, a religious figure, a popular
character from a TV series or commercial, an historical figure, a hero from a
book or film, etc;
b) Each person may have one or several heroes, but for the purpose of the

exercise participants are asked to concentrate on only one hero. They should
therefore select the hero who is the most important to them.
1. Each person completes their form individually. There should be no communication

between people.
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1. Having completed the form, each person finds a partner and shares their answers
with them. It is recommended that each partner gives their answer to question No. 1
before going on to question No. 2 and so on. This will make any comparison easier
and keep the dialogue between partners flowing.
People should be ready to answer questions asked by their partner, e.g. At what age did

you choose your hero? Have you changed your hero figure many times? What were the
reasons for your choice of hero figure? etc.
Questions that appear critical or threatening should not be allowed, e.g. Don't you think it is
wrong for someone to have a war hero? etc.
1. Back in the large group ask people to name some of the qualities that their hero
has. These can be written on a board. Striking similarities between the qualities of
very different heroes, both historical and fictitious characters will probably be seen.
The names of heroes can be shared. If this happens, criticism of the choices should not be
allowed.
1. Comments can be made about the positive and negative qualities of heroes in
general and questions raised about their influence. Discussion can also take place
about the value of having hero figures for individuals and communities. Points could
also be made about the dangers of blindly accepting everything about somebody
you admire as opposed to keeping some kind of critical distance from them.
Conclusion
This activity can prove quite thoughtprovoking for people as it asks them to reveal a great

deal about themselves and their personal values. It then links this with the effects of hero
identification on groups of people and communities. The power of these personal and
shared values can then be seen. Further work on these aspects and the need to recognize
and accept different values can follow.
MY HERO
1. if you were asked to select ONE hero, who would you chose?
2. a) What qualities of your hero do you admire the most? Why?
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b) Are there any qualities/characteristics of your hero that you dislike? Why?
3. a) Which of your hero's actions gives you the most joy? Why?
b) Which of your hero's actions disappoints you the most? Why?
Has your hero taught you what you consider to be a very valuable lesson as far as your own
life is concerned? If YES, briefly describe the lesson.
207. Human Sculpture
Introduction
An interactive activity to demonstrate cooperation and acceptance of difference. This is
often the hidden aim. The introduction can state this or it can be billed as a warmup
activity or one on a completely different topic.
Process
1. Ask people to form groups of three or four. Then ask them to demonstrate, by
forming a human sculpture, something on the topic you give them. The topic can be:
∙ the benefit of cooperation
∙ accepting the difference of others
∙ how this group or class works
∙ conflict
∙ nightlife in the area
∙ cats
(Clearly almost any topic can be chosen, depending on the group, situation and your aim).
1. The group are told they cannot talk at all during the exercise. They are given a set
amount of time and told they will then present their sculpture to all the other groups.
Only after this will take place, talking will be allowed.
1. One person in each group is given a 'disability' by the leader. They must keep their

hand behind their back or in their pocket. Alternatively they must stand on one leg or
stay bent over. Other variations are possible. No reasons are given for this,
however they must stay this way until the end of the presentations.
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1. After each group has made their presentation, allow each group some time to talk
about what they achieved, how they felt about it and what, if anything, they learnt
from it.
1. Open this out to a general discussion. Some specific questions should also be
posed:
○ What did it feel like working without words?
○ How well did the group work together?
○ What helped or hindered this working together?
○ How did the individual wish the imposed 'disability' feel?
○ How did the group react to this person and how did they feel about them?
○ What did you learn about: human sculptures; the topic you were asked to
sculpt; cooperation; difference?
(Many other questions could be posed depending on the group, the time and the nature of

your work. For larger groups, or even for smaller ones, these questions could be raised
with small groups first before the large group discussion).
Conclusion
Some difficult issues could arise during this exercise and time will need to be allowed to

look at them properly. The leader will probably need to make choices about which
questions to focus on.
208. Identifying Needs

Assessing community needs exercise
Purpose
This exercise is designed to help us see how the priorities set by professional workers and
newcomers to a community are not always those that the community members would
choose.
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Questionnaire
Priorities of Mathari Valley People
The Nairobi City Council recently made a survey of over 2,000 families in Matliari Valley.
They asked the people what problems the people saw as most important in their lives in
the valley. They then asked the people to rank those problems in order of priority.
Instructions:
Rank in order of what you think the people in the Valley answered as their first, second,
third priorities etc. Place a number 1 by the one you think they ranked first, a number 2 by
the one you think they ranked second, etc. up to 10.
Write your numbers in the left hand column.
Your Ranking:
Land
Clean water
Shelter
Clothing
School Fees
Money to expand business
Educational facilities
Food.
Better standard of housing
Sanitation
Taken from "Health Care Together" by Mary Johnson and Susan Rifkin (1987), published
by Macmillan Publishers, London.
209. Humour and Stereotypes

Introduction
A few activities to encourage people to consider the nature and power of humor and to
look at the necessity and danger of humorous stereotypes.
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Process
1. In small groups, investigate some of the following:
What makes each of us laugh/smile?
Are there many different things?
Does it depend on mood? situation? company?
Do we laugh at things we are afraid of or don't know anything about?
Is it easy/difficult to make others laugh?
How do you make others laugh?
1. Ask each group to prepare something for the other groups. The aim is to make
them laugh. They may prepare a story, a drawing, a drama, anything as long as it
makes people laugh. After some planning time, give each group the opportunity to
make the others laugh.
Following this, have a discussion on how each group made decisions about what to do and
whether they were successful. Get people to consider what factors they took into account,
for example, type of audience, how well they know each other, etc.
1. Ask people to form pairs. Firstly alone, using a sheet of paper, get them to think of

a time when they found something really funny. Ask them to analyze it. Why they
found it funny? What was it actually about? They should then turn the paper over
and think of a time when they didn't find something funny at all, but they still laughed
or smiled or joined in with the joke. This time they should analyze: why didn't they
find it funny? why did they still laugh/smile? who else was there? Encourage people
to be honest with this, even if it quite difficult. (Many people may well claim at first not
to be able to think of any situation like this. If they cannot, ask them to think of a
situation where they found something funny and others clearly didn't). They should
then share these two situations with their partner and discuss them a little further.
Back in the large group, ask people not to share the situations but any general reflections
on what this showed about humor.
1. Many jokes and people's abilities to find things humorous depend on knowing the
person or understanding the situation or belonging to a certain group of people.
Much humor makes little sense to those who are not 'in' on them.
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In small groups, ask people to do the following:
Firstly, consider:
What are in jokes? How people not 'in' react to them?
What do the mass media have to do to make us laugh at the same time at the same thing?
(Consider studio audiences, canned laughter, stereotypes, etc.)
Secondly, ask people to watch some TV entertainment programs or listen to radio DJ's.
Read some cartoons. Look at advertisements. Then list some of the stereotypes that are
frequently used.
Thirdly, ask groups to consider that stereotypes must be instantly recognizable and allow
for no individual differences. Think about hospital nurses, upper class women, radical
trade union leaders,. gay men and lesbians or any other groups that you have thought of.
Then encourage them to discuss the following:
How real are the stereotypes?
Why do you think that they started?
Why are stereotypes sometimes very useful?
How would you feel if you were a member of the group talked about in this way? Or, if a
member of your family was?
How would you be affected if you didn't know anyone who was a member of that group?
How might you react if you met or heard of someone in that group after years of listening to
the stereotype?
Why are some groups singled out for more jokes than others?
Why is it more worrying when jokes are directed at a whole community, rather than rich
people or those doing a specific job, like politicians?
Fourthly, ask groups to choose one group who are shown in a fairly negative, stereotypical

way. Ask them to collect examples of these stereotypes together. They should consider
how these stereotypes happened. They should think about how members of this group
might feel about it. They could even ask members of the group or read things from
members of the group to see how they feel. They could think about whether anything could,
or should, be done to try to alter the stereotype.
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After some time working on this in small groups they should present/demonstrate their
findings to the large group.
Some discussion should take place comparing the types of stereotypes, and reactions to

them, as well as possible strategies for changing them.
Conclusion
One or all of these activities could be used. Their purpose is to get people to think a little
bit more about whether some 'harmless fun' really is so harmless if it is directed at certain
individuals or groups. It also highlights how humor can be used as a propaganda weapon.
Becoming conscious of it, and trying to minimize its harmful effects, is something very
practical that all individuals can do. Any work on vulnerable groups, respecting difference
and conflict can benefit from some attention to humor.
210. The Media and Our Lives
Mass Media: Means (especially newspapers, radio, television) of imparting

information to, influencing the ideas of, enormous number of people. Oxford
Dictionary
There is no doubting the power and the influence of the media on most of our lives. Many
of us live in a mediasaturated society. From the moment we wake, our day is penetrated
by pictures and sounds from the audiovisual media. At night our dreams are touched by
the images of the day.
It has been suggested that the average adult of some countries spends approximately 75

hours per week in contact with the mass media, however casual that consumption may be
a glance at a poster or a half heard radio program. Many governments have statistics
showing that children spend more time with the mass media than they do in the classroom.
Only sleep takes up more time.
You and the Media
Keep a diary for one week of your own contact with the media.
Note the type of media and the length of time you were in contact with it. (Remember you
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could have contact with several types of media at the same time).
At the end of the week discuss in groups the type and length of media consumption.
Design a bar graph illustrating the results.
As we spend so much time in contact with the media, it 'naturally' provides us all with a
potent source of information, values, pleasure and meaning. This helps shape our attitude
to ourselves and the world in which we live.
"The mass media do not determine attitudes but they do structure and select information
we may use on which to base decisions about what attitude is appropriate... (this) means
that it tends to maintain, cultivate and exploit beliefs and attitudes already held, rather than
undermine or alter existing perceptions.”
Gajeara Venna,
The Black and White Media Book
The selection procedures used by the media to determine what we read, hear and see are

critical to our own understanding of the reality around us.
The family album
In pairs or small groups:
Look at your own, or your family's photo album.
Talk about some of the events shown with your partner or group.
Consider:
What are the photos of ? (Parties, marriages and holidays?) How many are there of fights,
everyday drudgery, divorces, funerals, bad times?
We are very selective in what we choose to take a photo of initially.
We then select what to put in the album or on display.
What you are likely to take pictures of where and when.
Which you choose to display or put in an album.
Which you reject and why.
For a few photos, try to remember what happened before and after the photowas taken.
Is the album a 'true' record? Does it reflect reality?
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Why do we rarely keep a record of unpleasantness?
To a person that did not know us, how might our selection process for our album affect the
way we are viewed?
Our own photography is probably conservative and follows a set pattern. The kind used by

the mass media is no less so. All the visual images we see in the media have been
chosen to express a particular point of view and to conform to set patterns. Just as we
don't display the photo where we were caught picking our nose, so the media carefully
selects the visual images it provides us with. These selection processes will affect the
opinions of those receiving the images. It will influence our opinions about: politics,
possessions, wealth and poverty, strikes, demonstrations, the world generally.
The power of visual images and of the selection processes used by the media will be
better understood by attempting some of the following activities:
Analysis
Using a photograph, slide, or still, start by showing a small section of it. Then increase to a
larger section and finally the whole of it.
The group should call out what they see and must decide whether they are describing the
image (objective) or interpreting it (subjective).
Individuals or groups could prepare their own photographs for analysis. This exercise
indicates how photographs can be % used', how responses to images have been 'learned'
collectively and how they might be varied
Photo analysis
Each person has a photograph and a piece of paper. They write a brief comment about
the image, fold the paper and pass it on. When all the group have commented the group
should discuss their responses and the reasons for making them, noting similarities and
differences.
Captioning
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"The photograph of a couple locked in embrace may be captioned Love or it may be
captioned Rape". Harold Evans
Using a selection of photographs students should write a caption to accompany the image.
The photograph and text should then be passed to another member of the group who is
asked to write a caption interpreting the image from a different point of view.
211. A Child on Television

Introduction
An activity showing the power of the selection of images and words for television. Allows
consideration of some practical, creative and ethical issues about the Media. It is also
about the importance of education and upbringing in early childhood.
Process
Start either by introducing the topic of the child or by the method of television
storyboarding (a plan of the words, images and timing of a television broadcast).
1. The child
"Childhood is a time of innocence"
"Give me a child until he is seven and I'll create the Man"
Say or give out these old quotations about children, (You can explain that it is about women
also, but in older times they were not mentioned). Say that they may seem contradictory to
some people and complementary to others.
Split people in small groups of, perhaps, four or five. Give some groups the Six
Statements and some the Seven Statements. Ask them not to talk with, or show their
statements to, other groups.
Six Statements
A child who is criticized learns to condemn
A child who is punished learns to fight
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A child who is insulted learned to be shy A child who experiences shame learns to feel
guilt
A child who is abused learns selfloathing
A child who sees loved ones killed learns to fear and hate
Seven Statements
A child who meets tolerance learns patience
A child who is encouraged learns confidence
A child who experiences security learns trust
A child who experiences fair play teams justice
A child who feels friendship ]cams to show kindness
A child who is accepted learns self respect
A child who receives care and love learns to love
Ask each group to discuss the meaning of their statements and what they think about them.
2. Television storyboarding
Explain that storyboarding is a planning grid. People working on a television program or
advertisement use storyboards to organize themselves. (Show them the Picture, Time and
Sound diagrams). The storyboard shows what pictures the viewer will see at any point
during the program or advert and the words and sound effects that will go with the images.
A useful tip is that it takes about 1 second to say 3 words. Images and sounds should
match.
3. The task
Explain that each group needs to create a two minute news item, advertisement or small
feature for television about their six or seven statements by storyboarding. They can either
have many copies of the Picture, Time and Sound diagrams from you or create their own.
They need to sketch the images, estimate the number of seconds and write in any words or
sound effects.
The following points need to be discussed:
What do you want to communicate with the audience?
What are the three main points you want to make?
How are you going to explain what is happening?
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Are there any images or words you cannot or will not use?
How are you going to keep your audience interested?
How can you compete with an actionadventure film, a football match or a prizewinning
show?
Give a time limit for the group to discuss and prepare. An hour or an hour and a half at
least. Explain that at the end the groups will display their storyboards for others to see and
will give other groups a brief description.
4. The show
Put all the sequences on the wall. Ask people to look at the storyboards of all other groups.

They should try to notice if there are similarities and/or differences. They should see if
each one makes an impression on them. After some time for this, ask people if there are
any questions they have for a certain group. What something means? Why they chose it?
(Ensure that questions are directed at all groups, not just one or two). Ask if differences
can be seen between the groups who had the six statements and those that had the
seven? Consider why this might be. You may need to ask someone from each group to
read the six and seven.
Ask each group whether they were able to agree on their storyboard easily and about their

discussion on which images and sounds could be used and how they were going to
interest their audience in this topic.
There can then be a broader discussion on whether any of these sequences would be likely
to be broadcast; the difficulty of interesting people in topics like this; the need for television
to be entertaining and whether it is possible to remain true to your principles and to
compromise with the reality of the Media.
5. Variations
You could make a competition between the groups. This would clearly reflect the reality of

the media. The best one being judged on how it grabs and holds the interest of the
viewers. A small prize, of some kind, could be offered.
Such an exercise can be done with any topic. Refugees. Gypsies. Disaster relief.
Famine. In each case some visual or verbal input needs to introduce the topic.
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Instead of television storyboarding, a frontpage of a newspaper could be laid out or a
cassette recording of a twominute radio spot made. The structure of the exercise would
be the same.
Conclusion
Humanitarian work needs the Media and vice versa. The relationship between the two is
not always easy because they have very different goals and practices. Some
understanding of this reality can prove useful and illuminating.
212. Victims
Introduction
An exercise exploring the ways of the Media, and people's reactions to it, especially in
relation to vulnerable groups.
Process
1. Have a large and varied collection of newspapers and magazines and/or ask
participants to gather some together. Ensure that some of them have some clear reference
to your chosen topic. Scissors, tape, glue, colored paper, crayons and pens should also
be available.
Split people into small groups, with four to six in each. Give each group a large sheet of
paper. Ask them to create a collage of words and images that show how the Media
portray "victims". It might be a good idea to ask people to start with what they understand
by the word first. It could be victims of disaster or conflict or circumstance. In groups they
should look at, and think about, how the Media shows the ”victims".
As well as creating the collage, they should discuss their reactions to the word "victims"
and the media attitude towards "victims' and why this might be so.
After a set amount of time, maybe thirty minutes, ask each group to show and explain their

collage to everyone else.
2. Open up a general discussion by asking how people reacted to the task, the word,

the media messages and others in their group. Encourage some analysis of the Media: its
ways of working; its views of vulnerable groups; its reasons for being as it is; how influential
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and powerful it is; how it could be changed or modified. Some strong feelings may also be
stirred up. Allow time for them to be expressed but also time for some analysis and
positive as well as negative aspects to be considered.
Conclusion
This is a deliberately provocative exercise to stir up some thoughts and feelings about the

influence of the Media on people and the world. It also provokes people to consider their
own attitudes and those of Society in general towards vulnerable groups. Similarly
provocative variations would be to change the title to: vulnerable groups or helping the
needy. More specific, and perhaps less controversial, would be to have the name of a
specific group as the title or disasters or conflict or, even, the Red Cross.
213. In Every Case
Introduction
An activity about basic human rights. which asks whether there are ways of treating people
which are always wrong, no matter what the situation..
Process
1. People should be split into small groups of four or five and given three cards
marked:
∙ in some cases
∙ in most cases
∙ in every case
They should be placed next to each other with plenty of space underneath them to place
other cards.
1. Each group should be given a set of cards with some statements written on them.
Some suggestions follow. Six or eight for each group. They should be shuffled and
placed facing down. In turn they should be turned over and the group should discuss
where to place them. They then put them underneath one of the three headings.
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1. Once completed or when a certain amount of time has passed give each group
member two blank cards. Ask them now to write two of their own statements about
topics that could be categorized in this way. They should place them face down and
shuffle. They are then read out, discussed and classified as before.
1. Once completed or again, when a certain amount of time has passed ask the
groups to leave their statements on view. They should all move round to look at a
neighboring group's responses. Within their group they can discuss whether there
are any things they would not agree with. They should not move any of this new
group's cards, but make a note of any points they want to question.
1. If there are only two or three groups, each group can in turn ask the other any
questions they have. The group who placed the cards should explain their thinking.
The questioning group can then give their viewpoint.
(If more than four groups, then pair up groups for this part of the exercise).
1. Allow time for groups to look at the responses of remaining groups. However, there

will be no discussion on this.
1. Back in original places, some questions can be asked and comments made.
Groups could be asked:
○ Was it easy or difficult to reach group agreement?
○ Did they feel that each group member had an equal amount of speaking
time?
○ What does this have to say about what are essential (i.e. in every
circumstance for every person) basic human rights?
○ Does there seem to be agreement about what should be a right in every
case?
○ Does this teach anything about the task of defining and promoting human
rights?
1. Variations are possible. People could be asked to do their own cards from the
beginning, for example.
Conclusion
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This activity could be used as an introductory one to the theme of human rights. Clearly, the
exercise could be used in similar ways about many other topics also. Its value is in
encouraging people to think and talk about an issue in an active, participatory manner.
Possible Statements
∙ Killing is wrong
∙ People should be allowed to criticize the government
∙ Torture is wrong.
∙ People should be allowed to talk to and meet anyone they wish.
∙ It is wrong to keep someone as a slave.
∙ It is wrong to force a person to work.
∙ After a certain age people should be able to marry or live with anyone they wish
∙ A person accused of crime should be tried by someone who has nothing to do with the
case.
∙ People should be allowed to say or write what they wish.
∙ People should be allowed to travel and leave their country if they wish.
∙ All people should be treated equally. It should not depend on such things as their sex,
appearance or the country that they are from.
∙ Private letters and telephone calls should not be intercepted.
∙ People in prison should be told why they are being held.
∙ People should be allowed to have, or not have, whatever religious beliefs they wish.
214. Communication Without Words
Introduction
Several exercises exist which can help people to consider some of the ways of
communicating without words. Nonverbal communication can be powerful at any time. It
becomes all the more important when working in an intercultural or multicultural context.
Also, when working with those for whom language is difficult. Some people are very aware
of it and for others it is quite unconscious. It can be a real revelation for some people to
see the usefulness and power of such communication.
Activities
1. Birthday line
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Ask people to stand. They are then told to form a line, from one end of the room to the
other, based on their birthday. At one end is January and the other December. They have
to do this without speaking in any language. (Variations can be: first letter of first name,
place of birth or living place: north to south, etc).
2. Star sign act
People should form groups based on their astrological sign. They are given a set amount

of time maybe three to five minutes to prepare a ten to twenty second demonstration of
some characteristic of their sign. They must prepare without words and demonstrate
without words also. (Variations are possible: people from the same region perhaps).
3. Walking together
Ask each person to find a partner. Then ask them to stand at opposite sides of the room
from each other. They should concentrate on their partner and not on any other people.
They should not speak. Tell them to walk towards each other and stop at a point that feels
comfortable in relation to each other. Ask them to stay in that position for 15 seconds to
see how it feels. Then ask them to take one step back from that position. They should
stand for 15 more seconds to see how that feels. Then ask them to move forward to where
they were before and then take another step closer to each other. Stand in that position for
15 seconds and see how it feels. Then ask them to sit with their partner and discuss what
it felt like; if it was comfortable or not and anything else that they noticed. Do not ask too
many other questions at this time.
After some time, come back together as a large group and ask for any reflections. Many

issues will probably be raised, if not you may like to raise them. For example:
Were both people comfortable with the first position?
Did height, gender, friendship, culture affect the feelings?
What was the eye contact and body language like?
You should then make some comments based on what you observed. Further discussion

can take place on what has been learned about eye contact, body language, individual and
cultural differences and whether one can observe and interpret correctly.
4. The Three Minute Story
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Ask people to form pairs. One person in each pair is person A and the other, person B.
Explain that you will give a card to each person, they should read it but not show or tell their
partner. They will then do what is on the card. Give person A card 1 and person B card 2.
CARD A CARD B
Please talk for the next three While your partner speaks to you
minutes to your partner about for the next three minutes, please
your most recent holiday. show nonverbally (without
speaking) these two things:
that you like them very much
1. 2.
and
that you are sad
(About half the time showing
each one)
Please talk to your partner for While your partner speaks to you
the next three minutes about a for the next three minutes, please
film, or a book, that you like show nonverbally (without
very much. speaking) these two things:
3. 4. Nervousness
And
Anger
(About half the time showing
each one)
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At the end of the three minutes ask people to stop and talk with each other about how they
both felt and whether they could work out what was happening. Then give person A card 4
and person B card 3, so that the positions are reversed. Follow the
same procedure. Three minutes, then discussion.
At the end, back in the large group, ask for any general reflections and comments. Some
points to draw out include:
● Is it easy or difficult to correctly see how another person is feeling?
● Can things be expressed nonverbally, without words?
● Does gender or culture affect any of these things?
● Can people learn to be more observant of nonverbal signals or is it intuitive?
Some people may well still be stuck with some of the feelings they had during the exercise,
so you should get people to derole (talk about something from their own life; move around
and sit in a different place; do a lighthearted exercise and/or talk to a partner about these
feelings to clear them).
These cards can, of course, be changed. However less dm three minutes is not advised
as real feelings cannot then arise.
Conclusion
These are just four exercises amongst many on communication without words. They can
raise many thoughts on the usefulness and limitations of this form of communication.
They do highlight the impact that nonverbal signals have on people and therefore the
importance of striving to understand them.
215. Hearing and Seeing
Introduction
An exercise designed to consider how much we really see of another person or hear from
them and how much we are influenced by our own preconceptions and preoccupations.
Process
1. Do not alert people at the start to the nature of the exercise or they will not behave in

a natural way.
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2. Ask people to form pairs. Ask each person in turn to talk for TWO minutes, without
interruption, about the same topic. You should chose the topic and tell them what it will be.
It could be: your last holiday; what your journey was like today; your favorite film; refugees;
drugs, your childhood etc.
3. Ask each pair to sit away from other people. Time the exercise. Tell them when two

minutes has passed and when to finish after four minutes.
4. At the end, ask them to turn back to back and give them the Observation Sheet.
Allow time to complete the form. Do not allow people to turn around or to talk.
5. Ask people to stop writing and either stay back to back and tell each other how they

have answered each question or turn and face each other and do the same. (No further
writing is allowed). They can correct some things and discuss.
6. Back in the large group ask some questions:
§ How many correct answers did most people get?
§ Were some things generally easier for people to see than others?
§ Do they think they noticed more or less than they usually do this time?
§ If so, why might that have been?
§ Was it easy to talk for two minutes without interruption?
§ Was it easy to listen for that long without interrupting?
§ What does the exercise say about the value of real listening and real seeing?
What conclusions about personal interactions could be make?
Conclusion
This exercise is a good introduction to any work on conflict or communication or any other

topic relating to people and interactions. In a simple way it makes some very strong points
about what we see and hear and what we don't and why that might be so.
Observation exercise
What did I observe when listening to my partner?
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Fill in the answers to the following questions, do not turn around and look at your partner, do
this on your own.
1. What color was your partners hair?
2. What length was his/her hair?
3. Did you notice anything about what your partner did with his/her hands? If yes, say what.
4. What color were their eyes?
5. What kind of shoes were they wearing?
6. What color were their socks?
7. How were they sitting? Did they change position? If so, describe the change as well as
how they were sitting.
8. Describe any jewellery your partner was wearing.
9. Did you notice any facial mannerisms?
Describe the tone of voice and anything you noticed about their use of voice.
216. Looking through filtered eyes

Introduction
An activity to get people thinking about and questioning some of their own perceptions.
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Process
1. Explain that the purpose of the activity is to draw a mental map which will
generate discussion about why we have different impressions of places.
2. Split into small groups of three or four who should complete the task together.
3. Depending on thegroup, ask each group to draw a map from memory of:
a) a named country in the world;
b) the area within a kilometer of the room you are in;
c) the country you are in;
d) a named place that people have some knowledge of.
All groups should be given the same task, not different maps. You may choose to show
them an example, like the one enclosed here or one of your own making.
4. Once completed, get groups to circulate to look at the maps of other groups.

They should then discuss what differences they noticed and why there were such
differences.
5. Back in the large group, use the experience of doing these drawing to discuss

why different people see the same things differently. Some of the possible
reasons are:
∙ experience
∙ family
∙ background
∙ culture
∙ beliefs
∙ priorities
∙ personality
∙ age
∙ media etc..
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6. Then it may be possible to ask each person to draw an individual pair of
glasses on large sheets of paper. Within the lenses of the glasses they should
write what affects their own point of view. This acknowledges the fact that we each
have our own perceptions. Our eyes are our filter through which we see the world.
7. Variations are possible, for example, instead of doing the maps in groups,

they could be done individually and then shared in small groups.
Conclusion
This exercise can be used as an introductory one or after doing some other work on
images and perceptions. It could also be used on its own as a trigger for people to
consider some of the ways in which they view the world.
217. The Bridge/Derdians
Introduction
A complex and interesting exercise that asks people to do a practical activity in groups to
explore some issues of communication and group dynamics.
Process
1. The Building:
Ninety minutes is needed for the exercise and sixty minutes for the feedback and
discussion. One person should lead. People are split into two teams, preferably four to
seven people in each. Volunteers are asked for, to be observers, one or two in each team.
Two separate rooms are needed and a third neutral place. Each team or room is
equipped with:
∙ One ruler
∙ One pair of scissors
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∙ One roll of tape
∙ One stick of glue
∙ Several sheets of White Paper
∙ Several small sheets of card (varied thickness and colors)
∙ An old newspaper
∙ Some colored crayons or pencils
∙ Two or three buttons (or other round objects)
∙ A pencil
∙ A small piece of colored material
Just before giving the instructions, explain that there is no right or wrong; good or bad way

of doing this and that people will not be judged. The observers will be there to observe how
the task is completed and how people interact. Explain the rules.
The rules
The players
You will work in two different teams. Together you must build one bridge, each team will
build one half of it. At the end of the exercise we will put the two halves together to make
the bridge.
The two teams will work in two separate rooms and will not see each other.
Contacts between the two teams can be made by a delegate of each team. The two
delegates will meet in a neutral place for 3 minutes maximum. They can have 3 meetings
in total.
The two halves of the bridge must meet in the middle of the bridge span.
The bridge span must be at least 15 cm long. When the two halves are put together it will
not be possible to use glue or any kind of material to stick them together.
The quality of the bridge will be judged according to its stability, beauty and creativity. It
shall hold a pencil laid in the middle.
You can only use the materials which are on your table.
You can not put questions to the observers or the leaders of the exercise.
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You have 90 minutes to do this exercise.
When a delegate wants to meet another he/she must announce him/herself by knocking at

the door or at the wall of the other team or by asking the leader of the exercise to arrange
the meeting. Only the leader may attend this meeting. It should be strictly timed.
The observers
You will observe one team.
You shall not talk to the participants or anyone else or answer any questions they may put to
you.
It is recommended that you take notes.
Observe in particular the following:
How did the group start its work?
Who took the initiative?
How was the delegate chosen?
How does the group manage time? Who keeps track of the watch?
Is there a facilitator in the group, or someone who moderates the discussion,
proposes solutions or consensus?
How are the tasks shared?
Is everybody doing something? Are there people who are not interested or
have
nothing to do/to say?
At the end of the ninety minutes announce that the Bridge will be put together, in the neutral

place, in two minutes. Put it together and test with a pencil. A thirty minute break is
recommended before proceeding to the feedback and discussion.
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2. The Feedback:
At the start stress again that judgments of good/bad and right/wrong are not the aim. This

feedback needs to be fairly tightly structured. Start by asking one team to speak, then their
observers, then the other team and observers. Finally open to a broader discussion. The
questions should follow this kind of pattern:
Individuals in each team
How did it feel? (Being asked to do; Doing; Working together)
Do you think you were a good team?
Did you each share?
Did someone lead?
Did anyone withdraw? Say nothing?
Did different people have different roles? and tasks?
Who started things?
How was the delegate chosen?
Did anybody watch time?
Who proposed solutions/compromises?
Was anybody bored or disinterested?
Did you focus on task all the time or ever talk about relationships?
Was communication good? Were there arguments?
Were you pleased with the end result?
Was it a success? Why, do you think?
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Observers
How did you feel as observers?
What did you observe about group dynamics, communication, working as a team etc?
Eye contact? Body language?
Did you try to be involved and a part of things even though you couldn't speak?
General
How much time was spent planning?
How much time was spent constructing/doing?
How much time was spent evaluating/assessing?
Have you learnt anything about:
yourself?
others in your group?
group dynamics?
exercises like this?
being observed?
Conclusion
Encouraging people to be honest about their reactions to the exercise and to others will not
only make the feedback more interesting but will bring to life the whole point of the activity.
about the diversity of individual needs and skills and reactions and how these can be
blended together or not in a team, a group or a society. Different people have different
roles. Some may become leaders, others followers, others outsiders. These may change
over a period of time. Really accepting difference, even if it is difficult is vital in the
exercise, but also in Society at large.
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Variations are possible. The task can be different. With larger groups, thirty maybe, two
groups should be formed with a leader for each and then two teams created within each
group. More than seven working as a team and two observing is not recommended. The
time should not be shortened, otherwise it becomes just a task and the relationships and
group dynamics cannot develop.
Much may well be stirred up by this exercise, providing people with motivation to explore
some of the issues further.
218. Silent Wall or Floor Discussion

Introduction
A way of getting a group to consider some issues by interacting with each other without
talking. This exercise can be especially helpful for people who take some time to consider
their reactions or for whom speaking in a large group is difficult. It can be a very useful
introductory exercise to a topic.
Task
Everybody sits in a Uform in front of the paper on the wall or in a circle around the paper
on the floor. An image or cartoon or photograph is placed in the center. People are told to
react to it in any way they wish to.
After the explanation everybody is silent. If you want to express an opinion you have to do

this in writing. All your ideas, opinions, etc. have to be put on paper. You can also respond
to something that has been written by somebody else. You can give counterarguments,
make links, ask questions etc.
It is alright if two or more people are writing at the same time. The ground rule is: Nobody

speaks!
Material
large pieces of cardboard or paper;
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thick markers or pens;
paper tape;
slogan, photograph, cartoon or some other stimulus to discussion.
Task of facilitator
Explain the aim and the method;
Indicate that the discussion ends after ten minutes or at the moment that
nobody is writing any more;
After the silent session it is possible to continue by a verbal discussion;
Put the image/cartoon/quotation in the center.
For example: child soldier photograph or integration cartoon
Conclusion
Some questions can be posed, and a verbal discussion could take place, afterwards.
These can explore the topic of the session and people's thoughts and feelings about it
and/or their thoughts and feelings about the silent discussion approach.
219. Stereotypes
Introduction
An activity designed to allow people to consider the power and influence of stereotypes as

well as their legitimacy. Also to consider something of the feelings minority and majority
groupings may have in relation to these stereotypes.
Process
1. The group should be asked to take a sheet of paper each and divide it into four
squares.
Participants are then asked to write down four items relating to Cultural Differences,
Stereotypes and Minorities.
a. Stereotypes of 'majority' people(s) in your home country;
b. Stereotypes of Minorities in your home country;
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c. A time where you felt as a minority and how did it make you feel;
d. A time when you felt like a majority (and there were minorities present) and how did

that make you feel.
1. Ask people to form small working groups of 3 or 4 people to share and discuss their
answers to these questions. Suggest that maybe each person should do part a)
first, then part b) etc, to encourage a flow of opinions in the group. People can ask
further questions of each other if they wish.
1. Back in the large group some general feedback can be taken and/or a few
questions could be posed. For example:
What might be the root of stereotypes?
Do they have any validity?
What are the positive and negative results of them?
Can minorities and majorities learn anything from the way the other group
feels?
How can communication between groups be improved?
Conclusion
Some further investigation of the power of stereotypes and the feelings of a minority group

can follow, perhaps focusing specifically on one minority group as an example. It is
important to draw out positive aspects and to develop ideas for improvements as well as
looking at the difficulties and problems.
220. Blame
Two participative exercises, that link together, exploring the consequences of blaming
others.
Introduction
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An example, perhaps from a family, school or youth group situation, could be given to
introduce the topic of blame. This may involve blaming an individual continually, or a group
of people repeatedly, for things that go wrong.
Activity 1: The silent Act
Small groups of 3 to 5 people should be formed. Each group is asked to prepare a
short presentation or act to everyone else of a situation from ordinary life that shows
something of a person or group of people being blamed unfairly. They will have to give a
12 minute presentation with no talking. They, therefore, must act out the situation clearly
enough for people to see what is happening. Ten to fifteen minutes should be enough for
the preparation time.
Following the presentations some points could be made about the type of situations
shown. Some links could also be made to the largerscale problem of blaming in the
national or global context. Group members themselves should be encouraged to do this.
Interlinking discussion
Some questions could be asked:
§ Which groups of people are most likely to be blamed for problems in this
locality/region/country/other countries?
§ What might be the consequences of constant blaming?
This could be done in the form of a brainstorm. All answers are written down on a board or

sheets, without discussion. Alternatively, it could be done in the form of an open discussion
in the large group or smaller ones.
A poster or image such as 'Us and Them' could be shown for pair or small group or
large group discussion.
Activity 2: The story of blame
Pairs should be formed and given five or ten minutes to prepare a one minute story, to be

told to the rest of the group. The story should describe a situation in which someone or
some people are blamed for something. It should focus mostly on the consequences of the
blaming. A sheet of images like the Sheet of Blame, from the Federation Youth
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Department pack: 'What have 1 done to deserve this?', as clues to the type of
consequences that could result, may also be given out at this time.
Each pair should be allowed to make their presentation of their story in turn. Time should
be available for all pairs to do their one minute. Some pairs may wish to dramatize their
stories.
Afterwards, some points could be made about the types of consequences illustrated by the
stories.
Conclusion
These two activities could open the way for some further exploration about the treatment of

minority groups and the roots of conflict. Images like 'Us and Them' could be used to
stimulate further discussion.
221. Car Park

Introduction
This exercise is designed to explore the ways in which prejudice affects our options in
everyday life. In this context it addresses issues specifically related to HIV infection and
sexual orientation.
Methods
In a large room or car park (hence the title) ask participants to line up, and give each
participant a card on which is written one of the following roles. They are not to disclose
this until the end of the exercise.
a gay man who is HIV antibody positive
a gay man with AIDS
a 34 year old male white wealthy occasional cocaine user
a 32 year old white female prostitute who is HIV antibody positive
a heterosexual married man
a heterosexual married woman
a 24 year old black female prostitute
a lesbian
a pregnant HIV antibody positive woman
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a pregnant woman
an IRV antibody positive bisexual married man
a single woman with AIDS
When they are lined up and in role, read out each of the following questions explaining that

if they can answer "yes" to that question they are to take one step forward. If "no" they are
to remain where they are. They must answer "yes" or no.
Suggested questions
Are you able to:
join a health insurance scheme?
become a political candidate?
obtain life insurance?
expect sympathy from your doctor when you are ill?
lead an active social life?
adopt a child?
go abroad on holiday?
work abroad?
obtain a loan to buy a house?
expect fair treatment from the police?
work in a children's nursery?
have the sex you want when you want it?
kiss your lover in public?
plan 20 years ahead?
get medical help when you need it?
feel safe walking the streets after dark?
get support from society?
get free condoms if you want them?
have a home help if you need one?
expect sympathy from your family?
be honest with your colleagues?
have security in your employments plan a family?
get dental care when you want it?
marry your partner?
expect to die where and as you would like?
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Stay in role and in place. One by one ask participants to disclose the role they had
assumed and to talk about how they felt. About themselves and about the people in front
of, and behind, them. You may also ask if there were any particular questions which struck
them or made them feel something in particular.
Allow some time to derole (see Communication without words) and then, back in seats,
open to a broader discussion. The following could be discussed:
How different people react to similar circumstances and why.
The restrictions imposed on them by those roles defined in terms of sexual orientation and

HIV infection.
What they have learned about the restrictions imposed on individuals by sexual orientation

and HIV infection.
Conclusion
This can be a powerful awarenessraising exercise on disadvantage and discrimination.
Variations are possible: the characters and questions can change according to the group
and what you are trying to achieve. This one focuses on HIV/AIDS, it could focus more on
racism or disability for example.
222. Creatures or Conflict

Introduction:
The word conflict means many different things to different people.
This exercise will help to see what it means to people here.
The Exercise:
1. Each person should be given a large (flipchart size) sheet of paper. Various paints,

crayons, pens, pencils, newspapers, magazines, glue, etc, should be placed in the
middle of the room.
1. Encourage people to use their imagination, creativity, feelings to create an image of

a creature that represents how they see conflict. It can be a real or imaginary
creature. They should try not to think too much about it but just do something and
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see what happens. (They do not have to be artists and they will not have to show
their creations to everyone).
1. Once complete, form pairs. People can choose whether to show their creature to

their partners or not. They should, however, discuss what images came to mind and
what feelings it brought up for them. They can then go on to discuss what thoughts
this leads them to have about conflict.
1. Back in the large group, some general questions can be asked:
How did it feel being asked to do the task?
How did it feel doing it?
How did it feel talking/sharing about it?
How many had positive and negative elements in their creatures?
What insights do you now have about conflict and yourself'.)
(People can show their creatures if they so wish).
1. Show the group the other creatures and ask them whether they can see how each

creature might say something about conflict. (This can also be done in pairs or
maybe small groups of three or four people).
Conclusion
Some of the issues to raise include: the broad meaning of the word; personal and global
conflict; positive as well as negative forms of conflict; how we each respond to conflict
situations and what can reasonably be done in a conflict situation.
This exercise should precede an exercise looking at strategies for action. It should not
stand alone.
223. Underlying Anger

Introduction
A written exercise about what underlies anger. To encourage participants to consider and

express what lay beneath an instance of personal anger.
Process
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1. Ask everyone to write down (in one sentence) a situation in their life where they felt
really angry. For example: 'I felt angry when my contribution in a meeting was
ignored.' (2 min).
1. Explain that a layer of hurt very often underlies anger. Ask everyone to write a
sentence about the hurt behind their anger in the instance they have thought of.
Example: 'I felt hurt because it seemed that nobody valued my opinion.' (2 min).
1. The reason for the hurt is often an unmet need. Ask everyone to write a sentence
covering their needs in the same instance. For example: 'I need to be accepted and
valued by my colleagues.' (2 min).
1. Alongside the need are often fears. Ask participants to think about what fears might

have been behind their anger and write a sentence about them. For example: 'I
have a fear that 1 won't be able to win my colleagues' respect.' (2 min).
1. Participants turn to a partner and share their sentences with them. If anyone has
had difficulty with the exercise, their partner can help them unravel their feelings. (10
min).
1. Some questions can be posed afterwards: What is the value of understanding the
substructure of anger? In what ways could it help you? How might communities or
groups have the same substructure of anger? (15 min).
(Anger and hurt are often two sides of the same coin. It is an important step in facing the
anger of others to know what lies beneath our own anger. This exercise is a way of
discovering some of the hurt, needs and fears underlying a personal experience of extreme
anger. If we can identify the fears that lie at the roots of anger, either our own or that of
others, we can begin addressing those fears rather than remaining caught up in the
outward emotion).
Conclusion
Exercises, like this one, that link personal reflection with broader issues can be a useful
tool in developing some empathy for the situation of others as well as offering people a
chance to look a little more deeply at some of the roots of conflict.
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224. States of Tension
Introduction
Individual, pair and group work exploring how situations are influenced by personal energy

levels. To explore the range of energy levels any individual can utilize, and how these levels
can change the way people respond to us. To look at ways of using the energy we have,
and exploring levels that we find difficult to reach.
Process
1. Introduce the purpose of this exercise and describe the six different levels of
tension:
a. SLOTH/COLLAPSE. A state of no energy, just about awake but unable to move or

speak clearly.
b. LAID BACK/VERY COOL. Using the least energy possible for the situation: slow

speech and movement.
c. EVERYDAY/ONE OF THE CROWD. A "normal" energy level: you wouldn't be
noticed walking down the street nothing unusual about you at all.
d. BUSINESSLIKE/ORGANISED. Slightly unrelaxed, slight tension: going about a task

that needs to be completed.
e. WORRY/TENSION. Unrelaxed and tense, slight panic creeping in: things are not

going according to plan.
f. PANIC/HYPERACTIVITY. Growing into real panic pulling out all the stops.
Ask each participant to explore for themselves what their idea of each level is. Using all
the space, get the group to stand up and give them a specific task such as walking to the
station to catch a train. Start from level a. and remind them of each level as you slowly take
them through to f.
In groups of six or as the whole group, depending on confidence levels, ask two volunteers

to roleplay to the rest. The group decides what level of tension each character is at and
gives them a situation in which to interact, such as standing in a queue hoping to get
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tickets. During the roleplay, the group can freeze the actors and change the tension levels,
then unfreeze them and observe what effect the change has.
In groups of six, the participants are given a line on a card for example, "what do you think

you are doing?" In turn they enter the space and say the line, each using a different energy
level.
1. Feedback and discussion: What moods came across using the same line six
times? What effect could energy levels have on a specific situation? When are
certain levels more appropriate than others?
Try to find out which levels people found easiest to use, and why they found certain levels
difficult to reach or uncomfortable to use. Different people will have different ideas about
each energy level and what it means to them. There are no rights or wrongs.
1. This exercise can be developed further by considering, or acting out, how people's

response may be different according to the energy level used. Small groups could
be asked to prepare and show a situation where different energy levels produce
different reactions and end results.
Conclusion
These states of tension are often noticed subconsciously by people and they can produce

remarkably different effects. Any communication between people can be improved by
some understanding of these forces.
225. Understanding Conflict

A short introductory exercise to the theme of conflict, looking at some of the underlying
causes; some of the positive and negative aspects and possible ways of reacting.
Introduction
This activity combines some imaginative elements with other more theoretical inputs as a

way of getting a group to start understanding conflict, including some of the broad
dynamics of conflict, whether on a personal or local level or on a group or international one.
Materials
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Colored paper; envelopes; large sheets; scissors; tape; the Iceberg; little creatures and
conflict statements. (The last three are included in the pack).
Process
1. Anexample should be given or asked for from the group of how an individual
conflict can escalate from very small beginnings. It should show how silent dislike,
lack of understanding or disrespect can gradually develop, from ignoring someone,
to talking about them or arguing with them, to physical attack, to drawing others in
on either side, to solid, set attitudes and behavior. An imaginary example could
start from somebody disliking someone based on the clothes they wear or the color
of their hair.
1. The Iceberg of conflict should be shown. The iceberg represents the fact that for
every incident of conflict the causes are often hidden beneath the surface. The
group should be asked what the causes might be. A list including the following will
probably result: anger, hurt, fear, lack of knowledge, jealousy, etc. some explanation
should be given that only if the things beneath the surface are looked at will there be
a real chance of resolving the conflict.
1. An envelope should be given to each person. It should contain: one sheet of colored

paper; one of the thirteen little creatures (these should be used in pairs if there are
12 participants, six creatures should be used; if there are 30 participants, all thirteen
should be used and four extra ones) and Statements 1 and 2 in two different
languages (the mother tongue of, and languages commonly used by, the
participants should not be used). People are asked not to open the envelope until
all the instructions have been given. At least two spare envelopes should be
casually placed on the front table.
1. The three tasks are explained. These are:
a) to create a shape with the piece of paper (by cutting, folding, tearing,

drawing etc) that says something about one of the things that are beneath
the surface of conflict. This should then be attached to a sheet on the wall;
b) to choose Statement 1 or2 and sign your name under 1 or 2 on a sheet
with these numbers written on the wall;
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c) to look at your little creature and think what it says to you about conflict.
Then to find the other one or two people with the same creature and explain
to them your thinking about it.
1. Then the three rules are explained. They are:
a) there is to be no talking, in any language, at any time, during the
exercise;
b) all three tasks must be completed in ten minutes;
c) everybody in the room must take part.
1. Ten minutes should be allowed for the exercise. You will need to time it and ensure

that the rules are kept. Please note that task 2 will prove difficult because nobody
has the statements in their own language and task 3 because they must find ' their
partner(s) and explain their thinking without talking. Watch carefully how people
react and behave.
1. At the end of the time, ask each person in turn to come and show their shape and in

one sentence explain its meaning for them. Then show Statements 1 and 2 in their
own language(s) and explain their meaning, if necessary and ask why people
signed for each. (You could also comment on whether people looked at the
Statements of others or shared them or just struggled on their own. Also, ask
whether anyone thought of looking in one of the extra envelopes at the front?
Remind them that there were only three rules nothing said they couldn't look at
each others statements or in the spare envelopes!). Finally, ask whether people
were able to understand their partner(s) explanation of the creature and whether it
was easy or hard to connect it with conflict and explain it without words?
1. Ask for some reflections on the exercise and make some yourself. These could
include comments on the variety of shapes (and reasons for them). The ease or
not of communicating without words. The feelings associated with not
understanding words/statements/tasks. The usefulness of using imaginative
processes as well as more rational ones. Whether any positive aspects of conflict
emerged. If any ways of reacting to conflict were highlighted. A broader discussion
on some of these issues could follow.
Conclusion
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Many issues could be raised here that could be developed further, especially in the areas
of
conflict prevention or conflict resolution.
226. Images of War

Introduction
An activity to stimulate thinking and discussion about some of the things that could happen

in a war situation and some of the ways an individual or an organization can react to them.
Process
Have a selection of pictures or photographs, like the ones shown here or others that you
have gathered, ready to use to trigger some thoughts. Either ask people to form pairs or
trio's and give each group some different images to look at and discuss. Alternatively, you
could use the Silent Discussion technique explained earlier, this time with people working
silently in small groups or allowing people to move around the room looking at five or six
images and discussion sheets.
Whichever option you choose, ask people to consider some of the following questions:
What is happening in the image?
What do you think happened before?
What do you think should happen now?
Imagine yourself in the situation of one of the characters involved, what might your feelings
and thoughts be?
What might an individual or an organization be able to do to ensure fair treatment?
Other questions could be raised depending on the image, the group and the nature of the

issues you are trying to deal with.
After some time in pairs or small groups ask each group to explain something of their
image and their thinking to the rest of the group. (They should have been told at the start
that they would be asked to do this). They can do this by description, story, writing on a
board or something more dramatic or creative. The choice is theirs.
A broader discussion on the issues raised can follow.
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This could lead into getting people to consider what rules or regulations might be helpful in
this situation. This should not be a test of their knowledge of what already exists but should
arise from the discussions that have already taken place.
Conclusion
An activity like this has the advantage of allowing people to connect themselves with a
situation or some individuals before investigating legalities and rules. If they come to see
that legalities and rules might be necessary, and even come to start thinking what they
might be for themselves, before learning which rules already exist, then they will feel far
more connection with, and interest in, them.
227. Boxing Match

Introduction
A variation on the Four Corners activity, to stimulate discussion on specific issues.
Process
1. Write each of the four roles of characters, concerned with Boxing, on flipchart sheets
and place one in each corner.
The four are:
§ Referee
§ Second (man who mops the brow of the boxer between rounds)
§ Cleaner (who washes and cleans the ring afterwards)
§ Antiboxing agitator
2. Explain the roles to the group in simple terms if necessary. Ask everyone to stand in

the middle of the room. Then ask them which of these four characters most represents the
role they think the Red Cross should take in a time of conflict. Although elements of all four
may seem relevant, they must opt for one of the four as the most appropriate. Nobody can
stand in the middle or hover between positions. They must make a decision.
3. When everyone has selected their corner, ask them to form pairs, preferably with
someone from another corner, though if this not possible, someone from their own corner.
Get them to discuss with their partner why they think their choice of role to be most
appropriate. Mey can also consider why others may have opted for their corner, but should
focus on their own decision).
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4. It is possible, back as a whole group, then to ask one representative from each
corner to explain briefly their choice to others. Further discussion at this time is also
possible.
5. This trigger to thinking on the issue can be followed by supplementary statements
being read following the usual Four Corners format. (his has as the four choices: Agree
strongly; Agree a little; Disagree a little and Disagree strongly). A variety of statements can
be used on the theme of the role of the Red Cross. However it is suggested that four to six
statements are more than enough for a session.
Other statements could be:
§ The Movement should much more actively try to prevent wars and disasters as well

as react to them.
§ The ICRC should go public if it knows horrific war crimes are being committed and
nobody else knows about them.
§ The ICRC should speak out to get prisoners released if it feels they were wrongly
imprisoned.
§ The ICRC should concern itself with conflicts and leave the Federation and National
Societies to do disaster and development work.
§ The public should be made aware of the differences between the ICRC, Federation
and National Societies and not to be allowed to think of the Movement as one.
§ The most important work of the ICRC is promoting the rules of war (i.e. Geneva
Conventions, Protocols, emblem protection etc) more than any of its other actions
(tracing, messages, visiting and relief).
§ The ICRC and the whole Movement must change according to needs and
circumstances or the times, or it will become a relic of the past.
6. The statements can, of course, be on any topic or range of topics and should be
adapted for the particular group that you are working with.
Conclusion
The Boxing Match analogy adds another creative and imaginative element to this
exercise. Some further reflection on the usefulness of thinking more creatively about
issues or the appropriateness of the boxing analogy specifically could also take place.
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228. Scarecrow
Have an image of a Scarecrow for all to see.
Translate into other languages to have a collection of words describing the Scarecrow.
Some cultures may not have scarecrows, so some explanation will need to be given of its
basic function.
1. Individuals are asked to consider what comes to mind for them when they see a
scarecrow. They should then broaden and think how it could be linked to humanitarian
education work.
2. Each person should take small cards with the letters of SCARECROW printed on

them (or the word in their own language). They should then split the letters up and find
words, starting with each letter, that describe important elements of the work of the
Movement or of humanitarian education work in general.
3. Form pairs to discuss their images and thoughts and explain their words.
4. Some sharing of this could then take place in the big group, maybe putting words on

paper on the wall. This should bring out points about the essential elements of
humanitarian education work and/or the work of the Movement.
Variations are possible:
a) Another creature, not a Scarecrow, could be chosen. Examples could be:

Owl; Phoenix; Teddy Bear; Dove; Lioness, etc.
b) The topic they are asked to think about could be one of many. For example:
conflict; knowledge; prevention; rights and responsibilities; the world etc.
229. Change
Introduction
An exercise that provides a short, active demonstration of the effects of change on people.
Methods
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1. Ask people to form pairs. They should put down papers, pens etc and move to an
open space. They are told to stand opposite each other to look at the other person
and notice things about them.
1. They are told to turn back to back, so that they cannot see their partner. They are
asked to change five things about their appearance. Allow enough time for all
individuals to complete this.
1. Each person turns back to their partner and has to discover the five things the other

person changed.
1. Once complete, ask people to turn back to back again in the same pairs and to
change five more things about their appearance. Allow enough time for each
person.
1. They then turn to face each other again and discover what their partner changed.
1. Once complete, ask people to turn back to back again in the same pairs and to
change five more things about their appearance.
1. Stop the exercise and tell them that you were only joking about changing yet again!

Allow everyone to return to normal and their seats.
Follow up
Tell people if it is true, and it usually is that they demonstrated within the exercise the
seven dynamics of change. So called, from a 1970's psychological/sociological study.
These state that in any circumstance where people are required to change (whether in their
personal life or within an organization) they will go through seven reactions. Some people
will, of course, react more strongly to some parts than others. They also won't necessarily
happen in any order.
The seven dynamics are:
1. People will feel awkward, illatease and selfconscious;
2. People will think about what they have to give up (more than they will about
what they might gain);
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3. People will feel alone even if everyone else is going through. the same
change;
4. People will be concerned that they don't have enough resources (time,
money, skill, etc);
5. People are at different levels of readiness for change;
6. Too much change at once and people will rebel or give up;
7. Take the pressure off, and people will revert back to old behavior.
Further Development
In pairs or small groups, people could be encouraged to think about their own "patterns' of

reacting to change. This might simply be to recognize their own behavior. It might also be
to develop strategies for developing alternatives.
People could be encouraged to think about their own organization or group and consider
how people may be reacting in these ways. Strategies could be developed that could help
people to manage change.
Discussions could take place on other exercises that get across complex processes in
simple, lighthearted and active ways. These could be demonstrated or developed.
230. Stop! Let’s start again!

Introduction
An activity that recreates some situations from real life and explores how we see things
from different perspectives. It then goes on to look at how some changes of behavior could
completely change the end result.
Process
1. This exercise can either be done in small groups or in one big group. Three or four

people should be asked maybe in advance to make up a short, simple sketch (or play)
of a situation from their own experience to show something of the way people who are
different, are treated. (Alternatively, you can suggest in some way the situation, though not
the exact words and actions, and then they can create from there).
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2. The sketch should be presented to the others in the group. It should only take a
minute or two. Then it stops and you, or somebody in the group, says that we can start
again if you did not like the words or actions in the situation of some of the characters. A
member from the audience can volunteer to take the place of one of the actors. (Only one
should change at this time). The same situation is then replayed with some changes by
the new actor.
3. After this another person can volunteer to take the place of an actor. After a few
times it is possible to change two or three actors at the same time. The situation however
needs to remain the same.
4. At. one point you, or someone else, can add one small change to the situation. The

sketch then has to be played with this change.
5. After a certain amount of time or after enthusiasm fades away, stop the play and
open to a general discussion. The following questions may be helpful:
§ Were there changes to the end result each time? If so, what do you think happened

to cause that?
§ Did any particular behaviors change events?
§ How do you think each character behaved?
§ Would you have behaved like that in this situation?
§ Are there any learning points from this about individual perspectives; the way people
interact or anything else?
6. Variations are, of course, possible. A brief sketch can be presented first, with one or
two changes and then one from the lives of the participants developed. Small groups
could develop their own sketches and present them to the other groups, who become
the audience. A particular topic could be stressed. Topics outside the experience of
the participants could be used. Many other adaptations are possible.
Conclusion
This type of drama or theatre, developed from the ideas of the Argentinean Augusto Boal,

originated from a desire to show the behavior of the oppressed and the oppressors. It is,
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therefore, very suitable for work on any topic connected with the vulnerable or accepting
difference. It can really help people to start viewing things from the perspective of others
and to encourage them to look at the effects of their own actions.
231. Taking a Stand- Role Plays

Purpose:
To make young people more aware of instances in daily life in which children's rights may

need to be defended; to encourage young people to practice the skills of standing up for
their own rights, arid the rights of others.
Materials:
Copies of the Taking a Stand role cards
Procedure:
Step 1: Have young people form groups of six. Assign each group to one of the three
roleplay scenarios.
Step 2: Within each group of six, three people receive the Role A card to read, and three
receive the Role B card (from the same scenario). As and B's read over their cards
separately, discussing the situation and what the character described might do and say.
Step 3: Have young people select someone from their group of three to play the role
described. The chosen actor may request one or both of the remaining members of the
group to play a 'supporting' role, d necessary.
Step 4: Each scenario is acted out. one at a time, for the entire group to see.
Step 5: After each roleplay, discuss with the wide group:
(For the person whose role was to deny a child's rights) What was easy or difficult about
your role?
(For the person whose role was to defend the child's rights) What was easy or difficult
about your role?
What ways of defending rights seemed to work best?
Were any strategies used that did not seem to work very well?
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Have you ever encountered situations like these in your own life?
In real life, would it be possible to stand up for your rights as in the roleplay?
Was it easier to defend your own rights, or those of someone else?
Variation:
Young people can be asked to write their own roleplay situations relevant to their own
lives. Be aware that some situations of rights denials which young people may be familiar
with will be too sensitive to discuss or roleplay in a group (for example sexual abuse or
torture).
Followup:
When planning an action project, roleplays can be used to practice how young people
might respond to opposition to their project.
Role Play Scenario No. 1: The Computer Class
Role A:
You are the director of a youth group that has program for boys and girls. You have
arranged to bring a group of young people to a sixsession class on using computers at a
local college.
Everyone in the youth group is very excited about the class, and wants to go. The college
has only five computers available, so only five youth group members can go. You must
decide who goes.
You feet that boys should be given first chance to go to this class. In your community, few

teenage boys have jobs. The boys who come to your youth group need skills that will help
them get jobs. This course would give them both skills and selfconfidence.
You know that some girls are interested in learning about computers, too.
But girls in your community are far more likely to get married while in their teens, have
children, and work in the home. Besides, some of the parents might feel that using
computers is not the kind of work girls should do. Maybe in the future you could organize a
computer class for girls.
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Role B:
You are a member of a youth group that has program for boys and girls. Five members of

the group will have the chance to go to a computer class at a local college. Everyone is
excited about the course. It is difficult for teenagers to find jobs in your city, and having a
special skill would be a big help.
You have just found out that the director of the youth group is going to let boys sign up for
the class first. You think this is unfair. Both boys and girls need job skills to be able to
support themselves and their families. While most of the people who work with computers
in your community are men, more and more women are doing this type of work. Unless
girls get the same training as boys, they will never have an equal chance of getting jobs that
pay well.
Note:
Role B may be played by either a girl or a boy.
Role Play Scenario No. 2: Differences
Role A:
You are a student at a secondary school. Recently, some students from another country
have enrolled at your school. They speak a different language from the language of your
country. They have a different religion, and sometimes miss school because of their
religious holidays.
You don't like these students. Their customs seem strange to you. You think that if they
want to live in your country, they should try to be like everyone else here.
You especially don't like it when they sit together at lunch and speak their own language.
You can't understand them and you think that they might be talking about you.
You try to get some of your friends to make these students sit separately at lunch; you want

them to join you in teasing these students about the way they speak, and telling them they
should go back to where they came from.
Role B:
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You are a student at a secondary school. Recently, some students from another country
have enrolled at your school. They speak a different language from the language of your
country. They have a different religion, and sometimes miss school because of their
religious holidays.
You would like to get to know these students, to learn about their country, and maybe even

to learn a few words of their language. But one of your friends wants you to join in teasing
them, interrupting them when they are eating lunch, and telling them to leave the country.
You want to get your friend to stop acting this way. You don't want to spoil the friendship,
but you think that the teasing isn't fair. You think that it is interesting to have students from
another country at your school, and you would like to find a way to become friends with
them.
Role Play No. 3: Selling Drugs
Role A:
You are a drug dealer. You are trying to convince a teenager to sell drugs for you. You
explain to this person that you will give him a certain amount of drugs to sell each day, and
at the end of the day, he is to bring you all the money. You will then give him a percentage
of the profit. You will also give him drugs to use from time to time.
Let this person know that you have asked him because you feel he is honest and will not
run away with the money. Remind him how difficult it is for young people to find jobs in this
poor neighborhood. The amount of money to be made selling drugs is far more than he
could make by working at a lowpaying job, even d one could be found. Get him to think
about the things that he could buy with the extra money, or how he could help to support the
family with the money made from selling drugs.
Promise this person that you will protect him from other drug dealers in the area, and from

the police.
Role B:
You are 16 years old. A drug dealer is trying to convince you to work for her selling drugs
to other young people in your neighborhood. You need the money, but you don’t want to
start using drugs or selling them. You have learned about how dangerous they are for your
health. You also know of people who have been lolled in arguments over drug deals.
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You want to say no to this drug dealer, and get away from her as quickly as possible. But
you are also afraid of what her reaction will be if you say no. You are afraid that she might
get angry, threaten you, or hurt you in some way. either now or later.
You are also worried about what your friends will say or do if you refuse to sell drugs.
Some of them already work for this drug dealer. Even if you can get out of this situation
right now, you are afraid and might need protection in the future.
232. The nine year old Carousel

Introduction
An activity to get people to consider how they can explain difficult concepts to younger
people. The exercise also allows for one to one communication with a large number of
different people in a short space of time.
Process
1. Chairs should be placed in two circles facing each other. An inner circle facing
outward and an outer circle facing inward. People should sit facing opposite
another person. Each pair should not be too close to the others, so that they can
concentrate on their partner and not on other people. If there is an odd number of
people one chair is put slightly outside the circle for a person to sit on.
1. The inner circle people are told that they are to be nine year olds. The outer circle
are themselves. They are told that they will move around, so they will not only speak
to the person opposite them now. They will have two minutes each time to speak to
someone.
1. Each time the inner circle 'child' will ask the older person to explain something to
them. You will call out the question each time. The questions can vary according to
the topic you are working on and the age and level of the group. The following are
some suggestions:
Why do people fight and kill each other?
What is racism?
Why does it say 'Blacks go home' on the wall?
Why is that man kissing another man?
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Are gypsies really dirty and dangerous?
Why won't my parents let me have a toy gun?
Are we better than those other 'people') (or the name of a group could be given).
Why are girls different to boys?
That strange boy hates me! I don't understand why.
I wish I could be like you. Will you help me to be?
My sister says drug addicts are sick and we should feel sorry for them. Is that right?
Why does everybody say (name a group) are our enemies?
1. After each question and two minute conversation the people on the outside are
asked to stand and move to the right. Then they do the second question there. After
five or six questions like this, ask the inner and outer people to swap places. The
outer ones move inside and become the nine year olds. Another five or six
questions, with changes of place, should take place.
1. For the last one or two question ask the inner circle 'child' to make up their own
questions to get an answer. By this stage they have an idea of the game and the
type of questions. Ten to twelve questions altogether are probably enough.
1. At the end ask people generally whether it was easy in the outer circle to answer

the questions? And if they censored anything? Also, ask if it was possible in the
inner circle to understand? Then ask people to consider what sort of answers
children usually receive to these kind of questions and what the effects of that are?
Some general discussion on what we as individuals and society might do about
that, could take place.
1. Variations are possible. It could be five or seven or twelve year olds instead. All
questions could be on one topic. Only one question could be given to start the
carousel and then inner circle 'children' think of their own questions.
Conclusion
This exercise can be good as a starting point to consider the complexity of some issues or

it can also be useful near the end, especially if people are planning to spread their ideas
further, by conversations or peer education or other kinds of action. It is a very useful way
of showing the strong influence of messages received in childhood from family, media,
friends, stories, heroes etc.
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232. The Five Senses
Introduction
An activity that gives the whole group, or smaller parts of it, the responsibility to design, and
carry out, an activity.
Process
1. Explain the five (physical) senses: seeing, hearing, touching, smelling and speaking.
Describe also that although most of us have these five senses, not everybody does.
Continue with these questions:
Do you see what I see?
Do you hear what I hear?
Do you say what I say?
Do you smell what 1 smell?
Do you feel what I feel?
Make the point that not everybody who hears something hears the same as their neighbor
for a variety of reasons. (Don't however, explain the reasons).
1. Split the group into five smaller groups. Give each of them one of the senses and
the corresponding question. Ask them to design two short activities, which they will
demonstrate on the rest of the groups. The first should be about being without their
physical sense. The second should get people to consider how others may
perceive things and react in different ways. For example, hearing something quite
different to their neighbor.
The activities should be short and creative. Give all groups a set amount of time to
prepare. It may also be a good idea to give them a time limit for their two activities.
Perhaps thirty minutes or less, depending on your group and your time constraints.
1. The activities by each group can be followed by some discussion on what they
learned: in the preparation and demonstration on their sense; from the other groups
on their senses; about themselves and working in groups and generally about how
different people or groups of people experience the world in different ways.
Conclusion
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Variations, like choosing a different topic to prepare the activities on or only asking for one
activity to be developed, are possible. The advantage of this topic is that it can clearly
draw out some issues of understanding, and accepting, that people's perspectives can
vary for a multitude of reasons. The advantage of the method is that people learn this by
doing and experiencing, rather than. being told. Some will be more involved than others,
but this practically demonstrates that the same situation will produce different reactions on
different people for different reasons. The activity mirrors itself!
233. Analysis and Planning

Introduction
There are many different ways of getting individuals, groups or organizations to assess
their current situation in order that future plans can be made which are realistic and,
therefore, achievable. The S.W.O.T. Analysis is one such method.
Content
S.W.O.T. stands for:
Strengths
Weaknesses
Opportunities
Threats
It can be used by individuals to consider their professional or personal situation especially

at points of crisis or decision. Similarly, groups of people, whether social, community,
temporary or work based can explore their position. It can likewise be used within
organizations to assess circumstances and assist in future planning.
Method
Even when used with groups or organizations, ideally the analysis should first be done by
individuals.
1. Each person is asked to think about or write or give visual or physical expression to

the four aspects of the analysis. This could he done based on their individual
S.W.O.T.'s or those they see affecting the group or organization. (It is possible, of
course, to consider both).
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1. Then get people in pairs or small groups to share their thoughts and feelings on this,
trying to spend an equal amount of time on each of the four aspects. It should also
be timed so that each person has a fair share of the time available.
1. Large group discussion should then take place with all pairs or small groups sharing
their perspectives. This should be on the S.W.O.T.'s affecting the group or
organization, rather than those of the individual.
1. Either at this point or later, after some other work has taken place, this S.W.O.T.
Analysis can form a useful base on which to build strategies for future development.
Conclusion
This is a good method for really getting people to think about themselves and what they can
achieve and what they may need to help them. Groups and organizations can similarly
benefit from this.
234. The Planning Tree

Introduction
To help people anticipate the consequences, both positive and negative, of potential action
projects.
Process
You will need a large sheet of paper and pens for each group of four; blue, green and
yellow cards, glue.
1. Explain to the group that carrying out an action project can have many
consequences, both positive and negative, on a number of different groups of people.
They are about to create a "Planning Tree" to look more closely at those consequences. A
tree diagram is used because the impact of a project can grow in many directions, like the
branches of a tree.
2. Form working groups of four. Ask each group to select one possible action

project that they would like to consider carrying out.
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3. On the large paper, have the groups sketch the trunk of a tree. On the
treetrunk, they write a few words summarizing the action project they are going to
consider.
4. Next, brainstorm a list of all the possible 'impact groups' people who might

be affected by this project. These could include:
children business people
parents religious leaders
teachers local media producers
elected officials health care personnel
police social workers
5. Have them select the four impact groups that they feel would be most
significantly affected by this project. They draw four short branches radiating from the trunk
of their tree, and write the name of one of these groups on each branch.
6. Give each working group twelve green cards. Ask them to focus on one
impact group at a time and think of at least one, or as many as three. immediate
consequences of the action project for that group. Stress that the consequences can be
either positive, negative or neutral. When this is done, the cards should be placed on the
paper at the end of the appropriate branch.
7. Then distribute a number of blue cards to each group. Tell them to look at

each immediate consequence (the green cards) and decide on at least one secondary
consequence that would arise from it. Each secondary consequence should be written on
a blue card. The blue cards are then laid on the paper with a branching line connecting
them to the corresponding green cards.
8. Once this is done, distribute the yellow cards. These represent third order

consequences. Have the young people follow the same procedure, this time looking at
each blue card, deciding on a third order consequence that could arise from it, and laying it
on the planning tree with a branching connecting it to a blue card.
9. Give the working groups time for reflection and discussion on their planning

trees. They may stick down their cards with glue if each group member is satisfied with the
arrangement. They may draw dotted lines between consequences from different branches
that seem to be related to each other.
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10. Allow people to move around the room to look at all the planning trees.
11. Finally, open up for general discussion if you feel that useful points could be

made about some of the things shown. Sometimes however, the work in the small groups
and the observation of the other trees is enough by itself.
12. Variations are possible. Small groups can be assigned only one branch of the

tree (parents, teachers, health personnel, elected officials, etc.) to work on. Groups can
then combine their work to make one large collaborative planning tree. The number of
branches of the tree need not be limited to four. If cards are in short supply, they can simply
draw the consequences onto the large paper. The planning tree can extend indefinitely,
beyond three levels of consequences.
Conclusion
A Planning Tree is a complex activity to describe and carry out. Its value is in getting
people to consider what may happen with their plans, so that they are prepared and may
already have planned some strategies for dealing with the situation. It can help ensure that
idealistic ideas have a practical and realistic root.
235. Zoom- A Creativity Game

1. Divide the participants into two or more teams of three to seven members each.
1. Ask each team to identify an opportunity or a problem. Ask them to convert this
opportunity or problem into a question, using the format suggested by Van Gundy: In
what ways might we . . . ?
Give an example to illustrate the task. Here's one that I use: In what ways might we sell
books to professionals on the internet?
1. Ask the team to transform this question into four higher levels of abstraction, one
level at a time. Give an example such as this:
§ Original question: In what ways might we sell books to professionals on the
Internet?
§ Question at the next higher level: In what ways might we sell books on the
Internet?
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§ Question at the next higher level: In what ways might we sell things on the
Internet?
§ Question at the next higher level: In what ways might we sell things?
§ Question at the next higher level: In what ways might we persuade and
influence the others?
1. Distribute five index cards and a rubber band to each team. Ask the teams to write

their five questions, one on each card.
Then ask them to put the question cards on top of each other, with the question sides on
top. The most abstract question should be visible on the top card and the other questions
should be hidden below. The most specific question (the original question) should be at the
bottom of this packet of question cards.
1. Ask the teams to place a rubber band around the packet of question cards, give the
packet to another team and receive a packet from yet another team. (No two teams
may exchange their packets with one another.)
1. Ask the teams to read the question on the top card and spend 3 minutes
brainstorming alternative responses. The team should record its answers on a flip
chart or a piece of paper.
1. After 3 minutes, ask the teams to remove the top card and to read the question on
the next card. As before, team members should brainstorm alternative responses
for this question for the next 3 minutes, building on the earlier responses.
1. At the end of 3 minutes, ask the teams to read and respond to the question on the
next card. Repeat this procedure two more times to end with responses to the most
specific form of the question.
1. Ask the teams to return their packet of question cards along with the lists of
brainstormed responses to the appropriate teams. The teams should review the
responses, select the most useful ideas, and integrate them into an action plan.
(ZOOM is one of the games from Thiagi's forthcoming book, More Creativity Games. You

will find a model for the creativity process and several games for profiting from
opportunities and solving problems in Thiagi's earlier book, Creativity Games.)
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236. Bafa-Bafa Simulation Game
The BafaBafa Cultural Simulation Game was developed by the Pentagon many years ago.
The Pentagon still uses this simulation to train their officials and generals who are about to
undertake a mission in a foreign country. There is an intensive cultural sensitivity training
built around the simulation to prepare the people for the cultural differences and help them
during the adaptation period.
In the Bafa – Bafa Simulation there are two different cultures present with totally different
norms and points of views. As the members of each culture are sent for a visit to the other
culture, they are confronted with these differences and are forced to live according to the
rules of the other culture. This situation allows the delegates to feel what they are likely to
feel when arriving to a different country and prepare them psychologically for the shock.
Since the simulation is very serious and intense, only welltrained facilitators should be in
charge of directing the group through the process and the debriefing part of the training is
of vital importance.
The Flow
1. INTRODUCTION
The whole group is together with the three facilitators. Then one of the facilitators divides
the group into two equal subgroups. One subgroup is the Alpha Culture, the other subgroup
is the Beta Culture. The two cultures then go to different rooms with one facilitator. The third
facilitator is to measure the time during the simulation and coordinate the tasks of both
groups.
2. INTRODUCTION TO THE CULTURES
Both facilitators tell the group members that from now on they are going to simulate the life,
norms and behaviours of a distant culture. They should forget about everything and enjoy
the game from that moment on.
The Alpha Culture
General characteristics: harmony, love, happiness, social life, men have the power
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H The oldest male is the leader of the society
H The leader can approach anyone, but noone can approach the leader
H Everyone has a PostIt on their chest, which the leader has to sign. If your PostIt is
not signed by the leader, you are not part of the society.
H Males can approach males and females as well.
H Females cannot approach anyone, they stand alone.
H But because everyone loves each other the males always go to the females and
invite them to the game.
H If you pass by someone, you need to touch each other.
H The aim of the society is to play cards for fun and for the sake of being together, not
for winning.
H Minimum two people are needed to play cards.
H When you meet, you hug each other with a great smile and loud greetings!
H Then you start talking about the health of the male relatives only! No word should be
said about females.
H After that the group sits down and start playing cards.
The Card Game
H The game is played with the “Flower” and “Hand” cards.
H One male starts suffling the cards then puts them down facedown on the floor.
H Then all other participants suffle their cards, and place them facedown on the floor.
H The group leader flips up the first card.
H All other members flip up the first card.
H The name of the card game is: Match the Leader, so all those who have the same
card as the leader are the winners, who have a different card are the losers.
H All losers need to give some “Happy Face” card to all winners as this is the trophy. If
someone runs out of Happy Face cards, it is not a problem, another person can just give
him/her some so they can continue the game.
H The group can play one round or more rounds of the card game.
H When the group finishes playing, they sign each others PostIts as well as a
memorandum of their play.
H The more signatures you have, the better since it symbolises that you are a social
person.
H If somebody makes a mistake in the society, who does not follow the rules, gets a

number on his PostIt by one of the people.
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H If somebody makes a bigger mistake or already has a number on the PostIt and
makes another smaller mistake, will be shown the “Plane Card” and is taken out of the
society. Mistakes are not tolerated at all!
The Beta Culture
General characteristics: individual, equal, serious, monotone, they love winning
ü Every person has a code name, which is formed by the first consonent of their first and

last name and a wovel between them. For example:
Tamas Tompa : tata or, tete, or titi...
Luis Gustavo : lugu, or ligi, or laga...
Luis Eduardo : ludu, or lede, or lidi...
ü Every color has a code name as well the same way:
White: wa, we, wi, wo, or wu
Yellow: ya, ye, yi, yo, or yu
Blue: ba, be, bi, bo, or bu
Red: ra, re, ri, ro or ru
Green: ga, ge, gi, go or gu
Pink: pa, pe, pi, po or pu
Maroon: ma, me, mi, mo or mu
ü Everybody has ten cards of different colors in the hand. The goal is to gather all the cards
from 1 to 7 of the same color. The number at the four corners of the card counts.
ü If somebody has the whole series of a color, should go to the facilitator and give him the
cards. The facilitator writes 10 points for the person on the board and gives him/her seven
new cards.
ü To gather the cards the people need to trade.
ü Always two people can trade with each other.
ü When two people meet, they touch their own nose with the right hand and touch the ear of
the other person with their left hand.
ü Then the first person asks for a card the following way: he says the code name of the
color and repeats the code name of his name as many times as the number he wants. For
example if Luis Gustavo wants a green five, he says: galugulugulugulugulugu
ü If the other person does not have that card, makes a punch sign with his hand. After that
he can ask for a card the same way.
ü If the person has the card he takes it out from the pack and asks for another card in
return, the same way. The pairs can only change cards if both of them find a card to get.
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ü If they finished the whole transaction, both of them makes a “yes” sign with their hands
and go away.
ü At the end of the simulation there will be a winner with the most points on the table!
3. LIVING THE LIFE OF YOUR CULTURE
After explaining the rules and distributing the cards, the cultures have some time to live
their life according to the rules. They should start playing and acting according to the rules
of their culture. This is the time when they are practicing their role and this is the time when
the facilitator should correct every mistake they make to make sure they know all the rules
of their culture.
4. THE MISSION.
After the group feels comfortable in their culture and they practiced all the rules, the
facilitator states the following mission:
“ The guards of the society just reported that another group of people moved to the next
valley. We do not know anything about the new society. Our task is to find out who they are,
what they are doing and why. We are going to send observers to the other culture to find
out the answers to these questions. We can expect visitors as well from the other society.
Remember our goal is to find out all the rules and norms of the other culture!”
After that the group is divided into 4 subgroups. These groups will be the groups of
observes. All four subgroups will have the chance to visit the other culture, experience its
life and report to the rest of the group.
The first subgroup will only observe the other culture, they will not talk or interact at all. The
other three subgroups will be able to talk and interact with the members of the other culture.
5. VISIT OF THE OBSERVERS’ SUBGROUP
When the first group of observers in the Alpha and Beta Cultures are ready, the third
facilitator, who is measuring the time, leads the Alpha observers to the Beta Culture, and
the Beta observers to the Alpha culture. They are watching what is happening in the other
culture, while the members of the culture behaves, talks, acts according to their own rule
totally ignoring the visitors. The visitors have three minutes in the other society. When the
three minutes are over, the timekeeper leads the observers back to their own culture.
The observers then have 5 minutes to report what they have observed in the other culture.
After 5 minutes the second subgroup gets ready to visit the other culture. This group will
actually start interacting with the foreigners!
6. VISIT OF THE THREE INTERACTING SUBGROUPS
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The timekeeper leads the Alpha subgroup to the Beta Culture and the Beta subgroup to the
Alpha Culture.
Instructions for the facilitator of the Alpha Culture
∙ As the Beta visitors arrive, they should get an empty PostIt on their chest.
∙ Each visitor should get some of all the four different cards of the Alpha Culture.
∙ No instruction should be given to the visitors at all.
∙ The facilitator should pay attention that if a visitor get a “Plane Card”, the facilitator
should lead him/her out of the culture immediately.
∙ As the visitors leave, the facilitator takes back all the cards and PostIts. The visitors
cannot take any card with them to their own culture!
Instructions for the facilitators of the Beta Culture
∙ As the Alpha visitors arrive, they should get a pack of ten Beta Cards.
∙ No instruction should be given to the visitors at all.
∙ As the visitors leave, the facilitator takes back all the cards. The visitors cannot take
any card with them to the other culture.
The group also has 3 minutes in the other culture to interact, after that they are led back to

their own culture by the timekeeper where they have 5 minutes to report and try to solve the
mystery of the other culture.
The third and the forth subgroups go through the same flow.
7. THE CONCLUSION
After all the four subgroups had their time in the other culture, the group has 20 minutes to
summarize all the knowledge they have about the rules, norms and behaviours of the other
culture. They should put the key points down an a flipchart.
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Debriefing
The most important part of the simulation is the debriefing, where finally everyone has the
chance to express their emotions and discuss about their feelings and learning points. For
the debriefing, the Alpha and Beta Cultures get together in a plenary and one facilitator is
leading the process. The facilitator leads the session based on the following questions:
1. Alphas, tell me words that describes the behaviour of the Beta members!
2. Betas, tell me words that describes the behaviour of the Alha members!
3. Alphas, how did you feel when you visited the Beta Culture?
4. Betas, how did you feel when you visited the Alpha Culture?
5. Alphas, how did the Beta members behave when they were visiting your culture?
6. Betas, how did the Alpha members behave when they were visiting your culture?
The facilitator writes the responses on flipcharts visible to everyone. The answers make the
people realise how they are observed by foreign people, how they felt when they found
themselves in the middle of a totally different culture and how easy it is to spot foreigners in
your culture because they act confused and do not know the rules.
7. During the simulation you were not able to ask each other about the rules of the
culture. In real life what factors make it difficult to understand the norms of a culture?
8. Subgroups number four, did it help you some that you have already known
information of the other culture when you visited them?
9. If you could have spent more time in the other culture, could you have found out more
about the rules? How does that relate to real life experience?
10. Every beginning is difficult. Do you agree with this statement?
11. How can you prepare yourself before travelling to understand and adjust better to the
new culture?
12. What should you do during your stay in a foreign country to make your experience
more pleasurable?
The answers to these questions are all suggestions to delegates on how they can prepare

and experience a great time in a foreign country and not break down because of the
cultural differences. All delegates should be given a Learning Log to write down these
points for themselves to remember.
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13. Can an Alpha member summarize the rules of the Beta Culture?
14. Can a Beta member summarize the rules of the Alpha Culture?
15. Can an Alpha member summarize the rules of the Alpha Culture?
16. Can a Beta member summarize the rules of the Beta Culture?
After all the mystery is revealed, the facilitator thanks the delegates for their participation
and the group claps together as they wish each other a great time abroad!
Timeline for the Simulation
General Introduction in Plenary and the division of the two Cultures 5’
The groups go to their room with the facilitator 3’
The facilitator explains the rules of the culture 15’
The group practices the culture 15’
The four subgroups of observers are established 2’
The first group of observers visit the other culture 3’
Report 5’
The second group of visitors visit the other culture 3’
Report 5’
The third group of visitors visit the other culture 3’
Report 5’
The forth group of visitors visit the other culture 3’
Conclusion in groups 20’
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Debriefing in the Plenary 45’
Total Time 135’
237. Bridge-building in Derdia

1) Introduction of the Game
One of the main concerns in the introductory part is to present this game in a way so that
delegates are all excited about participating. Unfortunately, not everyone will be
enthusiastic right away, especially those AIESECers who have a very "professional"
approach to doing their work in AIESEC. These people have high expectations of the
training quality and might reject to play (thereby encouraging others to do the same). If you
can manage to introduce the game in a way that makes it look professional, then getting
these people involved should be a piece of cake.
Suggestions:
∙ Avoid the word "game" (because this might sound childish), but instead say
"international cooperation simulation" or even call it an "assessment center", i.e. an
opportunity for delegates to assess their skills (maybe prepare a slide with a list of skills
that can be tested in this game such as skills in teamworking, communication,
leadership, intercultural awareness, openmindedness, etc.)
∙ Tell delegates that this simulation is used by professional training agencies in
multinational companies to prepare expatriates for overseas projects.
∙ When dividing the groups and looking for experts, don't say you need "15 experts", but
"15 consultants" or ask for volunteers with "international experience and interest in the
management consultancy business".
I can only assure you that you can easily influence all those "professional" AIESECers by

just choosing your words carefully.
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What to do when some delegates still not participate? This is up to you. Forcing them will
hardly work, but asking for his reasons might give you leverage to persuade him. After all,
we are all adults and should respect each other.
2) The General Flow of The Game
After having the group of roughly 30 delegates equally divided into "Experts" and
"Derdians", you should separate the groups from each other. There will be at least one
more facilitator to support you, so that one can stay with each group. Give them their
instructions [Handout #1 (for the Derdians) and #2 (for the Experts)] and let them read it.
After that answer all their questions. Experts should then make a plan of how they will
approach this problem and Derdians should intensively practice their culture for the next 20
minutes. Following that, a small group of Experts (45) enters the Derdian culture to
observe and interact with the Derdians. Subsequently they return to the other Experts and
give report about the situation. Then the whole Expert group enters Derdia and has exactly
30 minutes to build the bridge. Your role should be the one of a Derdian in order to enforce
the rules of the culture.
Please, read both handouts before proceeding.
3) The Discussion Afterwards
Just a few notes for I assume that you are experienced enough to facilitate the discussion...
1. Some delegates take the game with a sense of humor but some (especially) experts will
be very frustrated. Try to get everyone to talk about those frustrations (not just the ones
who have a tendency to always be the ones talking). Let them describe what their
impression of the other group was. Then finally give them a complete overview about the
Dredian culture and the situation of the Experts.
2. *Then comes the tough part. Very basically, you need to get the point of the game
across, which is the following: At NT delegates learn all these personal skills which are
great for their own personal development. However, if we only strive for individual
development, then what is AIESEC good for? There has to be leadership, i.e. one
direction in which we go altogether. This direction is the AI Global Strategy: using
eXchange to develop individuals who have an impact on society. How do you get to this
basic message? I suggest the following sequence of questions. However, there are
many other ways to do this and you might want to do it differently. Also, stay flexible
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within a certain discussion frame as delegates might not necessarily provide the answer
you have been waiting for.
∙ Who of you thinks that in his/her professional life, he or she will have to do his/her job
in an international environment?
∙ Do you think that something like this could happen to you in real life? (Note:
Mediterranean people touch a lot, African countries are very proud of their culture
(that is why Somalia still is in this terrible situation), Bulgarians nod their heads when
they mean yes, the Dutch kiss three times, other countries twice, Germans just shake
hands, China and Japan are still very patriarchal cultures, etc. The game is a real
slice of life.)
∙ Do you think that your career will move ahead without international experience?
∙ What do you think are the skills you will need to work successfully in such an
environment? (Maybe write them on a flipchart.)
∙ Assessing your own skills, do you feel prepared for doing business on an
international scale? Are you really as openminded as you thought? (Note: the text
doesn't say the Derdians are a wild, primitive tribe but most Experts will assume this
and treat them like primitive people, i.e. in a way that is perceived as arrogant. Why
do they do so? Because they are not aware that their subconcious mind has pictured
the Derdians this way before he came to Derdia. Is that openminded?)
∙ Where do you learn those skills? In school? (Answer: No, but in AIESEC. You might
want to share some personal experiences here.)
∙ Stress how important those skills are by referring to the article from the International
Herald Tribune.
∙ The point is: you don't learn this in AIESEC, if you don't cooperate internationally.
Organizing Careerweek, Training 2000, or only doing Finance or Marketing will never
get you to discover how much else there is you didn't know. Get involved into what
AIESEC really stands for. Use your skills to help promote the true idea of AIESEC.
No matter what responsibility you have in AIESEC. If you are in Finance, then budget
more money into int'l cooperation and less into fancy office material (for example). If
you do Marketing, the promote AIESEC in an int'l context. Tell students what we really
stand for. If you do Training 2000, why not organize a training on crosscultural
communication skills? There are tons of more examples...
[I used this game in an ITEP selling training to draw the following conclusions:
1. As the globalization process moves on, doing business internationally is not any
longer a matter of the size of the company. Almost everyone is doing business abroad in
one way or the other. It is not always successful though and sometimes costs companies a
lot of money. Just read the article that is enclosed in the end („Why Culture Shock Is Such
An Expensive Business“, International Herald Tribune). In the field of crosscultural
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relations AIESEC can be a real partner. I am cautious with this because in some LCs the
eXchangeprocess (preparation, reception, reintegration) is not a primary focus.
2. A lot of companies don’t cooperate with AIESEC even though they have
international trainees. But what if the trainee is experiencing culture shock? If he is not
with AIESEC, then he is neither prepared for this, nor does he have anybody to help
him. In AIESEC, that’s the reason why we have preparation and reception. A trainee
with culture shock is not a fully functioning trainee and thus of no value to the company.
Reason enough to take an AIESEC trainee.
3. The development of your country’s economy as a whole will largely depend on
international trade. The more of your fellow countrymen are able to do business
internationally (i.e. know how to deal with other cultures), the better for your economy.
If a company from your country is giving you a traineeship, that means that a student
from your country can go abroad as well and make valuable international
experiences. This argument might not sound „downtoearth“ but it proves to have
quite an effect if the person you are dealing with has a broader perspective on
business and economics.]
4) Critical Success Factors
A few factors can be singled out as extraordinarily important for a successful outcome of
the game:
∙ The Derdians culture: in order for the Experts to succeed, they need to recognize a

pattern in the behavior of the Derdians. If not all Derdians stick to the rules and just geek
off, then this is impossible. Practice the rules intensively, take your time. During the
game you better be one of the Derdians and encourage delegates to follow your
behavior.
∙ Stress on the Experts: the Experts have to be under pressure when building the
bridge. Don't make it too easy for them. Mention the time they have left. If necessary, tell
them to have a meeting and discuss their further procedure (that is when they absolutely
don't get along with the Derdians' culture).
∙ The discussion: let everyone talk and don't interrupt, BUT: if we don't give them a
clear message that they a) understand easily and b) can relate to for their future work in
AIESEC, then this game didn't achieve any results. Deal convincingly with critical
opinions, don't let people talk over you. That will only work if you are convinced by the
message of the game. Are you..?
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GOOD LUCK....and let's kick butts!
Instructions for the Derdians
Handout
#1
Flow of the Game
First, you have 20 minutes to read the instructions and learn and practice your specific
behavior. Make sure that you are fully aware of your cultural behavior. This is a crucial point.
After 20 minutes a few members of the expert team will visit you for some minutes. During
this time you have to use your specific cultural behavior (but do not talk about it as long as
the experts are in the room). After this preparation time, the experts are coming in again
and they have 30 minutes time to finish the project with your help.
You are an inhabitant of the country Derdia. You are awaiting the arrival of an expert team,

which shall teach you to build a bridge over a nearby river. The bridge has been destroyed
by a recent earthquake. *The people in your country are very well educated in liberal arts
and are also very successful business people. Unfortunately, there is no real engineering
education in your country and this has to be changed. That is why you want the Experts to
teach you in this field. You want to have the bridge being built because then you can go
easier and quicker across the bay, where all the nice restaurants are. The bridge will be
symbolized by a bridge made with paper. You do know the instruments (scissors, paper,
glue, ruler, pen) but you do not know the construction techniques.
Rules for the Social Behavior of the Derdians
∙ Touching
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Derdians use to touch each other: When they talk with each other or even when they pass
each other. Not touching each other means: I don’t like you!
∙ Greeting*
The traditional greeting procedure is a kiss on the shoulder: The person, who starts the
greeting ceremony, kisses the other on his shoulder. After this he will be kissed on his
shoulder. Ever other form of kissing will be an insult! If a Derdian is insulted he starts
complaining very loud about it. To give a Derdian the hand for greeting is also be
understood as an insult.
∙ Yes/No
A Derdian never uses the word „No“. He always says yes, even if he means no. When a
Derdian means no, he still says yes and nods strongly with his head (this you have to
practice very much, because it might be very difficult to remember during the construction
time).
∙ Work behavior
There is a specific genderseparation in using tools: scissors are male tools, but pens and
rulers are female. The glue is neutral. Reason for this is a „taboo“: men would never, never
touch a pen or a ruler and woman would never touch scissors.
∙ Behavior with foreigners
Derdians are always nice to foreigners. But the Derdians are very proud about themselves
and their culture. They know, that they cannot build the bridge without the help of the foreign
experts. But they do not see the culture of the foreigners as superior. They expect from the
foreigners, that they adopt to the „Derdian way of living“. Because they see their own
behavior as a natural one, the Derdians can’t explain it to the experts (this is a very
important rule!) A man from Derdia will never agree to talk with a foreign man, except this
foreigner is introduced to him by a woman. It doesn’t matter if this woman is from Derdia or
a foreigner.
Handout
#2
Instructions for the Experts
Flow of the Game
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First, you have 20 minutes in order to read the instructions and think carefully about the
procedure of building the bridge. After 20 minutes, 45 members of your group are allowed
to visit the Derdians for 5 minutes. After this, you have another few minutes to analyze this
experience and then the building of the bridge starts for which you have no more than 30
minutes.
The Setting
Your group is a team of international experts, which has to build a bridge, which was
destroyed in an earthquake in Derdia, a small country you have never been to before. The
bridge will be symbolized by a paper bridge. The bridge is very important as the Derdians'
access to food is cut off without it*. Since the Derdians are not well educated in
engineering, they now have to learn how to build bridges on their own. Your future career
with your company will largely depend on the successful outcome of this project.
Construction of the bridge
You are allowed to use the following materials:
∙ paper
∙ glue
∙ ruler
∙ pencil
∙ scissors
The bridge has to be very stable. At the end of the game, the bridge has to fit between the

two tables. For this, the bridge must be able to carry at least the weight of the ruler. The
bridge is made by pieces of paper* and should resemble an authentic bridge as much in
detail as possible. Each sheet has to be drawn first with pencil and ruler, after that it has to
be cut with scissors. The construction time in Derdia is 30 minutes. During this time, the
bridge has to be finished.
238. Cultural Simulation
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E.3.1 Cultural Simulation
120150 min min. 10 max. 30 people
This simulation is based on a game called ECOTONOS (Intercultural Press). You can play
it with 10 up to 40 people. Depending on the size of the group you can play it with two or
three groups. Each group should be in a separated room where they can not see and hear
the other group(s). The facilitators or only needed to give the instructions in the beginning
and to arrange the meetings later on, as well as to lead the discussion in the end. They
should not intervene in the simulation inbetween.
It is important that the groups have enough time to get used to their culture. It is important
that all delegates are willing to simulate the culture.
Flow:
1. Short introduction, What is a simulation! Please try it! 10 min
2. Introduce the cultures and ask for participation and creativity. From now on each group
should try to follow the rules of each culture. It is up to them to develop the culture further.
5min
3. Each group should read through the instructions of their culture discuss them and try to
use them. After that they have to find a name and a roll call for their LC .
20 min
4. Give them the instructions for the project. Tell them that they have around half an hour to
develop some ideas and plans.
30min
5. Mix the groups and let them discuss their project ideas and plans. You can do that in
different ways: 2 7, 333, 44.
30 min
6. The simulation is over and the discussion part starts. Ask them what they have
observed, how did they feel, what they liked and disliked. Ask them how realistic this
simulation was. Finally you can tell them that they have been AIESEC LCs and ask them if
they behaved in an appropriate way.
Culture 1:
You group is an AIESEC LC and all of you really like this organization because of its
proactivity and internationalism.
You have a culture full of happiness. You like all kind of parties and gatherings.
You don’t care a lot about time. It is more important to have fun!
If you are in a group you like to show feelings, you talk a lot and use your hole body for
gestures. When you talk to others you touch them very often, hold the hands or touch the
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shoulder of the person you are talking with. If you are not touching somebody you stay at
least very close to the person you are talking with.
As a greeting habit you hug. This has no sexual meaning. Indeed you make a big
difference between normal friends and a girl or boyfriend. You are much more
conservative than it might seem.
Male and female are treated more or less equal.
You like to dress colorful, to use make up (sometimes even the guys) and dress very sexy!
As less cloths as possible!
1. Create a name of your Local Committee:
2. Create roll call
Culture 2
You think from yourself that you are very smart and intelligent.
You are good in organizing, you are very effective and hate it to waste time.
You like strong leaders and good working organization structures.
Some people tell you that you are a little cold, but you don’t think so.
Sometimes the guys like to be a gentleman and the women pay a lot of respect to male
with good habits and education.
As a greeting habit you do a short handshake.
You don’t like colors and usually you prefer a temperate appearance.
2. Create roll call
Culture 3
You have a culture full of harmony and love. You hate loud and offensive discussions.
Some people say that you are boring, because you are so quite, but they don’t know you
when you start singing your songs.
You like to be in a group and you hate it to be alone. But you also have a strong sense of
hierarchy and you always need a leader of the group (usually the oldest male person).
You usually don’t touch somebody when you are talking with him or her. You keep a
minimum distance of one arm length. You think that people who are not a couple should
not touch each other.
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As a greeting habit you shake your head for several times.
You think that women are not so good in organizing things and that they should follow the
instructions of the male. Omen are happy with that because they are not interested so
much in the activities of the male and prefer to do their own things.
You never wear shorts and usually do not use make up!
2. Create roll call
Project:
Your LC will organize an international seminar with your (two) neighbor countries. You like

to cooperate with international partners and look forward to the meeting.
You have to organize an agenda for one weekend with workshops, parties and
presentations about AIESEC.
You also have to plan the number of delegates, the fee, fundraising, external guests and
facilitators.
You will have some preparation meeting in the near future where you will meet some
people from your neighbor countries. Therefore you supposed to work out some plans.
239. Cross-Cultural Communication

Participants form groups of six, and each member of the group takes a different character
role, making sure not to show his instructions to the others. Then, each group receives a
copy of the bids for IC. The Chair may like to outline each bid to the groups before
beginning the discussion.
The groups have a set time in which to discuss and negotiate in order to come to a
decision on which bid to accept for IC 2000. Each member of the group must take care to
keep to his role during the discussion.
At the end of the set period (usually 15 minutes), each group has a short time to discuss
the problems and frustrations which they encountered as they tried to negotiate, and the
ways in which they were able (or unable) to come to a decision.
The trainer reconvenes the session with a summary of the exercise and a brief outline of
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the problems and importance of crosscultural communications in different contexts.
The character roles
∙ Charlie the Chair
Your task is to coordinate the subcommittee discussion and to lead it to its goal in
selecting an IC bid. You must work out the particular cultural traits of each member of the
group so that you don’t offend them during the discussion. You must also try to bring the
group to a unified decision by the end of the allotted time.
∙ Friendly Fred
You are from a country where courtesy in all situations is vital. You believe that to openly
disagree with others or to criticize their opinion is rude and will cause offence. Any
discussion must take place with smiles and friendliness, no matter how angry or frustrated
you may be with the others. You must never interrupt anyone.
Personally you favor bid 1 because it comes from your region and travel costs are
therefore much lower for you. If the mandate goes to another country you may not be able to
afford to send a full delegation because you have financial problems in your country.
∙ Jumpin’ Joe
You are from a country which often experiences problems in obtaining entry visas. You see
international cooperation as the most important issue in AIESEC, especially as you are
often in need of that support yourself.
You believe bid 3 is ethically wrong since it may exclude some countries on the grounds of
race. You believe that bid 1 will benefit and greatly encourage that country’s development
for the future.
Leggy Lizzie
You are accustomed to speaking your mind and saying exactly what you think about a
matter. You like a direct approach and cannot understand why some people will not make
up their minds. You will tell others when you think that their opinion is wrong.
You are from the same region as bid 2 and have no problems getting a visa to enter any ∙
country. You come from a country which has a large number of sponsors and you are
suspicious of a bid which does not have much sponsorship already raised. You feel that a
country should take responsibility for ensuring financial security before it jumps in to large
projects.
∙ Betty Boo
You are incredibly laid back and see no reason to worry about things until the last minute
and you get annoyed by people who are pushy in a discussion. Money is not a priority for
you as you believe these things will be all right in the end. Visa restrictions may cause you
some problems of entry to certain countries.
∙ Silly Sue
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In your country loss of face is seen as disgraceful. You can never back down on anything
once you have stated your opinion, even if you realise that you have been wrong or that
there is a better way of doing things.
Bid 1 is from your region and is therefore much easier and cheaper to travel to. However,
you favour the confidence and financial security of bid 2 and 3.
Bids for IC
∙ Bid 1
Excellent proposal, wellplanned, committed longterm organising committee, about 30%
of sponsorship raised, never held IC, less developed country within AIESEC.
∙ Bid 2
Excellent proposal and planning, strong NC and LC base, held IC very successful 7 years
ago, 80% of sponsorship already raised.
∙ Bid 3
60% of sponsorship raised, financially secure NC, recently expanded on national and local
levels and looking for an ambitious project through which to consolidate, never held IC,
entrance (visa) restrictions on certain nationalities/races, which would prevent some
delegations from attending.
Energisers
239. Numbers
You need a bit of space for this and ideally a group of at least 8.
Define a space (the whole room, or a part of an outside space). Ask people to walk
around randomly using all the space. Tell them that you will shout out a number and they
have to get into groups of that number as quickly as possible. Tell them we will play 3
practice rounds and after that anyone not in a group of the correct number is out.
240. Word Football

Someone starts with a word and the next has to start with the last letter of the word.
241. Heads, shoulders, knees and toes

If you don’t know this song, just pick any children’s song with actions.
Encourage your group to be playful and get them singing and doing the actions to a
children’s song all the way through.
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As a facilitator, you might feel a bit silly asking them to do this – don’t let it show – just go
for it, join in fully yourself and enjoy the laughter and energy it will generate.

People sit in a circle, perhaps on the floor. One person walks around the outside of the
circle saying “duck” “duck” etc. until she / he says goose and taps someone’s head. The
tapped person must jump up and chase the tapper around the circle before they sit in the
empty place. If the tapper reaches the place untouched, then the tapped becomes the
tapper.
243. Reasons
“We often focus on that which is not great in our lives, turn to your neighbour and tell them 5
reasons why your life is fantastic right now, then swap.” Give them 5 minutes then ask how
they are feeling.
244. POW
People sit or stand and count to ten and at ten they scream “POW”. Try to get to the point
that everybody screams POW at the same moment. Variations: “MOUSE” or “DOG” or
“CAT”.
245. Story Telling

People sit in a circle, perhaps on the floor. One person begins a sentence of a story and
then the person to the right of them must follow on with the next sentence. The next person
follows on with another sentence and so on. Repeat two or three times in the circle.
246. True and False

This exercise is a good icebreaker or energizer. Each person stands up one by one and
says two truths about themselves and something false. The audience needs to work out
what is true and what is false.
247. Farmyard
The facilitator whispers to each gust the name of an animal. At a given signal they are to
imitate the sound of that animal, whether it be a cow, pig, chicken, donkey, horse etc.
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When they sound like a riotous farmyard, they are told to stop. The guests are to write
down the names of all the animals they heard, the one with the longest list wins.
248. Do This and Add Something

Get everyone in a circle. One person starts off by performing an action (e.g. scratching his
head). The person on his right must then repeat it and add another action. The game goes
on with each having to repeat all the previous actions in order, then adding one. If a player
misses an action or gets fouled up, he is out. You can go as many rounds as you want.
249. I Packed My Trunk for China

The first player says, "I packed my trunk for China and took an apple (or any other object
that begins with "A"). The next player repeats the sentence, including the "A" word and
adds a "B" word. Each successive player recites the sentence with all the alphabetical
items, adding one of his own. (e.g. "I packed my trunk for China and took an apple and a
bread). The player continues as long as they can or until they have completed the alphabet.
Games
250. Third Degree

A read.me game maximizes the learning from handouts and job aids. This type of game
reinforces a reading assignment with peer pressure and peer support. THIRD DEGREE is
a read.me game that ensures the players understand the principles presented in a
handout.
Distribute copies of the handout and warn the players that they will be subjected to an
inquisition on the content. Specify the date, time, and location for the followup read.me
game.
At the start of the THIRD DEGREE game, organize the players into groups of four to seven.
Within each group, identify the first victim through some random means.
For the next 2 minutes, the other players in the group will take on the role of inquisitioners,
pounce upon this hapless victim, and pile up various questions. The inquisitioners may
refer to their handouts and notes, but the victim should not. The inquisitioners need not take
turns, be polite, or wait for the victim to finish an answer before firing the next question.
There need not be any logical sequence among the questions. The whole idea is to try to
confound the victim.
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At the end of 2 minutes, stop the torture. Ask the current victim to select a new victim.
Repeat the procedure for another 3 minutes. Continue the process until all players have
had an opportunity to be the victim.
To convert this activity into a game, use this scoring procedure: At the end of the last
inquisition, ask each player to distribute 100 points among the other players on the basis of
their relative performance. The players do this by writing the points on pieces of paper,
folding them, and placing them in front of the appropriate person. Each player opens the
pieces of paper and adds up the points. The player with the highest total wins the game.
251. Secret Coaches

Here's a neat activity to ensure that everyone shares the responsibility for maintenance
functions during a team meeting.
When participants arrive, they write their names on individual index cards. At the start of the
meeting, someone collects these cards, turns them upside down, shuffles them, and
passes them around. Everyone takes a card, making sure it is not the one with her or his
name. The name on the card (which is kept hidden from others) is the person's secret
protégé.
During the meeting, everybody contributes to the discussion as usual. In addition, each
person secretly monitors his or her protégé and makes sure that person participates
appropriately.
For example, if your protégé, John, is withdrawn, you may encourage him by saying, "What
do you think of Mary's idea, John?" On the other hand, if John dominates the discussion,
you may ask Mary, "What do you think of John's idea, Mary?"
Set aside 5 minutes at the end of the meeting. Ask participants to identify their secret
coaches. The whole idea is not to be spotted by your protégé. This means that you
distribute your coaching comments to several different people during the meeting, which is
a good idea anyway. Also, you may work through someone else to coach your protégé
which is another good idea.
252. Forbidden Words

Here's an interesting game to play near the end of a workshop. It helps you to review major
concepts.
Can you describe the concept of simulation game without using any of these words:
simulation, game, play, rules, reflect, represent, model, win, lose, and real? You may not
use other forms of these forbidden words either. For example, reflection, reflective, or
reflected are not acceptable.
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Here's my attempt: This is an activity which is very much like what happens every day. It
involves makebelieve and pretending, but it is not drama or a roleplay. It is usually done
on a computer, but a computer is not necessary. In training, you may have teams of
participants involved in this activity . . .
Here's how to incorporate this idea into a game: Participants are organized into triads.
Each participant picks up a card that has a concept to be described. This card also lists
words which should not be used in defining the concept. The first player (sender) describes
the concept and the second player (receiver) tries to guess the concept. The third player
(monitor) keeps track of the time and makes sure that none of the forbidden words are
used. When the receiver guesses correctly and shouts out the concept, the monitor
announces the time. This time is recorded on both the sender's and the receiver's score
sheet.
The second player now becomes the sender, the third player the receiver, and the first
player the monitor. A different concept is used. The same procedure is repeated until all
three players have had a chance to be the sender. The player with the shortest total time is
the winner.
By the way, if the sender uses a forbidden word, both the sender and the (innocent)
receiver are arbitrarily given a time of 3 minutes!
When you load this framegame, the secret is to select the concepts and the taboo words
with care. Force your players to come up with plain English translations of technical
definitions.
253. Glossary
Remember the DICTIONARY game in which the players try to fool the others with their
fictional definitions of esoteric words? Here's a version of the game for reviewing technical
terms from your workshop.
You can play GLOSSARY with any number of people from 3 to 30. With up to 6 people,
play this as an individual game. With 630 people, divide them into three or more teams of
approximately equal numbers.
The game description that follows is for the individual version. You should have no difficulty
modifying it for the team version.
Each round of this game requires 3 minutes. Play at least three rounds.
Select a technical term (for example, performance gap). Distribute index cards to all
players. Give 2 minutes for each player to write down a definition of the term, imitating the
textbook definition that would be found in a the glossary section of a technical manual. Ask
the players to put their initials on their definition cards. While the players are busy, copy the
official glossary entry from the technical manual.
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After 2 minutes, collect everyone's definition cards. Mix the official card with the others,
shuffle them, and read one card at a time. Ask the players to try to identify the official
definition from the technical manual.
Read each card again. After reading the card, ask players if anyone thinks it is the official
card. Write down the number of players selecting each card.
This is how the scoring goes:
● Each card receives as many points as the number of players who thought it was the
official card. These points belong to the player who wrote the card.
● Also, each player loses a point for being fooled by an unofficial card.
● Finally, players who chose the official card receives an extra point.
Play the game for a prespecified number of rounds. Use a different technical term for each
round. For example, I used these terms for the next five rounds: internal customer, input
standards, process map, metric, and root cause.
At the end of the last round, the player with the highest score is the winner.
GLOSSARY forces individuals and teams to review the critical features of various technical
concepts. You can apply it to any technical subjectmatter area.
254. Hello!
Purpose:
To collect background information about the participants.
Time:
15 to 30 minutes.
Participants:
At least 10.
Supplies:
● Flipcharts or blank transparencies
● Timer
● Whistle
Preliminaries. Before the workshop, figure out what types of information you want. In order
of priority, here is a sample list for a workshop on simulation games: participants' needs,
participants' jobs, simulation gaming experience, attitude toward simulation gaming,
reason for attending the workshop, and preferred mode of learning.
Team Formation. At the start of the workshop, divide the participants into as many teams
as there are categories of information you want. Assign each team to a different topic.
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Planning Session. Ask the teams to retire to convenient corners and spend 3 minutes
devising a strategy for efficiently collecting the information from all participants. Warn
everyone that the total time for collecting all the data will be only 3 minutes.
Data Collection. Announce the beginning of the data collection period. Ask the teams to
collect the data (using whatever strategies they devised earlier) within the next 3 minutes.
Step back to avoid being trampled in the hectic rush to interview each other.
Summarizing Data. After 3 minutes, call time. Ask the teams to retire to their corners,
process the data, and produce a summary report on a transparency or a poster.
Presenting Results. After 3 minutes, announce the start of the showandtell period. Call
on teams in a random order and give each team a minute to make its presentation.
Variations:
Too many people? Assign the same topic to different teams.
Not enough time? Suggest that teams sample representative participants rather than
attempting to interview everybody.
Too much time? Conduct a preliminary brainstorming activity to identify relevant areas of
information to be collected. Ask teams to design a questionnaire before collecting the
data.
Too late? Use the game as an endofworkshop activity. Here are some suggested topics:
the best feature of the workshop, the worst feature of the workshop, the most useful skill
learned, plans for using the skill, and suggestions for improving the workshop. Use the
same frame, but call your game GOODBYE!
255. I’m a…
Here's a fastpaced activity to highlight different cultural variables.
Ask participants to complete this sentence:
I am a(n) _______________ .
After they have done this, ask them to complete the same sentence 10 different ways.
Ask each person to place his or her list (written side down) on a table and pick up some
else's.
Debrief by calling out various categories and asking for examples from different lists.
Here are some suggested categories:
● activity level (couch potato)
● age (senior citizen)
● association membership (Mensa member)
● astrological sign (Aries)
● belief (prolife proponent)
● birth order (first born)
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● ethnicity (hispanic)
● family type (person from a large family)
● gender (woman)
● interests (mysterystory reader)
● language (Spanish speaker)
● marital status (divorced woman)
● national origin (African)
● national politics (Democrat)
● organization (IBM employee)
● personal characteristic (impatient person)
● personality type (introvert)
● physical characteristic (tall person)
● political ideology (capitalist)
● profession (trainer)
● professional approach (behaviorist)
● race (Caucasian)
● region (Southerner)
● religion (Roman Catholic)
● socioeconomic status (yuppie)
● thinking style (analytical)
● tribe (Kpelle)
Stress the main learning point that there are more dimensions of difference than race or
national origin.
256. Light, medium or heavy

Purpose:
To encourage the participants to make personal statements.
Time:
15 to 20 minutes
Supplies:
● Stimulus cards. These cards contain words or phrases that the participants talk
about. Create your own packet of about 20 cards to suit your participants and your
topic.
● Paper and pencil for keeping score
Example: Here are some of the stimulus words that we used in a workshop on
teambuilding: lemonade, followers, income tax, freeloaders, my role, groundrules, goal,
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waste of time, computers, budget, beeper, midnight, window, money, short people, and
leadership. Note that some words are related to the topic and some are irrelevant; some
are bland and some are potentially embarrassing.
Participants:
3 to 7. If you have more participants, divide them into roughly equalsized groups of 3 to 7
and have the groups play in a parallel fashion.
Flow of the game:
1. The stimulus cards are shuffled and placed face down in the middle of the table.
2. The first player picks up the top card and reads the stimulus word. This person now
has to make a personal statement related to the word that reveals something about
himself or herself. This statement should not take more than a minute.
3. Example: Greg picks up the card with the stimulus word lemonade and says
When I was about 9 years old, my mother always asked me to get lemonade for my
grandfather. I used to spit in the glass before getting the lemonade because I guess I didn't
like my grandfather. When he died recently, he left me a lot of money. I feel very guilty about
what I did during those lemonade days.
1. After the statement, each of the other players holds up 1, 2, or 3 fingers to indicate
how personally revealing the statement was. A light or flippant statement gets 1
point. A heavy, emotional, embarrassing statement gets 3 points. Other statements
belong to the medium category and get 2 points. Different players may hold up
different numbers of fingers. The speaker counts the total number of fingers and
writes it down on his or her scorecard.
2. Example: The four other players found Greg's statement schmaltzy. They all gave
him 3 points, for a total of 12.
3. If a player does not want to talk about a particular stimulus word, he or she can pass,
getting no points for the round. The next participant may then use the skipped card,
or pick a new card.
4. The activity continues with the next player picking up a new stimulus card. All players
keep track of their total scores.
5. Depending on the available time, the activity may end after the third, fourth, or fifth
round. Make sure that everyone has an equal number of turns.
257. Que Cards

reinforces a reading assignment with peer pressure and peer support. QUE CARDS is a
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read.me game that ensures that the participants read a handout for details and recall these
details later.
Distribute the handout and ask each participant to read it and prepare 10 question cards
based on its content. Each card should have a closed question on one side and the single
correct answer on the other.
After a suitable pause for studying the handout and preparing the question cards, organize
the participants into groups of four to seven. Ask each group to mix up the question cards
from its members and exchange the whole pile with another group.
After the exchange, ask the group to place the cards in the middle of the table, question
side up. The first player reads the question on the top card, without removing it from the
pile. Within 10 seconds, this player gives an answer. Any player may challenge by giving a
different answer.
If there is no challenge, the first player wins the card.
If there is a challenge, the card is turned over to reveal the correct answer. Whoever gave
the correct answer (the original player or the challenger) wins the card. If neither answer is
correct, the card is buried in the middle of the pile for recycling.
It is now the turn of the next player to read the question on the next card and continue the
game as before. The card pile may contain duplicate questions or questions that are
similar to previous ones. This introduces an interesting element of chance to the game.
The game comes to an end when the group runs out of the question cards. (Alternatively,
you can stop the game at the end of a prespecified period of time.) The player with the
most cards wins the game.
258. Secret Messages

reinforces a reading assignment with peer pressure and peer support. SECRET
MESSAGES is a read.me game that ensures that the players understand the principles
presented in a handout. This game taps into the players’ visual intelligence.
Distribute copies of the handout and ask each player to pay special attention to the rules,
principles, guidelines, and suggestions contained in it. Suggest that they visualize the main
points as they read the handout. Warn the players that they will be playing a game that will
punish nonreaders and reward those who take the reading assignment seriously. Specify
the date, time, and location for the followup read.me game.
At the start of the SECRET MESSAGES game, organize the players into groups of four to
seven. Give each group a bowl of counters (pennies, paper clips, or poker chips) and a
packet of message cards. These cards are blank on one side and have a printed message
(a rule or principle) on the other side.
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Ask each group to shuffle the packet of cards and place it in the middle of the table,
message side down.
Ask the tallest person in each group take the first turn to be the artist. This artist picks up
the top card, reads the message silently, and keeps it hidden from the other players.
One of the players in the group keeps time for 2 minutes.
The artist draws a series of pictures on blank sheets of paper to convey the message in the
card. The artist should not use any letters, numerals, or symbols found on a standard
keyboard.
The other players attempt to guess the message and shout out their guesses.
If a player shouts out the correct message, the artist says, “Done!” and shows the card.
After verification, he picks up two counters from the bowl. The player who guessed the
message correctly picks up one counter.
If the timekeeper announces the end of the 2minute period before anyone has correctly
guessed the message, the card is buried in the middle of the packet for recycling. No one
(except the artist) knows what the message was.
The player seated to the left of the artist becomes the new artist. The game continues as
before.
The game comes to an end when the group runs out of the message cards. (Alternatively,
you can stop the game at the end of a prespecified period of time.) The player with the
most counters wins the game.
259. Time Savers

You probably have your own special techniques for saving time. In this fastpaced team
game players to share a variety of timesaving tips.
Purpose
To identify practical strategies for reducing the impact of different time wasters.
Players
6 to 30
Time
45 minutes to 1 hour
Supplies
● Blank envelopes
● Index cards
● Timer
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● Whistle
Preparation
Prepare the timewaster envelopes. Select four or five major time wasters in
organizational settings. Write a different time waster on the face of each envelope.
Andy uses this game as a followup activity to TIME WASTERS. He uses the time
wasters that were identified as the top five in the previous game:
Trying to completely satisfy customers
Too many reports to write
Lack of planning
Delays in budget approval
Inability to say "No"
Flow of the Activity
Organize the players. Divide the players into 3 or more teams, each with not more than 7
members. Teams should be approximately the same size. Seat the teams in a rough circle
to facilitate the exchange of envelopes.
Brief the players. Review the time wasters. Explain that the players should brainstorm
appropriate strategies to eliminate each time waster, or at least to reduce its impact.
Distribute the supplies. Give one timewaster envelope and several blank index cards to
each team. Refer to the index cards as timesaver cards.
Conduct the first round. Ask the teams to brainstorm strategies for handling the time
waster on the envelope. These strategies should be recorded as short phrases or
sentences on the timesaver card. Announce a 2minute time limit for this activity and
encourage the teams to work rapidly. Explain that the timesaving tips will eventually be
evaluated in terms of both their quantity and their practical value.
Conclude the first round. After 2 minutes, blow a whistle and announce the end of the
first round. Ask each team to place its timesaver card inside the envelope and pass the
envelope, unsealed, to the next team. Warn the teams not to open the envelope.
Conduct the second round. Ask the teams to read the new time waster on the envelope
(without looking at the timesaver card inside). Tell the teams to repeat the procedure of
brainstorming and recording strategies on a blank index card. After 2 minutes, blow the
whistle and ask the teams to place their timesaver card inside the envelope and pass it to
the next team.
Conduct more rounds. If you are pressed for time, move to the evaluation round (see
below). If you have ample time, conduct a few more rounds using the same procedure. Do
not conduct more rounds than the number of envelopes minus one.
Andy conducts 4 brainstorming rounds (which is the maximum number of rounds with 5
envelopes).
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Conduct the evaluation round. Begin this round just like the previous ones. However,
the teams do not brainstorm more strategies. Instead, they open the envelopes and
comparatively evaluate the timesaver cards inside. They do this by reviewing individual
strategies on each card, and then comparing entire cards to each other. Teams distribute
100 points among the timesaver cards to indicate each card's relative practical
usefulness. Announce a 3minute time limit for this activity.
Present the results. At the end of the time limit, check that the teams have recorded the
points on each timesaver card. Select a team at random to present its results. Ask the
team to read the time waster from the face of the envelope and then to read the ideas on
each card, beginning with the lowestranked card. The teams should progress from one
card to the next, in ascending order of points.
Determine the winner. After all the teams have presented their evaluation, instruct the
teams to place the timesaver cards on a table at the front of the room. Then call for the
representatives from each team to collect their response cards. Ask the teams to add up
the points on their cards to determine their total score. Identify the team with the highest
score as the winner.
Debrief the players. Briefly comment on interesting patterns among the timesaving tips.
Also comment on the similarities among the ideas from different teams. As a followup
activity, ask each player to select a personal set of timesaving tips for immediate
implementation.
Variations
Not enough time? Short each brainstorming round to 1 minute. Move to the evaluation
round after two brainstorming rounds. Ask the evaluating teams to select the best
timesaving card (instead of distributing the 100 points among the cards).
Not enough players? You can play this game with as few as three players. Ask the
players to respond individually to the timewaster envelopes. If you have more timewaster
envelopes than teams, repeat the game a couple of times with new sets of envelopes.
Too many players? Organize the players into teams of 5 to 7 members. Prepare several
sets of the same timewaster envelopes so that more than one team responds to the same
time waster.
260. Time Value

Time is money. This game helps players make sure that their time and money are well
spent.
Purpose
To enhance the value of short periods of time.
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Players
6 to 30
Time
30 45 minutes
Supplies
● Four or five flip charts with felttipped markers
● Timer
● Whistle
Preparation
Assemble a panel of judges. Near the end of this game, you need 25 people to
determine the winning teams. Enroll a few of your friends and tell them that all they have to
do is to listen to halfadozen ideas and decide which one is best and which one is the
most unique. This activity should not require more than 5 minutes of their time.
Flow of the Game
Form teams. Organize the participants into three to five teams, each with not more than
seven members. It is not necessary for all teams to be of equal size.
Assign teams to flip charts. Ask each team to stand by a flip chart. Make sure that the
teams have plenty of markers.
Announce the first topic for brainstorming. Tell the teams that they have 5 minutes to
brainstorm alternative responses to this question:
You have $5 to spend. How can you make sure that you get the maximum value for this
money?
The teams should make sure that all members participate and someone writes down their
ideas on the flip chart. The team should generate as many ideas as possible within the
5minute period. They may use several sheets of the flip chart paper.
Conclude the first brainstorming session. After 5 minutes, blow the whistle. Announce
the end of the brainstorming session. Explain that the first session was just a warmup to
get prepare them for the second one. Ask the players to flip the pages over and begin with
a blank sheet of paper.
Announce the second brainstorming topic. Tell the teams that they have another 5
minutes to brainstorm alternative responses to this new question:
You have 5 minutes of free time to spend any way you want. How can make sure that you
get the maximum value for this time?
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Ask the teams to use the same procedure as before.
Conclude the second brainstorming session. After 5 minutes, blow the whistle again.
Announce the end of the brainstorming session. Tell the teams that you are now going to
award score points for their accomplishments.
Identify the winning team in the first category. Begin by asking the teams to count the
number of alternative ideas in their list. Identify the team with the most ideas and declare its
members to be the winners in the Number of Ideas category.
Identify the winning team in the second category. Bring in your friends and introduce
them as the panel of judges. Ask each team to copy the two best ideas from its flip chart
list on to index cards, each on a separate card. Collect these cards, shuffle them, and read
the ideas. Ask the judges to select the best one among these ideas. Identify the team that
contributed this idea and declare its members to be the winners in the Quality of Ideas
category.
Identify the winning team in the third category. Explain that one of the goals of
brainstorming is to generate unique and unusual ideas. Ask each team to copy the two
most unique ideas from its flip chart list on to two index cards. Use the same procedure as
before and ask the judges to select the most bizarre — or the least conventional — idea.
Identify the team that contributed this idea and declare its members to be the winners in the
Unique Ideas category.
Thank the judges. Tell the judges that their job is done and they may retire to their
chambers. Lead a round of applause for the departing judges.
Debriefing
Introduce the debriefing session. This game requires some indepth debriefing to
ensure that the players discover and share key learning points. Explain the purpose and the
format of the debriefing session. Here's a suggested script:
You probably have some interesting things to discuss about your experiences in the
game you played. I want to conduct a debriefing session to help you share your insights
in a structured fashion.
Conduct the debriefing. Begin with a broad question such as: What did you learn from
this activity? Encourage the participants to share their insights. Whenever appropriate
insert these questions into the discussion:
● This activity used several timemanagement techniques. Can you figure out what
they were?
● Whenever you have to solve a problem or explore alternatives, brainstorming is
an efficient and effective technique. Could you have come up with such a variety
of alternative ideas by working individually? What are the advantages and
disadvantages of brainstorming?
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● Imposing an artificial deadline is a useful timemanagement technique. We used
a deadline of 5 minutes. What would have happened if we did not have any
deadlines? What if we had a 2minute deadline?
● Your ideas were evaluated according to three different criteria: quantity, quality,
and uniqueness. What if I had specified these criteria at the beginning of the
activity? Could you have worked more efficiently? Why did no one ask for the
goal, or the criterion, or the scoring system at the beginning? What assumptions
did you make?
● What if the judges used a single criterion (such as clarity of language) that was not
specified in the beginning? What if this criterion was specified at the beginning?
What implications does the goal or criterion have for efficient time management?
● People claim time is money. We brainstormed ideas for enhancing the value of 5
dollars and 5 minutes. Compare your two original lists. Which ideas are similar
between the list for spending money and spending time?
● To continue with our brainstorming topics, here's another: You have 5 extra
minutes every day. How can you make sure that you get the maximum value for
spending this time? How can you build up some thing valuable over a year?
Conclude the debriefing session. End with this broad question: How can you apply
your insights back in your workplace? Encourage the players to select one or two 5minute
valueenhancement strategies for immediate application.
Variations
Not enough time? Jump right into the 5minute valueenhancement brainstorming. Replace
the debriefing with a questionnaire for the players to complete at their own convenience.
Can't assemble a panel of judges? You act as the judge. Or ask some of the participants
(preferably the latecomers) to work as observers during the game and judges at the end of
the game.
261. Time Wasters

Many of us go through life in a mindless fashion, wasting valuable time. This game
encourage you to discover the factors that contribute to wasted time in the workplace. It
also helps you to figure out which time wasters you share with the others and which ones
are unique to you.
Purpose
To identify major time wasters in the workplace and arrange them in order of their impact
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Time
30 45 minutes
Players
6 to 30
Supplies
● Paper and pencil
● Flipchart and felttipped markers
Flow of the Game
Brief the players. Explain that several factors encourage (and sometimes force) people to
waste time in the workplace. Ask the players to name a common time waster. Comment on
this example. Point out that identifying major time wasters in the workplace is the first step
in removing them and reducing their impact.
Begin with individual brainstorming. Ask the players to spend a couple of minutes to
reflect on the major time wasters in the workplace and to independently write down a list.
Steve thinks about time wasters in his office. After a few moments, he writes down these
ideas:
∙ Telephone calls
∙ Saying "yes" to too many people
∙ Waiting to see the boss
∙ Meetings without agenda
∙ Interruptions
Form teams. Organize the players into three or more teams, each with 2 to 7 players.
Andy, the facilitator, asked the players to form themselves into four teams of five
members each. Steve joins a team with Diane, Ronnis, Deb, and Peter. The team
members briefly introduce themselves to one another.
Assign teamwork. Ask the teams to spend the next 5 minutes recording a list of time
wasters in the workplace. Encourage the team members to use the ideas they had
generated earlier.
Deb acts as the team's reporter. While other team members call out different time
wasters, Deb writes them down, adding her own ideas from time to time. In 5 minutes, the
team generates a total of 17 ideas.
Ask the teams to narrow down their lists. Instruct each team to select the five main time
wasters.
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After some discussion and debate, Steve's team narrows down its list of time wasters to
these five items:
1. Too many reports to write
2. Meetings without agenda
3. Delays in getting budget approval
4. Meaningless committee meetings
5. Opendoor policy
Prepare a common list. Ask the teams to take turns calling out one of the main time
wasters on their list. Record this time waster on the flipchart. Encourage the teams to avoid
repeating the items already on the list. Continue this procedure until the common list has 10
to 12 time wasters.
Here is the final list:
1.People coming to meetings without doing their homework
2. Waiting to see the manager
3. Too many reports to write
4. Lack of planning
5. Wasting time trying to satisfy customers
6. Inability to say "No"
7. Problems in locating documents
8. Delays in budget approval
9. Wasting time on trivial items
10. Too many committees
Ask the teams to select the worst time waster. Explain that you are looking for an item
that everyone will see as wasting the most time in the workplace. Ask the players to review
the items in the common list and select, with the other members of their team, the worst
time waster.
Explain the scoring system. The teams will receive a score equal to the total number of
teams that selected the same time waster. For example, if four teams selected,
"Telephone calls" as the worst time waster, then each team would receive 4 points.
Steve has some trouble understanding the scoring system. Peter explains that they
should simply choose the item that most of the other teams will choose.
Conduct the first round. Tell the teams to select the worst time waster from the common
list on the flipchart. Circulate among the teams, gently speeding up the slower teams. Write
down each team's choice on a piece of paper.
Peter suggests that the major culprit is "Lack of planning" and everything else in the list
is a result of this factor. Diane disagrees with this claim. Deb suggests that they should
choose "Too many reports to write" because she thinks most other teams will choose it.
Steve and Ronnis agree to this suggestion.
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Award points and rank the worst time waster. Announce each team's selection. Draw
a line through the time waster in the flip chart list that was selected by most teams during
this round. Place the number "1" in front of this item to identify it as the topranked time
waster.
Three teams chose "Wasting time trying to satisfy customers" as the worst time waster.
These teams received 3 points each. Only Steve's team chose the item about writing
reports, so they received 1 point. The facilitator draws a line through "Wasting time trying
to satisfy customers," and marks it with a "I."
Continue the game. Ask the teams to review the list and to identify the nextworst time
waster. The teams may select (or reselect) any item from the flip chart list, as long as it
does not have a line through it. After collecting the choices from each team, repeat the
scoring and ranking procedure. Continue until the teams have identified the top 5 time
wasters.
During the second round, Steve's team decides to stay with "Too many reports to write."
This item is selected by all the teams, so they all receive 4 points each.
Break ties. If there is a tie for the worst time waster, award scores as before — but do not
rank or draw a line through any of the items. Give the teams 1 minute to prepare a
presentation to persuade the other teams to select the same item. Then give each team 30
seconds to make its presentation. After the presentations, ask the teams to select a time
waster. Award scores and rank the item receiving the most choices. If there is still a tie,
draw a line through all the tied items, and give them the same rank.
During the third round, the four teams select four different items. Andy, the facilitator,
gives 1 point to each team and explains the tiebreaking procedure. Speaking on behalf
of his team, Peter explains how the lack of planning is the root of all time wastage. He
also points out that this factor incorporates all other time wasters. Perhaps as a result of
this presentation, two other teams switch to this item during the next round.
Conclude the game. Continue with the game until the top 5 time wasters are identified.
Announce the conclusion of the game and ask the teams to add up their scores. Identify
and congratulate the winning team.
After two more rounds, these are the top five time wasters:
I. Wasting time trying to satisfy customers
II. Too many reports to write
III. Lack of planning
IV. Delays in budget approval
V. Inability to say "No"
Steve's team has a total score of 13 points and wins the game.
Award points for the original lists. Ask the teams to retrieve their original lists and
compare the time wasters on their list with the final top 5 list. The original list gets five
points if it has the topranked time waster, 4 points if it has the secondranked time waster,
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and so on. Ask the teams to add up the score for their original list. Identify the team with the
highest score total and congratulate its members for having created the best original list.
Steve and his teammates check their original list and discover that it has the second and
fourth items from the final top 5 list. This gives the list a total of 6 points. Gary's team has
the best original list, with 12 points.
Debrief the players. Ask the players to compare the items on their original individual lists
with the final top 5 list. Encourage the players to discuss how their personal perceptions
differ from those of the others.
Variations
Not enough time? Eliminate the initial step of individual brainstorming. Eliminate the final
step of comparing the teams' original five items with the final top five time wasters. Create
a shorter flip chart list. Instead of 10 time wasters, settle for seven. Specify a time limit for
each round. Instead of asking the teams to select item at a time, ask them to select the top
three.
Not enough players? With fewer than six players, play an individual version of the game:
Conduct the game as usual, but with individuals (instead of teams) generating and
selecting the time wasters.
Too many players? Divide the players into smaller groups. Then divide each subgroup
into teams and play the game in a parallel fashion.
262. Who Said That?

Purpose:
To help the participants share background information.
Time:
10 to 20 minutes
Supplies:
● Blank index cards.
● A flipchart with four or five questions that suit the participants and your topic.
Example: Here are the five questions that we used in a workshop on learning to use the
WorldWide Web:
1. What is your primary reason for coming to this workshop?
2. What is a major worry that you have about this workshop?
3. How would you rate your current knowledge of the Internet?
4. What type of computer do you use?
5. What do you think a Web page is?
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Participants:
3 to 7. If you have more participants, divide them into roughly equalsized groups, and have
these groups play in a parallel fashion.
Flow of the game:
1. Display the list of questions.
2. Ask the participants to take one of their cards, and write the number "1" and their
answer to the first question. They should repeat the process with each of the other
questions, writing one answer per card. Ask the participants to place their answer
cards face down in the middle of the table.
3. Ask one participant to shuffle the answer cards and deal them out, face down, one
card at a time.
4. Announce that the activity will last for 10 more minutes. Start a timer.
5. Ask the first participant to take one of the cards and read it aloud. If asked, this
participant may read the card again, but may not show the card to anyone. (This is
to prevent participants from recognizing the handwriting on the card.)
6. All the participants (except the reader) now guess who wrote the card, and write
down their guess. (The person who actually wrote the card should write down his or
her own name, assuming that he or she is not the reader.)
7. After everyone has finished writing, they reveal their guesses. The person who wrote
the card identifies himself or herself. Those who guessed correctly score a point.
The card is then placed face up in the middle of the table.
8. The second participant now selects one of his or her cards and reads it aloud. The
same procedure is repeated.
9. If a card has the last remaining answer to a particular question, the person merely
reads it and places it in the middle of the table. (There is no point in guessing, since
everyone knows who wrote that card, through a process of elimination.) Play
continues with the next person.
10. Stop the game at the end of 10 minutes. Declare the person with the most correct
guesses to be the winner.
11. To bring things to a close, ask the participants to read the answers on the remaining
cards and ask the writers to identify themselves.
263. ZOOM: A Creativity Game

1. Divide the participants into two or more teams of three to seven members each.
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2. Ask each team to identify an opportunity or a problem. Ask them to convert this
opportunity or problem into a question, using the format suggested by Van Gundy: In what
ways might we . . . ?
Give an example to illustrate the task. Here's one that I use:
In what ways might we sell books to professionals on the internet?
3. Ask the team to transform this question into four higher levels of abstraction, one level at
a time. Give an example such as this:
Original question: In what ways might we sell books to professionals on the Internet?
Question at the next higher level: In what ways might we sell books on the Internet?
Question at the next higher level: In what ways might we sell things on the Internet?
Question at the next higher level: In what ways might we sell things?
Question at the next higher level: In what ways might we persuade and influence the
others?
4. Distribute five index cards and a rubber band to each team. Ask the teams to write their
five questions, one on each card. Then ask them to put the question cards on top of each
other, with the question sides on top. The most abstract question should be visible on the
top card and the other questions should be hidden below. The most specific question (the
original question) should be at the bottom of this packet of question cards.
5. Ask the teams to place a rubber band around the packet of question cards, give the
packet to another team and receive a packet from yet another team. (No two teams may
exchange their packets with one another.)
6. Ask the teams to read the question on the top card and spend 3 minutes brainstorming
alternative responses. The team should record its answers on a flip chart or a piece of
paper.
7. After 3 minutes, ask the teams to remove the top card and to read the question on the
next card. As before, team members should brainstorm alternative responses for this
question for the next 3 minutes, building on the earlier responses.
8. At the end of 3 minutes, ask the teams to read and respond to the question on the next
card. Repeat this procedure two more times to end with responses to the most specific
form of the question.
9. Ask the teams to return their packet of question cards along with the lists of
brainstormed responses to the appropriate teams. The teams should review the
responses, select the most useful ideas, and integrate them into an action plan.
(ZOOM is one of the games from Thiagi's forthcoming book, More Creativity Games. You
will find a model for the creativity process and several games for profiting from
opportunities and solving problems in Thiagi's earlier book, Creativity Games.)
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264. Triplets: An Organization
A triplet is a set of three words that are linked by a common fourth word. Here's an
example:
MAKER TENNIS STICK
What word links these three words? The linking word should appear before or after each of
the three words to form wellknown compound words or phrases.
The correct answer for this triplet is MATCH as in match maker, tennis match, and match
stick.
Here are 17 more triplets for you to solve. After you have solved all of them, read the first
letters of the link words to identify the name of an organization that you should be interested
in.
We will reveal the solution to the puzzle on the first of every month and give you a new
puzzle. If you can't wait for the solution, call Sheila at (812) 3321478.
1. EATER RAG SEA
2. BLACK BRANCH OIL
3. BAND BULLET STAMP
4. BEE SERIAL PAIN
5. AGENT TRADE SERVICE
6. RED AIR DOG
7. AGENT BOWL JUICE
8. BLANK NUMBER SPORTS
9. DRUM JOY LIP
10. BUG FLOWER ROOM
11. GRAVE JUNK STICK
12. CRIER DOWN GHOST
13. BAND LINE EGG
14. AVERAGING NET TAX
15. BAG CONDITIONER FORCE
16. CERTIFICATE CHRISTMAS WRAP
17. AGE PUMPING – WAFFLE
Solution
WEED 1. EATER RAG SEA
OLIVE 2. BLACK BRANCH OIL
RUBBER 3. BAND BULLET STAMP
KILLER 4. BEE SERIAL PAIN
SECRET 5. AGENT TRADE SERVICE
HOT 6. RED AIR DOG
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ORANGE 7. AGENT BOWL JUICE
PAGE 8. BLANK NUMBER SPORTS
STICK 9. DRUM JOY LIP
265. Chunks: A Quote About Games

A chunks puzzle takes a phrase and divides it into equalsized chunks. The chunks are then
scrambled (or alphabetized). For example,
Hello world.
might be broken down into
[HEL] [LD.] [LO ]
[WOR]
Here is a larger chunks puzzle. This is a quote about games (and no, it hasn't appeared on
our quotes page ;). We will reveal the solution to this puzzle on August first and give you a
new puzzle. If you can't wait for the solution, call Sheila at (812) 3321478.
A Quote About Games
[NO] [D L] [IN]
[NG!] [O A] [O W]
[OSI] [PLA] [T T]
[VOI] [Y T]
Hint: A dash (two hyphens: "") appears in the middle of this quote.
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Solution
The correct order of the chunks is
[PLA][Y T][O W][IN][NO][T T][O A][VOI][D L][OSI][NG!]
Which translates as Play to winnot to avoid losing!
266. Triplets: Random Correspondents

example:
MAKER TENNIS STICK
The correct answer for this triplet is MATCH as in match maker, tennis match, and match
stick.
letters of the link words to identify the names of two people selected at random from
those who recently sent us email.
puzzle. If you can't wait for the solution, call Sheila at (812) 3321478.
1. SNOW SUMMER INTERVIEW
2. COUPLE JOB NUMBER
3. TENNIS GREASE ROOM
4. RED LOVE OPENER
5. FRAME PLUS VITAMIN
6. RED LINE TURTLE
7. SMOKE PLAY COMPUTER
8. COMPANY FIRE TERM
9. CLUB MARE SILENT
10. HOUSE BERET EVER
1. BED CHILD MAY
2. TIME WASH WEED
3. MIDDLE STONE NEW
4. AGE YEAR BRAND
5. NAP BURGLAR FISH
6. AVERAGING NET TAX
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7. DRUM JOY LIP
8. BOX BRAKE POLISH
9. CRISIS LEVEL SOLAR
10. CHAIR WRESTLING FIRE
11. CHRISTMAS ELEPHANT SNOW
Solution
JOB 1. SNOW SUMMER INTERVIEW
ODD 2. COUPLE JOB NUMBER
ELBOW 3. TENNIS GREASE ROOM
LETTER 4. RED LOVE OPENER
A 5. FRAME PLUS VITAMIN
NECK 6. RED LINE TURTLE
SCREEN 7. SMOKE PLAY COMPUTER
INSURANCE 8. COMPANY FIRE TERM
NIGHT 9. CLUB MARE SILENT
GREEN 10. HOUSE BERET EVER
FLOWER 1. BED CHILD MAY
RAG 2. TIME WASH WEED
AGE 3. MIDDLE STONE NEW
NEW 4. AGE YEAR BRAND
CAT 5. NAP BURGLAR FISH
INCOME 6. AVERAGING NET TAX
STICK 7. DRUM JOY LIP
SHOE 8. BOX BRAKE POLISH
ENERGY 9. CRISIS LEVEL SOLAR
ARM 10. CHAIR WRESTLING FIRE
WHITE 11. CHRISTMAS ELEPHANT SNOW
267. Triplets: Personality Test

example:
MAKER TENNIS STICK
The correct answer for this triplet is MATCH as in matchmaker, tennis match, and match
stick.
letters of the link words for an amazingly accurate listing of your personality traits.
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puzzle. If you can't wait for the solution, call us at (812) 3321478.
1. SMOKE COMPUTER PLAY
2. GUN SLOT TIME
3. BURGLAR CLOCK FIRE
4. WEED WASH TIME
5. CRIER DOWN GHOST
6. PAN MIX CHEESE
7. HERRING CROSS TAPE
8. EVIL GLASSES WITNESS
9. ORANGE INSURANCE SECRET
10. BABY SHOW DOUBLE
11. TREASURE BARRIER EASTER
12. ACTIVE MAIL VOTE
13. BODY CHANNEL MUFFIN
14. LEADER WESTERN LABOR
15. DOUGH CHEST CRACKER
16. ROADS DOUBLE STITCH
17. PUBLIC SECOND POLL
18. TAG DROPPING MAIDEN
19. DEATH FORGE GIRL
20. MAIL AMERICAN LANE
21. SILENT MARE CLUB
22. FREE MAGAZINE CAPSULE
23. RED BOTTLE BLOT
24. NUMBER JOB COUPLE
25. BAD LETTER LEAK
26. FIRE WRESTLING CHAIR
27. BASKET DETERGENT DIRTY
Solution
SCREEN 1. SMOKE COMPUTER PLAY
MACHINE 2. GUN SLOT TIME
ALARM 3. BURGLAR CLOCK FIRE
RAG 4. WEED WASH TIME
TOWN 5. CRIER DOWN GHOST
CAKE 6. PAN MIX CHEESE
RED 7. HERRING CROSS TAPE
EYE 8. EVIL GLASSES WITNESS
AGENT 9. ORANGE INSURANCE SECRET
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TALK 10. BABY SHOW DOUBLE
ISLAND 11. TREASURE BARRIER EASTER
VOICE 12. ACTIVE MAIL VOTE
ENGLISH 13. BODY CHANNEL MUFFIN
UNION 14. LEADER WESTERN LABOR
NUT 15. DOUGH CHEST CRACKER
CROSS 16. ROADS DOUBLE STITCH
OPINION 17. PUBLIC SECOND POLL
NAME 18. TAG DROPPING MAIDEN
VALLEY 19. DEATH FORGE GIRL
EXPRESS 20. MAIL AMERICAN LANE
NIGHT 21. SILENT MARE CLUB
TIME 22. FREE MAGAZINE CAPSULE
INK 23. RED BOTTLE BLOT
ODD 24. NUMBER JOB COUPLE
NEWS 25. BAD LETTER LEAK
ARM 26. FIRE WRESTLING CHAIR
LAUNDRY 27. BASKET DETERGENT DIRTY
Your personality traits: Smart, creative, unconventional.
268. Romania The Game

The objective of this exercise is for the group to end up with a positive score.
Your group must decide whether to play black or white. When you have decided what
colour to play you will give the organiser your decision on the entry form. Every person in
your team must contribute to the decision.
You will not be told which colour the other groups have played until all of the groups have
given the organiser their decision. The organiser will write the scores on the scoreboard.
There will be 8 rounds. After the first round you have five minutes to decide what colour you
will play for the next round.
After the 3rd round all the groups will be asked if they wish to hold a conference. Only one
person from each team can go to the conference. The conference will take place at the
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organiser’s desk. The conference will last for 15 minutes. Five minutes after the conference
the next round will begin.
After the 6th round there will be a second conference.
The 7th and 8th rounds will score double points.
You will be asked to declare your first move in 15 minutes from now.
Scoring
Groups Colour Scores
A B C D E W B
W W W W W -10
W W W W B 2 -5
W W W B B 4 -5
W W B B B 8 -5
W B B B B 16 -5
B B B B B 5
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After the last round each group must present a flip chart showing what worked, what
problems there were and three things that the group has learned.
Entry Form
Group ……
Colour……
Entry Form
Group ……
Colour……
269. Black Spot

• Pen per leader
• Scrap of paper per player
The cubs are issued with scraps of paper which they must not lose. Leaders (bad pirates)
will paint a 'Long John Silver' style spot on their scrap of paper to curse the cub if they can
catch and tag them. Any cub without a spot, or with the least spots, wins.
270. Brass Rubbing Race

• Heavy duty paper or brown wrapping paper
• A Thick wax crayon per team
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On the command go, each patrol leaves the hut in search of roadsigns to rub. They have to
make up the phrase "BE PREPARED" on the sheet of paper. They have to brass rub the
letters onto the sheet of paper with the wax crayon, from the road signs. The first patrol
back with the completed phrase are the winners. This is an excellent game as it makes the
scouts think of all the road names in their locality that might contain the letters they need.
You can of course use other phrases for repeated use. It is also a good idea to supply each
patrol with a damp cloth, this is to clean the road sign of wax crayon should the paper split.
271. Capture the Flag

• 2 flags or for night play 2+ lanterns
First you pick out two even teams. Once you have the teams you set boundaries for the
game. The boundaries can be wherever you want them. What you should end up with is a
large rectangle or square. Once you have decided on the boundaries, you should draw a
line through the middle of your playing zone. This line is divides the two sides. Each team
should be able to choose where they want their flag and jail but they have to show the other
team where they are and both teams have to agree on the placement of the flags and jails.
Once this is done, each team goes to their own side of the playing field. Once the game
begins, the teams are free to go at the others flag. If a team member is caught on the other
teams side, (To be caught you must be "tagged" by a player on the opposite side on his
own territory), he will be sent to jail. This player must sit in jail until either the game ends or
he is freed by a member of his own team. To be freed, you have to be touched by a "free"
member of his own team. The freed player gets a free walk to his own side of the playing
field. The person freeing the player is on his own, he may still be tagged and put in jail. To
win the game you must capture the other teams flag and return it to your own side without
being captured.
It is up to the team on how they want to place their members. When we play, we usually
have two players guard the flag and one player be the jail guard. Two or more players stick
around and help provide the defence. The rest go for the flag.
Variation 1:
Our troop plays this on every overnight campout. For night play, we use 2 or 4 lanterns. Two
are used to mark the center line, while the other two can be used to show the 'approximate'
area where the team's flag is. Our flag guards MUST remain at least 15 feet (5 meters)
from their own flag unless chasing someone, and the flags must be completely exposed (no
stuffing them into holes in the ground, or tying them to trees). When the teams are small, we
do away with the jail. Instead, we create 'Check Point Charlie' at the centerline. Captured
prisoners can be exchanged for a point. In case of a tie (equal games won, or no winner at
all), the team that earned the most points is declared the winner.
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Variation 2:
This game, played at night, is a variant of Capture the Flag that we just call "The Candle
Game". Two small pots are placed at opposite ends of a field (with trees or bush down the
sides of the field) and lids for the pots are placed on the ground, just beside the pots; a
small, lighted candle is placed in each pot. Each team tries to put out the other team's
candle by sneaking up on their opponent's candle and putting the lid on the pot without
being caught. The rest of the rules are pretty much the same as Capture the Flag.
272. Double Your Money

• Set of monopoly/trading post money
This is a game similar to 'Mixed Up Names' and 'Merchants'. Each player is given a $1
note at the start of the game. The players must then find the very generous leader with the
$5 note who will swap a $1 for $5. The players can then go on to find and swap their
currency with other generous leaders going from $5 to $10, $50, $100. $500 up to about
$1000. You can award points to the first players with a $1000 note, or total the money held
by a team after a certain time limit. It is easier to have one leader give one type of note but
it is workable to have a leader give out 2 different notes as long as there is a few steps
between them eg. $5 and $100, or $50 and $1000. It requires much agility from the leaders
who need to deal with several handfuls of notes coming and going but it is well worth while.
The cubs who have played this game really love it. The idea of being handed large sums of
cash for nothing really got them running around, even when the money wasn't real. A few
cubs asked 'Why don't you use real money?' obvious really, you wouldn't see the leaders
for dust.
273. Elephant Hunt

• Coloured wool to match up with six's colours
• 1 Tin Talcum powder
• Plastic plant identification labels
Tell story to the pack about the elephants who have escaped from the local circus, who
have asked for the cubs help in getting the elephants back. The circus tell us that each
elephant is wearing a coloured mat on it's back, each mat matches one of the six colours.
So each six can look for the elephant wearing their sixes colour on it's back. The cubs then
follow a trail of wool, picking up their colours as they go. They must not pick up any other
colours. You could tell them how many pieces they should find. The trail divides and finally
the coloured wool disappears. All that can be seen is large (talcum powder) elephants
footprints on the ground. These all lead to one place where the elephants can clearly be
seen, wearing tatty mats on their backs, (parents or leaders). But the elephants have been
caught by a gang of thieves who will sell them back to the cubs for £200 no more, no less.
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The cubs are then told that they can gather this money from around a certain bush. This
money is the plastic plant tabs, stuck into the ground around the bush. Each label is
marked with an amount of money. Each six must only take labels to exactly £200 and pay
the thieves for their elephant . They then take their elephant back to the circus where there
is sure to be a reward.
274. Face Paint

• 1 Pack of face paints
The cubs are looking for a job in the circus, but the makeup artists have gone mad! The
cubs must catch the mad artists (leaders) who will add a little face paint before running
away to hide. At the end of the game you can hold an audition for the best face and clown.
Ideal for a cub camp you can tell from 100ft which cubs haven't washed the next morning!
275. Game of Life

I learned a game at national scout camp which I forget the name of, but basically goes like
this. All the scouts save one (or a couple) start out side of the woods. They are considered
the prey of the forest (deer, antelope, small game). In the forest you place a large number of
objects (hats, chips, scarves, etc) which represent food. The prey must go into the forest
and gather three items of food (and return them to the safety zone) or risk starvation during
the winter. The one scout who is not prey is considered a predator (wolf, grizzly, eagle, etc).
The predators job is to capture the prey. he does this by simply touching the prey.
The prey has three methods of defense:
Run Deer use it, (Be careful if you allow running at your camp.)
Freeze A prey that is totally immobile is considered to by camouflaged, and cannot
be touched
until he moves (looks around, etc)
Hide Touch a tree to symbolize hiding in the tree.
Each prey carries one object to symbolize themselves. If they are "eaten" by the predator,
they must give their chip to the predator that got them. They then become a predator for the
next year. If the predator doesn't get three prey, he starves for the winter. Any predator that
starves becomes prey for the next year.
Note, you should start with only a small number of food in the forest the first year (maybe 2 x
number of prey) (remember they need three to survive).
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The game is fun and shows how there must be a balance between the prey and the
predators. I'm sure you can adapt this game to many environments and change the rules
where needed to make it more fun and or educational.
276. Haggis Hunt

• 200 Small coloured cards or similar
• 1 Big ball of aluminium foil
A few days ago the queen haggis came into season as she does every 5 years. Last night
the queen haggis laid her first brood of eggs (the coloured cards) which are a delicacy akin
to truffles and caviar. The teams must collect as many eggs from around the wide game
area as possible before the wee haggis hatch (despite the better environmental instincts of
cubs) for points! A special reward is made for the team who catches the queen haggis who
looks uncannily like some crumpled aluminium foil!
277. Hunt & Chase

• Many different coloured 'flashes' or 'flags'
We play a game called Hunt and Chase. We divide into an 5 teams. All the members on
each team have personal flags of the same color they tuck into their belts. Each team can
catch team members of one other team, and can be caught by the team members of a
different team. When you are caught, you surrender your flag and are given the flag of the
capturing team. There is no natural ending unless one teach catches everyone else. We
usually play it for an hour or so, and then see which team is the largest. For "flags" we use
things like pieces of twine, clothesline, manila rope, green garbage bags and brown
garbage bags. Then the "twines" chase the "clotheslines," the "clotheslines" chase the
"manila ropes," the etc. Some teams usually try to get other teams to help them. For
example, the manila ropes could conspire with the twines to entrap the clotheslines. It is
much more fun in that respect if you have 5 teams rather than 4 or fewer.
278. Jail Break

There are two "cops" and one "jailor". The rest of the people are "robbers". The number of
"cops" and "jailors" can vary depending on the number of players. A fairly central location is
designated as "jail", The jail should be fairly out in the open and the boundaries definite. A
picnic table can work great as a jail (those in the jail would sit on top of the table). All
robbers are given some designated time to go hide (like hideandgoseek maybe 3060
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seconds). After the appropriate hiding time, the cops go looking for the robbers. The
robbers usually are not in the same spot all of the time for reasons I will describe in a
minute. The cops catch a robber by one of many methods (this is where the variations
come into play). The robber may be tagged, hit with a light beam, person identified
correctly, or combinations of these. When a robber is caught, they are taken to jail by the
cop. The big difference between this and hidenseek is, if someone is quick and sly
(someone being a robber), they can cause a "jailbreak" and let all that are in jail get out of
jail. This is done by sneaking up into jail (not being caught by the jailor), stepping IN the jail
(or touching the table with both hands), and yelling "JAIL BREAK!" At this point, all that are
in jail are FREE. The jailor must give everyone that was in jail and the breaker some time to
get away (maybe 15 seconds). Sometimes this game has gone on for hours for one game.
Sometimes it is a fairly short game (but not too often). If you want, you can have the game
continue on by having the final (in this example) 3 people to be the cops and jailor.
279. Kim’s Wide Game

• Selection of common 'outdoor' objects
Before the game pick up a few 10+ objects which the players may find lying about in the
area eg. beech nuts, holly leaves, berries, sweet wrappers and lay them out. The teams or
individuals must find as close matches to the objects you have collected. You can either
display or hide your collection so that the players can or cannot come back and refresh
their memories. The team with the display best matching the original wins.
280. Lamp Chicane

• 4 Lamps such as hurricane lamps
The game is played in the dark between two teams. Two lamps are placed about 100
metres apart. These are the home bases. Another two lamps are placed about 40 metres
apart, and at right angles to the first two lamps. They should be about halfway between the
first two lamps. One team is split into two, one half going to each home base lamp. Their
object is to get to the other homebase lamp, without being caught. They must go between
the other two lamps to get there. There is no restriction on how far out they go to either side
to get to the other home lamp, but they must go between the two 40 metres apart lamps.
For each member who reaches the other home base, their team wins a point.
281. Long Distance Chinese Whispers

• Long message written on piece of paper per team
• Pen and paper per team
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Distribute members of a patrol or six some distance away from one another. Give the
patrol leader a scrap of paper with a message (around 30 words for Scouts). The PL must
remember the message and relay it to his APL who in turn relays it down the line to the final
scout. The final scout writes down the message when he returns back at the starting point.
The team with the message most resembling the starting message wins. The longer the
distance the more breathless (and less articulate) and more forgetful the scouts become.
282. Merchants
• 1 Bag pasta shapes or macaroni
• 1 Bag dried peas or soybeans
Split the pack or troop into 2 teams and give one team 6 macaroni (Gold) and the other
team 6 dried peas (Silver). Explain that the teams should try to make as much money as
possible in the time available. They may do this by trading with the 2 merchants (leaders)
who will be roaming around. One merchant will give you 2 gold for 1 silver, the other will
give you 2 silver for every 1 gold. The team with the most money by the end of the game
wins (count silver and gold as equal value).
Refinement:
The merchants may swap their bags to confuse the players
Refinement:
Player and/or other leaders may steal from other players using tagging or lives.
Refinement:
Introduce another trading stage and merchant (and possibly another team) eg. bronze or
platinum. Merchants only trade bronze for silver, silver for gold, gold for bronze.
283. Mixed up Names

• 1 Name card for each activity base leader and an activity for them to look after at that
base
Each of the leaders or the people manning the bases is given a card similar to the ones
described below:
1.You are 'Thunder Fist'.
Tell them they must find 'The Kraken'.
2.You are 'The Kraken'.
Tell them they must find 'Thorin'.
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3.You are 'Thorin'.
Tell them they must find 'The Hulk'.
4.You are 'The Hulk'.
Tell them they must find 'Robin Hood'.
5.You are 'Robin Hood'.
Tell them they must find 'Thunder Fist'.
You can of course vary the number of bases that you have. Each person manning a base is
also given an activity that the cubs or scouts have to complete at that base. The base men
are sent out and hide within a given area. The patrols are then sent out, each having been
given a different 'NAME' to find. When a baseman is found, the scouts or cubs have to ask
him if he is the name they are looking for. If he is not then they have to keep looking. If he is
then he asks them to complete a simple scouting exercise such as tying a bowline. He then
gives them the name of the next person they have to find. A point is given for completion of
an exercise to the satisfaction of the baseman. The winning patrol is the one that finds all
the basemen and completes the most tasks.
284. Mr. Spongee Man

• 2 sets of watercolour paint
• 2 sponges
This game is brilliant if played occasionally (like camp) The game consists of two leaders
running into bushes and hiding. and two other leaders running as "Mr. Spongee Man" The
cubs have to get about 8 colours and get back to an allocated base. The problem is they
have to take it in turn to get the colours from the leaders, but Mr. Spongee man is on the
look out for people. Mr. Spongee man is to rub off ALL the colours that the cub/scout has!
So this is tiring the minimum leaders needed is 4 but you can have more if you want. You
can also increase the amount of colours of you have them!
285. Naval Combat (Nigel’s Navy)

• Coloured wool for lives
• 6 Cards bearing the name "DESTROYER"
• 4 Cards bearing the name "SUBMARINE"
• 2 Cards bearing the name "BATTLESHIP"
Instead of cards you could use coloured counters or plastic clothes pegs. This is best
played with three or more teams. Each team is given a base which is their naval shipyard.
Each player is allowed to take one card from their shipyard to take part in the combat.
When they take a card, they also take a length of their teams coloured wool to tie round one
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arm. A combat area is marked off in the center of the field and combat may only take place
within this area. Combat takes place in the following manner, a player will tag a player from
an opposing team. Both players then compare their cards as follows:
A battleship takes a destroyer, a destroyer takes a submarine and a submarine takes a
battleship. The losing boy hands over his piece of wool to the winner and returns to his
shipyard for a new piece of wool. Combat can only take place between two players who
are each wearing a piece of wool. If both players have craft of equal status such as two
submarines then it is an even match and there is no victor, they then have to go and
challenge somebody else. A boy can exchange ships only at his shipyard when he is
getting a new piece of wool. The winning team is the one which has collected the most
pieces of wool at the end of the game.
286. Postman Game

• 3 plastic bags
• 2 sets of differently coloured cards (2" squared is big enough)
Three leaders are required for this game. The first leader is the postbox, the other two give
out the the different postcards. The troop or pack is split into two teams. One team collects
and posts one colour of card, the second team posts the other colour. Players can only hold
one postcard at a time they must post one card before collecting another. The postbox
and distributors can roam and hide to evade the players. The team who has posted the
most postcards wins.
Refinement:
Leaders can swap jobs so that players do not always know who to go to
Refinement:
Spare leaders can rob players of their cards
287. Rockets and Interceptors

• 1 Bucket or large tin
• Large number of coloured balls or plastic clothes pegs all the same colour
• Skittles or rope to mark off the target area
This is played by two teams. The attacking team are called the rockets and the defending
team are called the interceptors. The target area is marked off and the bucket or large tin is
placed in the center. Only rockets are allowed to go inside the target area. Up to four
interceptors are allowed to hover around the target area. The rockets have a base at which
they pick up their warheads. Each rocket can carry only one warhead to the target area. If a
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rocket is tagged by an interceptor before going inside the target area, they must hand over
their warhead and return to their base. 20 warhead units in the bucket or tin destroy the
interceptor target area. All the coloured balls count for 1 warhead unit. The five white balls
are special multi warheads and count as 5 warhead units for each white ball. If the
interceptor target area is not destroyed after 20 minutes then change over the teams
so that everyone has a turn at attacking and defending. This game is best played where
there is a bit of cover for hiding and creeping up on the target, or at night when visibility is
reduced.
288. Scout-Staff Treasure Hunt

A wide game that is popular in our scouts is to distribute various items of a trangia around
our local village, on the Scout Leaders doorstep, and the Exec.'s etc, and send the scouts
off on a kind of a treasure hunt, with the aim to make a cup of tea for the S.L. and the A.S.L.
at the end. The hunt started with a note telling them where to find the next item of the
Trangia, and then the next note was on the next item, etc... It also helped the scouts to learn
who their Exec. were, as the notes told them it was in the Secretary's garden, and it helped
immensely if they knew who the secretary was… Tragia: Swedish outdoor cooker, I'm not
at all sure if it's known at all in the U.S., but it is very popular over here. It's lightweight, and
uses meths to run, but Butane attachments are available now. Mine splits up into several
pieces, and so was ideal for this exercise.
289. Smugglers and Spies

• Pieces of paper with the following smuggled items with point values written on each:
• 10 x Chocolate (50 points)
• 8 x Sugar (75 points)
• 8 x Animal pelts (100 points)
• 6 x Gunpowder (150 points)
• 3 x Designs for new secret weapon (300 points)
• 1 x Map to buried treasure (500 points)
Divide the group into two teams. Have each team put on its armbands. One team becomes
the smugglers the other the spies. After the rules of the game are given, each team
retreats to separate ends of the playing area (320 acres with open woods is ideal for the
game.) The smugglers each receive the tiny pieces of paper, which they are going to try to
carry into enemy (spy) headquarters. The spies set up their headquarters inside a 10' by
10' square area that has its definite boundaries. The scorekeeper sits inside spy
headquarters. After each team has been given the opportunity to devise a strategy, play
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begins. The spies fan out away from their headquarters and try to intercept smugglers as
they attempt to take their goods inside. When a smuggler gets caught (tagged), he must
stand still and permit a one minute search of his person by the spy who caught him. If the
spy cannot find the piece of paper within one minute (paper has to be hidden in external
clothing layers), the smuggler is free to try to advance again into the headquarters. If the
spy does find the 'loot', he takes the piece of paper into spy headquarters and gives it to
the scorekeeper, while the smuggler returns to his headquarters to receive another piece
of paper. If a smuggler penetrates inside the spy headquarters, he gives his goods to the
scorekeeper, and is escorted back to his own headquarters by a staff person or leader
supervising the game. The game continues for a set period of time. When it ends, goods
(points) are totalled, and a winner is declared.
290. Troglodytes
• 1 Candle
• 1 Box of matches
• Some torches
Here is a wide game that we call "Troglodytes" although I think that it's common name is
burning bridges. The premise behind the game is that Troglodytes have landed on our
planet from another galaxy and are preparing to take over the world. The troglodytes have a
faulty spaceship which will explode if it is set on fire. The scouts job is to sneak up to the
troglodyte ship and blow it up. However, The troglodytes are more advanced than humans
and have laser blasters that can kill the scouts. The game is played on a dark night in a
large field with many hiding spots. The leaders place a candle and some matches at a
designated location. The leaders then pick a place near the candle but not right up close to
it. Each leader carries a flashlight and is not allowed to move from his/her location. The
scouts start at one location and must sneak up and light the candle. If a leader hears a
scout he/she turns on his/her flashlight and blasts the scout. If a scout is hit with the
flashlight then he is out. The game continues until a scout can light the candle or until all
scouts are dead. Note that the flashlights can only be used for a short burst.
291. Will-O'-The-Wisp (Stalking)

• 1 Flashlight
This game should take place across country at night. Two Scouts set off in a given
direction with a lighted bull'seye lantern. After two minutes have passed the patrol or troop
starts in pursuit. The lantern bearer must show his light at least every minute, concealing it
for the rest of the time. The two Scouts take turns in carrying the light, and so may relieve
each other in difficulties, but either may be captured. The Scout without the light can often
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mingle with the pursuers without being recognized and relieve his friend when he is being
hard pressed. They should arrange certain calls or signals between themselves.
292. Zorch
• 1 Flashlight
• 1 Pot
This game has to be played on a rather dark night. Playing this game on a hill is preferable.
One player sits at the top of the hill with the flashlight, the rest of the people start at the
bottom of the hill. The object of the game is to advance up the hill and touch the pot without
being "zapped" by the person with the flashlight. If a person is zapped they have to go back
down to the bottom of the hill and has to start over. The first person to get the pot is the
winner. He then becomes the person with the flashlight and the game starts over. My troop
has played this game for hours on end. It is really fun and even some of the adults get in on
the action.
293. Ankle Grasp

• Chalk
Draw a ring 6' in diameter. The contestants enter the ring, stoop over and grasp their
ankles. The object of the game is to push your opponent over or to make him let go of his
ankles. The player is automatically disqualified if he steps out of the circle.
294. Australian Circle Game

• 2 Tennis balls
A player stands in the centre of a circle, holding a tennis ball. He tries to throw this ball to
someone in the circle who will drop it. Another ball is also being passed around the circle
from one boy to another. The player in the centre may throw his ball to anyone, but he
usually throws it to the boy about to receive the ball being passed around the circle. If either
ball is dropped, the one who dropped it changes places with the boy in the centre.
295. Bash the Leader

• Several soft balls
Divide the scouts into 4 teams. The object of the games is to hit the leaders with the soft
balls. Scouters are situated in each of four corners of hall 4 teams of scouts, each
assigned to different a leader. Scouts place themselves strategically in their quadrant to
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protect their assigned leader. Once placed, Scouts are not allowed move their feet (they
can twist and turn to intercept and throw balls).
Leaders count each time they are struck by ball. Winner is leader with least amount of hits.
296. Blind Man’s Knot

• A rope per player
• A blindfold per player
The squad is blindfolded. The leader passes down the line, holding a piece of cord knotted
in one of the familiar knots. Each boy may finger it for ten seconds to discover which knot it
is. The squad is then provided with a cord. At the word "Go" each blind player makes the
knot he considers the right one. The quickest (if correct) wins.
297. Bomb the Bridges

• 24 tennis balls
The players stand scattered around the hall with their legs around 2 feet apart. Each
player's legs form a 'bridge' which may be bombed. To bomb a bridge, a tennis ball must
be thrown between the player's legs (hitting a player's legs is not enough). Once bombed
the player is out and must sit down. However, they may still take part by continuing to throw
the tennis balls to bomb other players. The last player standing is the winner. To prevent
being bombed a player may protect himself using his hands to catch or deflect the tennis
ball. Players may not move their feet or crouch to prevent being 'hit'. Balls which are out of
reach may be retrieved quickly by the nearest players so that play can continue. The
greater the number of balls the harder and faster the game becomes.
298. Capture the Fort

• 1 Soccer ball
Divide players into two sides: Attackers and Defenders. Defenders form a circle, holding
hands and facing outward, with their captain in the centre. Attackers surround the fort at
about eight or ten paces distant. They try to kick a soccer ball into the fort; it may go
through the legs of the defenders or over their heads. If it goes over their heads, the captain
may catch it and throw it out. But if it touches the ground inside the circle, the fort is
captured and the players change sides.
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299. Cat and Mouse
Organise the players into a rectangular grid, or maze, spaced so that they stand two arms
lengths away from their partners in all 4 directions. If you have an awkward number of
players you may leave out up to 2 players they will be given roles later in the game. Before
the game starts it is best to rehearse changing the maze: Start with all the players facing in
the same direction with their arms spread to their sides this should create a number of
rows. On the command 'Turn' everyone should turn round 90° don't be too worried which
way just as long as it is a quarter turn. This changes the maze from rows to columns. Two
players a 'cat' and a 'mouse' will run around the maze, the cat trying to catch and tag the
mouse. They may run around the maze and along the lines of arms but must not pass or
stretch across them. You can shout 'Turn' at any point during the game to change the maze.
Thus you may suddenly prevent the mouse getting caught or put the mouse very close to
the cat. When the mouse is caught start again with another pair or start with a new mouse
and allow the old mouse to 'grow' to a cat.
300. Chair Basketball

• A ball
• 2 chairs
Each team has a boy standing on a chair at the opposite end of the room, the object of the
game is for the team to score a goal by having their team member catch the ball that is
tossed to him while on the chair. The ball must be dribbled to within throwing distance. The
catcher must catch the ball while on the chair.
It's best to have teams of around 68 players.
301. Chinese Ladders

This games only belongs here insofar as the boys are likely already arranged in the right
format to play it. The should sit down the length of the hall facing their partners, with their
feet touching those of their partners.
...like so. Starting at the top end of the diagram, upon command, the boys jump up, and run
down the hall over the legs of their team (who may not move those legs!) and then touch the
end of the hall. They run back around the outside, touch the top wall, and then make their
way over any legs back to their place, whence the next boy may do the same. It's a race.
Note the way I have described it so that each boy must sit down beyond the next person in
his team; this helps prevent cheating by starting early.
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This game can be made more interesting by providing simple obstacles around the two
outside edges of the hall, eg car tyres to get through, turned gym benches to walk along, or
chairs to go under.
302. City, Town, Country

Players sit in two lines team A and Team B, each line numbered 1 to N. Player 1 in team A
says to player number 1 in team B the name of a city, town or Country. We will suppose for
example that he says 'GERMANY". Player 1 in team B must now say a town city or country,
beginning with the last letter of Germany. Let us suppose that he says "YORK". Player 2 in
team A now has to say a city, town or country beginning with the letter K. This goes on all
the way down the line. If a player fails to give a correct answer or duplicates a previous
answer, then a point is awarded to the other team. When the end of the line is reached play
begins at player number 1 again.
303. Compass Game

A game I used to play in scouts was the compass game. Everyone stood spread out
around the room and was told to orient themselves to 'north'. North could be real north or a
convenient wall or corner in the room. Everyone except for the caller and the referees
closed their eyes (blindfolded if you don't think the honor system will work). The caller then
calls out a direction, like 'east' and then everyone turns (eyes still closed) and points in the
direction of east. The referee the goes around and taps the shoulder of anyone not pointing
in the right direction. They are out. The game continues until one player is left. It gets
interesting when you start calling headings and bearings. This is a good game as it only
discriminates by your sense of direction, which improves as you play.
304. Compass Points

• 8/16 Poles or a piece of chalk
This game will be found excellent practice in learning the points of the compass. Eight
staves are arranged in star fashion on the ground all radiating from the center. One staff
should point due North. One Scout now takes up his position at the outer end of each staff,
and represents one of the eight principal points of the compass. The Scoutmaster now
calls out any two points, such as S.E. and N., and the two Scouts concerned must
immediately change places. Anyone moving out of place without his point being named, or
moving to a wrong place or even hesitating, should lose a mark. When changing places,
Scouts must not cross the staves, but must go outside the circle of players. when three
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marks have been lost the Scout should fall out. As the game goes on blank spaces will
occur. These will make it slightly more difficult for the remaining boys. To make the game
more difficult sixteen points may be used instead of eight. When played indoors the lines of
the compass may be drawn in chalk on the floor.
305. Crabs, Crows and Cranes

This is a running about game which is good if you are in a large hall or outside with a lot of
boys. Split them into two teams, in two lines across the hall. There should be a gap of a few
feet between them. Near each end of the hall should be a home line. One team are the
crows, the other the cranes. If you shout cranes, the cranes team must run to their home line
without getting tagged by the crows team. Any member of the cranes that gets tagged has
to join the crows team. If you shout crows, the crows team has to run to their home line
without getting tagged by the cranes team. Any member of the crows that gets tagged has
to join the cranes team. If you shout crabs they must all stand still. Anyone that moves must
join the opposing team. You start off each time with both teams lined up across the hall
facing each other. The game ends when one team has all the players. You can have a lot of
fun rolling your RRRRR'S with this. CRRRRRRRRABS, CRRRRRRROWS,
CRRRRRRANES.
306. Crab Football

• 1 ball
• 4 chairs
This is a version of football which can be played indoors using chairs as goal posts. The
rules are much the same as normal football with the exception that players must be in the
crab position. That is on hands and feet with back towards the ground.
You may like to make additional rules to prevent the goalkeeper throwing the ball too far
across the hall. For example, the ball must bounce at least once on their side of the hall.
307. Dodge Ball

• 1 ball
Divide boys into two teams. One team makes a circle and the other team stands inside it.
The boys forming the circle throw a large ball at the boys inside the circle, who are running
around trying not to be hit. The inside boys may not catch the ball. A ball hitting a boy on the
head does not count. Only boys in the outside circle may catch and throw the ball. Boys
who are hit below the knee join the outside circle and try to hit the inside boys.
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Refinement:
Enter a six or patrol into the centre of the circle and time how long a team can stay in for.
Passing the ball across the circle will help catch out the more agile players!
Similar Games:
See Sinbin Dodge Ball, Zone Dodge Ball and Snake Dodge
308. Dog and Possum

• 2 different bean bags
The Cubs form a circle. The Leader takes one bean bag (possum) which he starts on it
way round the circle. A moment later he starts the other bean bag (dog). The dog must
catch the possum before it reaches the starting point.
309. Exhaustion
The pack or troop sits in a circle and are numbered in 4's (ie 1,2,3,4,1,2,3,4... ). When a
player's number is called he must stand up and run around the circle clockwise trying to
catch and tag the player in front. When tagged a player must return to his seat. The cub who
is finally left wins. You may need to terminate the round if two of the cubs are too evenly
matched.
310. Frogs and Flies (Wink Murder)

More participants the better.A detective is chosen.She stands in the center of a circle of
children, all who are sitting down, indian style.Everyone closes eyes tightly while the adult
goes around the outside of the circle of children and secretly taps one of them.This person
is the frog.Adult informs everyone to open their eyes. Now, the frog's job is to eat the flies;
the flies being the other children in the circle. The detective's job is to try to guess which
one of the children in the circle is the frog.The frog tries to "eat" as many flies by making
eye contact with other children in the circle and sticking out his tongue at them without the
detective seeing him. Once he has stuck his tongue out at someone, they extend their legs
straight forward, or they can lie down, indicating that they have been "eaten".The detective
watches for the frog, while the frog tries to "eat" as many flies as he can before being
discovered.The detective gets 3 chances to guess who the frog is.Then, the frog turns into
the detective, and the adult chooses a new frog.
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Updates:
20131111 First very early draft. It contains 195 games and icebreakers.
20131114 215 games
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20131117 310 games
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Icebreakers and Exercises

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Icebreakers, Creativity Exercises, Group

Energizers and other useful tools for young

5. The question web

8. Name that person

9. Would you rather

12. People Bingo

13. Around the World

16. Once Upon a Time

17. Word Link

18. Object Stories

19. Add Words

21. One Minute Please!

22. Newspaper puzzle

23. Name grid

24. Balloon Hugging

27. Pass the Orange

28. Liquorice Line-up

29. Chocolate Chomp

30. Whistle and Burp

31. Pass the Polo

33. Backward Clumps

34. Song Scramble

35. Charade Relay

36. Movie Star Scramble

38. Twenty Questions

39. Wink Murder

40. The Human Chair

41. Human Bingo!

Characteristic Name/Signature Characteristic Name/Signature

42. Getting acquainted

43. World Trip

44. Who’s missing

45. Chinese Whispers

46. The Name of the Game

47. Human Tic-Tac-Toe

48. Tick Tock

49. Famous People

50. Move to the Spot

51. Mrs. O’Grady

52. Toilet Paper Game

53. Making the Longest Chain

54. Scrambled Eggs

56. Can I come to the Party?

57. Memory Game

58. The World

59. Team Hopscotch

60. Train Game

61. Animal Noises

62. Wink Murder

63. Who’s changing the Movement

64. Bomb Shelter

65. One Special Thing

66. Body Lift

67. Sitting Circle

70. Concentration Points

71. Trust Walk

72. Body English

74. Straw Game

75. The Machine