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Consensus Building with Chiji Cards

8/14/2019

Recently, at a training for some amazing educators, I had another opportunity to work with my Chiji Cards. For me, they are a 'grounding' prop, one that I have been using in impactful ways for over 20 years (they were the first image cards on the scene way-back-when). Now, there are a wide variety of 'image cards' that can be used to build community in all-kindsa ways. (My second favorite set of image cards: Climer Cards.) And, I've seen some homemade image cards that are amazing - just cut out and laminate pictures from magazines and catalogs. (I'm actually working on a print-n-play set of my own - drawing the images on my iPad.)

After this recent training I was looking through my Chiji Guidebook materials and found this great story from Jennifer Stanchfield of Experiential Tools - Jennifer is an amazing educator, trainer and author working with people all over the world. Here's one of her Chiji stories:

My favorite ways to use the cards are
group consensus methods.
Jennifer Stanchfield

My favorite ways to use the cards are group consensus methods. This came out of one of those accidental inventions of facilitation that occur when you are confronted with having to adapt your favorite activities to new parameters. I made a major switch in my facilitation approaches when I moved from working with small groups in the therapeutic setting to larger classroom groups in public schools.

I first came across the cards early on in my training career when I was searching out tools and ideas that would help the recreational therapy students I was teaching in my program at the university hospital. I wanted to show them how to become more comfortable with processing.

The Chiji Cards were introduced in an experiential education magazine as a tool for novice facilitators and Steve Simpson and I connected around that article. [Steve is one of the creators of the cards and the co-author, with me, on, The Chiji Guidebook: A Collection of Experiential Activities and Ideas for Using Chiji Cards]

When I started using the cards with my own groups I found that that they weren’t just a “tool for beginners." As a seasoned facilitator I appreciated the depth of conversation and insight that came out of participant’s connection to the metaphoric images.

I used the cards successfully in my small groups of adolescents and family groups at the hospital. Because they had become one of my favorite tools I of course carried them with me to my classroom settings as well. When I moved to these larger groups I couldn’t use them in the same way I had at the hospital, as it was impractical, due to time constraints, for 24 students to pick individual cards and share in a class session. So one day after a group challenge in the physical education classroom I tried spreading out the whole deck of cards on the gym floor and asked the whole group of students to come to agreement on one that represented what they achieved together.

I became hooked on this method after seeing the group drawn in by the cards and treating processing as an engaging group problem rather than “that boring thing you do after the fun activity”, not to mention the rich dialogue that occurred as the students discussed coming to consensus on one card. The student’s shared profound insights about the cards and their connection to the activity/learning as they came to consensus. It was if they were unaware that they were processing.

Since that time this has become my method of choice when using the cards. After an activity/important moment/ end of session, I just ask the group to come to consensus on one card/object that best represent their experience as a group, the strengths of the group, or something they have achieved together.

Thanks Jennifer for sharing your story. How about you? Do you have a favorite activity using image cards? What are your favorite image cards? Leave us a Comment so we can learn together.

All the best,

Chris Cavert, Ed.D.

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Willow in the Wind & Lift Off (Levitation) w/Video

8/1/2019

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I recently learned this sequenced pair of activities from my good friend Rohan. We were training together out in California - it's so educational for me to get to see other amazing facilitators at work. I learn so much from them. Down a bit in this post I share how Rohan specifically facilitates Lift Off. First, let's explore the activity, Willow in the Wind.

Willow in the Wind
Early on in my team builder career, I took a number of Project Adventure workshops. Part of their trainings always included "Trust" sequencing. Willow in the Wind, a "trust-pass exercise" was used "as a warm-up activity for the more dramatic falling sequence of The Trust Fall" (Cowstails & Cobras II, Rohnke, 1989). Willow in the Wind is now more than just a precursor to Trust Falls. I use it a lot when practicing spotting for wired low-element events or providing a "trust building" or low-to-the-ground "risk taking" activity. I've seen some incredible break-throughs during Willow in the Wind. Okay. So how does it work?

Going to my shelves, the earliest write up I could find is in the, More New Games book (1981) from the New Games Foundation. For historical purposes, I want to share their original description :

We form a small circle of about eight players standing shoulder to shoulder and facing the center of the circle with hands held at chest height, plans forward [will a bend at the elbows for flexing and extending]. Each of us should have one foot slightly behind the other for good balance [and a little bend in the knees]. We've just transformed ourselves into a summer breeze, and now all we need is a volunteer to be the willow. [I love this last line - ever been transformed into a summer breeze?]

The willow stands in the center of the circle with her feet together, her arms crossed over her chest, and her eyes closed [closing eyes is, of course, optional]. Keeping her feet stationary and her body straight but relaxed, she lets herself go, swaying from side to side, forward and back. Those of us in the circle support her with gentle pushes of our palms and provide summer-breeze sound effects. [Oh, I love this too - I'm adding the sound effects into my Willow in the Wind!] We should make sure that there are at least two people supporting the willow at all times [I like to say, "four hands on the willow at all times"], and that our gentle breeze does not become a howling hurricane.

In turn, each of us gets to be the willow in the wind, swaying to and fro, caressed by the breeze. This is a trust game. The player who is the willow gets the opportunity to trust the other players completely, and those of us who are the breeze get to feel the trust the willow has placed in us.

Such an elegant description - it makes me want to get a group together and try it right now! Along with the handful of additions, the description above is pretty much how I set up Willow in the Wind. Then, my role, walking around the outside of the circle, is to keep eyes and ears on the group to make sure they are being a gentle, supportive breeze. That's Willow in the Wind.

A Historical Aside
In the book, Cowstails & Corbers II (1989), Karl Rohnke shares a "second [willow in the wind] trust-pass sequence." I have never tried this one, but it looks pretty cool. Here's Karl's description:

The circumference people sit down so that they are arranged hip to hip: i.e., closely scooched together. With the center person already set in a standing position (as seen in the picture from the book), the circle people all put their feet on top of the [willow's] feet, locking that person in place.

This is done not to insure the positive participation of that person, but to provide a firm base of the swaying 'willow.' The central person initiates movement from side to side [forward and back] and is consistently and compassionately [gentle breeze] redirected by the sitting catchers. It is important that the catchers keep their hands up in anticipation of the [willow's] body unexpectedly heading in their direction.

DO NOT LEAD THIS ACTIVITY - this is my advise to you: Making an educated guess here, the reason I have never seen this done in the wild is that it's up there on the risk scale (standing spots do not lessen the experience, so why not stand) - facilitators discovered this early on. The sitting circle of players all need amazing core strength and their heads are now under a fall potential, which is not the best practice. I share this one to give you some historical perspective and a means to consider some particular safety issues we are aware of in the field - if an inherent risk can be mitigated, why not? And, there are some low elements still used today where craniums are under fall potential. These are among the program choices we make.

Willow in the Wind & Lift Off
When facilitating this paired sequence, Rohan instructs each group in play to have a lead. This lead will be directing the steps of the process. The center participant will be facing the lead standing in the circle (you will see this in the video). When going through spotting commands, the lead checks each step and signals the spotters to respond. For example, when the willow (center participant) asks, "Spotters Ready?" the lead looks around the circle, checks readiness, then counts down, "3, 2, 1" and all respond, "READY!" [I really like how this lead brings unity to the process.] Then, when the willow says, "Falling!" the lead looks around for readiness one more time, then instructs the willow to, "Fall on." The willow will then be gently guided around the circle for about a minute, then the lead instructs the group to center the willow in place.

Now for the Lift Off. It's very important, during the introduction of this paired sequence, to let everyone know there will be a great deal of pressure placed on the upper body/shoulders of the one being lifted. So, if anyone is concerned about injury to this part of their body, they should not be lifted. And, when being lifted, they want to be lowered, they simply say, "Bring me down." On to the lift.

The lead will first ask the willow if s/he wants to be lifted. If yes, the lead asked the spotters to put hands on the willow. Hands are placed on the arms and upper back, under the shoulder blades of the willow. The lead then instructs the spotters to press, "In, In, In, In" until the lead feels like there is equal pressure around the willow (you don't want the willow to be pushed off to one side). The lead then says, "Up, Up, Up, Up" instructing the spotters to push up on the willow to the hight of the shortest person's reach. Finally, at maximum height, the lead says, "Down, Down, Down, Down" until the willow's feet are safely back on the ground. This "In, Up, Down" sequence is done smoothly without pause. Before the spotters "let loose" of the willow, the lead checks in to make sure s/he is stable. Then, high fives all around. This process is slow and steady with loud and clear communication.

Rotate other willows into the circle and change leads so there is an opportunity for participants to experience the different roles in the process. As facilitators, it is our role (job) to be mindful of the needs of our group - and the individuals within the group. Everyone is an important part of the process, even if they are not lifted.

Let me know how the gentle breezes and flights go for you! Leave a Comment so we can learn together.

Chris Cavert, Ed.D.

P.S. Thanks again Rohan! It was great learning from you my friend.

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Across Toss: Making Agreements (Pre-Full Value Contract)

7/18/2019

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Hello my Team Building friend. This is a long one - a long-form post as they say in the biz. So, grab a favorite beverage and give yourself about 20-minutes to digest this one. Or, read the What? today and the Why? tomorrow - and let me know what you think.

Across Toss is a true mash up of influences. Mainly, All Catch (detailed in the footnote below) from Karl Rohnke's, The Bottomless Bag (1988), Falling Star, in my book, Portable Teambuilding Activities (inspired by another Rohnke activity called 7-Up), the phrase (and philosophy) "Keep your agreements" from my friend West and the way I use the activity (I call) Have You Seen My Lunch - I play it the way described to me by Scott Goldsmith when he uses it to talk about agreements - how we make, keep and break them.

I first tried Across Toss (last week) with a group of 6th & 7th graders. I wanted to weave in the idea of making agreements (i.e., norming, Full Value Contracting), understanding agreements, keeping agreements and sharing voice or 'speaking up' as I framed it. (There can also be some work on how we manage and treat mistakes within the group - this was a secondary focus for me.)

In this What? & Why? format, I'll break the activity down step-by-step. (There are more What? & Why? activity breakdowns at this blog site if you are interested in this format. Go to Categories - down the right side of this page - and click on What? & Why? If you want the philosophy behind What? & Why? - spoiler: a training resource - read the intro to Name Card Return: What? & Why?)

Reality Check: In reality, real time, I spent about 15 minutes on this activity (of the 90-minute team building activity portion of the program - three more hours were spent on the high course where 'making agreements' carried over) in order to make the learning points - mainly, making and keeping agreements. It's amazing to me how much (decision-making) goes into facilitating such a short activity.

What?
(This section is about What I did, and will generally do, when leading Across Toss)

1. I have a game spot and two safe tossables for each participant ready to go. (My tossables were stress balls, a squeaky penguin and some inflatable orbs a little bigger than a softball.)

2. I gave everyone a game spot and asked them to circle up - about a one-arm length apart from each other - and then instructed them to stand on their spot.

3. There were eight participants in the group, including me (I played as well). I chose to start with three tossables. I handed out the tossables to three different people.

4. I frontloaded the activity with this information: "This activity is about making agreements with your group members. For example, one will be, who will agree to catch the object you have to toss - if you have an object to toss. Another one I'm going to ask you to make is to agree to speak up if you are unsure of anything during the activity."

5. I interject here: "Throughout our program together, I'm going to be asking you to make other kinds of agreements. We'll have the opportunity to discuss the agreements before you commit to them. And, maybe there will be some agreements you can't make - and that's okay. We will work through this as well."

6. I go on to ask for one agreement now: "So, can you all agree to speak up any time you are unsure about something during the activity? This might be difficult to do, but I'm asking you to try. Can I get a thumbs up if you agree?"

7. I provide the challenge at this point: "Here's how the activity works. As a group, our objective is to catch as many objects as we can - twice in a row. I'll explain this in a moment. We play the game in a series of Rounds. For Round 1 we have three objects to toss - hold up your object if you have one in your hand. Cool, thanks.

Each Round will have at least two toss attempts, maybe more. I, for now, will begin each toss attempt by saying, 1, 2, 3, toss. On the word 'toss' everyone must toss his or her object to someone else in the group - you are not allowed to toss an object to yourself. If all the objects are caught on this first toss, we go for another toss with these three objects. I will say again, 1, 2, 3, toss. All objects must be tossed at the same time - objects can't be tossed to yourself AND you may not toss it back to the person who just tossed it to you. Now, if we catch all the objects this second time, we will add another object to the challenge - this is what I mean by catching the objects in play twice in a row. When we add an object, we move into the next Round.

Again, the challenge is to see how many objects we can catch twice in a row. So, the more Rounds we play, the more objects we catch.

If an object drops to the ground after a toss, we simply try again. We can view a drop as a mistake - will it be okay to make a mistake during the activity? Who's made a mistake before? How do you like to be treated after making a mistake? How do you treat yourself after making a mistake? How do we want to treat ourselves and each other after making a mistake? Again, if a drop happens we get to try again. The bottom line is that we will play each Round until we can catch the object in play twice in a row."

During this first attempt at Across Toss, I did take a little time to 'check in' on the drops. I asked if there if they could tell me why the object dropped and what could be done to prevent this type of drop in the future - again, a quick check.

8. I let the everyone know, "I am part of the group for this activity, so I am available to make an agreement."

9. At this point I ask if there are any questions about the challenge or directions.

10. It's time to toss. "Okay, let's give this a try. Everyone with an object, please make an agreement with someone in the group that will try to catch your toss. Then, you all let me know when you are ready for the toss."

11. I confirm, "Is everyone ready? Are you sure? Tossers, who is your agreement with?" I have them each point out who they have an agreement with. "Okay, here we go. 1, 2, 3, toss." At this point, we play this round with me calling the toss, until the group catches the objects twice in a row.

12. When the group is successful, we celebrate with hoots and claps!!

13. Here I ask, "Just to check in, what agreements did you make so far? Were you able to keep your agreements? What happened if an agreement was not kept? Are there any questions or concerns about our agreements so far?

14. Now, before moving on I ask everyone to make another agreement. "Before moving on, I'd like to ask you to make another agreement with me and the group. I would like you to agree to speak your truth as we move on through the activity. There might be times when your truth is different than those of other group members - so it might be really difficult to speak your truth, but I'm asking you to try. Do you have any questions about what I'm asking? Please give me a thumbs up if you can agree to try and speak your truth."

15. After our new agreement I introduce another object. I ask, "Do you all want to add in another object, all the same rules apply, or do you think that three objects is our best effort at this time? What is your truth on this?" From this point we go to the next Round or decide together to stop and move on to another activity. If the group decides to move on to the next activity, we process our Across Toss experience (see below, Step 17) before moving on.

16. Playing the next Rounds: Rounds continue until the group 'agrees' that they have done the best they can, at that particular time, and want to move to another activity. For each Round the rules are the same - when you have an object (or two) to toss, make an agreement with a catcher (or catchers). Then, everyone tosses on the word 'toss.' The group makes tosses until they can catch the objects twice in a row OR they decide, during a Round, they have achieved their best effort.

17. Processing Across Toss: In the end, I focused on one area of understanding, making and keeping agreements. Even though I did bring up some other learning moments - how will we treat each other when a mistake is made and preventing future drops (problem solving), I focused on the one topic for take aways. Here are some of the questions I used (to the best of my recollection):

What were the agreements we made for this activity?
How did you, specifically, do keeping your agreements?
If you couldn't keep an agreement, what happened? Did any feelings show up for you? Which ones and why do you think they showed up?
What was it like for you to keep an agreement? What feelings showed up for you after keeping an agreement?
What agreements are you in right now in your life outside this program? Are they easy? Are they difficult? Are they important?
If we can't keep an agreement, what are some good ways to handle this situation?
Does anyone have an idea for an agreement we would want to make as a group moving forward today?

Why?
(In this section I give you the Why behind what I did for each step.)

1. I like use games spots if I have them - they provide clear information about where to stand when I want to keep this a constant. For Across Toss you don't need game spots.

I chose to use a variety of tossable objects. I like the visual diversity and it provides an opportunity for participants to speak their truth. For example, in this first attempt at Across Toss one of the participants (during Round 4 I think) did ask if someone else would be willing to make an agreement with her tosser because the ball he had was small (stress ball) and hard to catch. To solve this, someone in the group traded objects with the tosser so he could have a larger object - the catcher was then comfortable enough to make an agreement with her tosser. Good Stuff!!

2. The circle with one-arm spacing is good, in my opinion, for tossing-types of activities - players are not tossing over anyone. I decided if they asked to resize the circle I would let them, but if they ask to change the shape of their formation, I would not let them. In my thinking, I took away some problem-solving options (not an objective I was working on at the moment) in order to focus on the topic of making agreements.

3. Handing out three objects at the start, in my mind, saved some time - we could have started with one object, progressing from there. But, I believed the group could handle three at the get-go. To start, I would go up to half the group starting out with an object, so half are catching and half are tossing. However, I wanted to have a couple Rounds of practice, and confidence building, before someone in the group had to both toss and then catch. And, I included myself in the action because this one seemed easy to observe while playing due to the controlled nature of tosses. I felt confident that I could, toss, catch and observe all at the same time if needed.

4. Here I simply told them about what we would be working on during the activity so they could anticipate (a bit), what they would be talking about. This can be considered the, 'WHY they are doing this' part of the introduction. Providing a couple examples then jump-starts the brain towards what to expect. I also knew that this middle school age group would understand what an agreement is so I didn't go into defining an agreement - but, this could be done.

5. This 'interjection' is also another anticipatory set (education theory term). Using Across Toss to introduce agreements would give me some experience to go back to during the program when we made new agreements or were still keeping our initial agreements. For example, I used this during the high course part of the day, "Remember during Across Toss I asked you to make the agreement to speak your truth, even if it would be difficult to do? Well, I'm still asking you to keep this agreement - to speak your truth about the Leap of Faith. What is your truth?" (This participant was feeling pressured by a friend to climb the pole, but I could tell he really didn't want to. So, I asked him for his truth.) He chose not to climb and to be the anchor for the belay team. Again, good stuff!

6. Here I asked them to make their first agreement. I felt it was a reasonable first step - basically asking them to ask questions if they had them. In my experience, this is a pretty easy agreement to make (sure I can ask questions), but it is sometimes difficult to really keep (I'll look stupid to others if I ask this question). This makes for a good processing question - "How many of you had a question or a concern you wanted to voice, but didn't? Why do you think that is?" A good thread to tease out.

7. This step is about flushing out the directions. I chose to start out saying the countdown, 1, 2, 3, toss, so I could model this role. In my plan, I was prepared to pass on this role to someone in the group - giving the group, as a whole, more responsibility. However, it didn't feel right to pass this role on with this group. (By all means, pass this role off if it feels good to do so.)

I didn't (and usually don't) get into to super detail with the rules, I want to get them playing. Playing allows the group the chance to collect some data and then ask better questions.

When talking about drops, I don't spend tons of time here - I don't/didn't make a big deal about it. I did tell my group that, yes, a drop can be seen as a mistake - so how will we treat each other if this happens. Good. Let's move on. Again, my focus for the activity is/was on making agreements. One of the agreements is/was to TRY and catch a toss - so, essentially, catching is/was not required, only a try-to-catch. Now, with that said, could there be some embarrassment around not catching? Yes. But a reminder about making the try is what's important. "Did you try?" Awesome. Then you kept your agreement. Now, we get to TRY again - we get more practice. Isn't this great?!"

8. Here I remind everyone I get to play as well - I can make agreements with them. I also share here that I will not always get to play because my responsibilities will change depending on what we're doing. But, whenever I can, I'll play. I believe 'playing' with the group provides me with the opportunity to build rapport - be a part of the successes and limitations. We can be in it together. And, adults are great resources and very willing to make agreements and show (sharing experience) that it's hard for us, as well, to keep agreements all the time. For example.... I share stories about myself so my participants will (hopefully) get the scenes that I'm human, just like them.

9. I believe it's always important to provide the group opportunities to ask questions - and, this was an agreement I asked them to make. My process is this - after asking if anyone has any questions, I look to everyone in the circle, making eye contact with each person for about three seconds. I go around twice (the second time a bit faster). This allows time for everyone to think about a question they have and then formulate how they want to phrase their question. I find this process produces more interaction from the group - they are more willing to share if they have a little time to think and decide.

10. Here I'm asking them to make there first agreement with someone in the group. I don't tell them how to do this - I want them to figure this part out. And, it's not easy for everyone 'ask' something of other people. This is part of the learning. If a solid agreement isn't made, there is confusion and drops. So, I let this play out on its own.

11. Now, before we tossed, I asked everyone to confirm who they made an agreement with. I wanted to hold them accountable for at least Round 1. I did not ask for confirmation in the subsequent Rounds and more drops occurred. And, they did come to realize that without a clear agreement drops were more likely.

Round 1 only needed two tosses - I believe checking in with their agreements helped. We were able to clear up any misunderstandings before tossing. I facilitated the process.

12. We celebrate after the first Round - I celebrated a bit more than they did, they didn't think it was a big deal, yet. And, we did take some time to talk about the importance of celebration and what celebrating can do for motivation. Not a ton of time on this, just planting seeds for later.

13. Here we did a little check in to see where we stood. We had two agreements so far - agreeing to speak up if they had questions or concerns and making agreements between a tosser and a catcher. Then we talked, briefly, about how everyone did with their agreements. After the first successful Round with no drops, everyone felt they kept there agreements. We were feeling good.

14. Before moving into the second Round, I introduced the group to a new process in the challenge. I'm telling them at this time because this is where it's most relevant. I didn't ask them to make this new agreement at the beginning - they didn't need to at the beginning. So, I saved time in the beginning - I didn't overload them with information. Give some in the beginning and add as you go.

At this point they are asked to make another agreement about speaking their truth - even if it's difficult to do. Others might have a different truth. It's about reaching consensus as a group - everyone agreeing to keep going or stop and move on to the next activity.

15. So, when adding one more object to the challenge with each new Round, I asked everyone to speak their truth, whether or not they thought they could be successful - two catches in a row - with another object. Or, were they at their best number of objects.

16. In this first game of Across Toss, the group had no issues with adding another object - up to Round 4 where some participants were now tossing and catching objects. There were drops in Rounds 2 and 3, but the group quickly realized their agreements were not always clear, leading to 'mistakes.' they did a good job supporting each other, as well, as they tried again. I facilitated some questions about agreements to help them consider solutions.

During Round 4, there were successful catches, but then failed second attempts. After six failed twice-in-a-row attempts, I asked if this was the best they could do at this time. Some were very vocal about staying the course and trying again, other stepped up and spoke their truth, stating they though this was good enough and they would like to move on to something new.

After processing a little around the point of 'making agreements' they all felt they got the message and were ready to move on to something new. I stepped in with processing due to the limited time we had with our team building portion of the program. Another choice I can make in the future is to let the group hash out their truths a bit longer to see if they can come to a decision on their own - keep trying or move on.

17. After deciding to move on we processed for about five minutes. Again, only focusing on agreements - this is/was the first lesson I wanted to take forward with this group because more agreements were ahead. And, we were still going to keep our agreements of asking questions and speaking out truth!

Programming Notes: This was the first time I tried this activity, and it met my expectations - my desired outcome. To talk about agreements.

Now, I don't know how far a group can get with this one. We were a group of eight and got to six objects (to Round 4). That was two people tossing and catching. So, what is possible? This has yet to be determined. Let me know how far you get.

Footnote:
All Catch (original verbatim version) from Karl Rohnke (The Bottomless Bag): The group stands in the jump circle in the center of the gym. Group numbers about 25 and holds 10 balls. When the instructor calls "Throw," all release the balls (volleyball type) up to a height of at least 10 feet. If you throw a ball, you cannot catch a ball. Throws are made only on command. Only catchers have to be in the circle. If a ball touches the floor, it is out of play. When three balls are left, the game is over. Count the number of catches made to establish a score.

Have FUN out there my friends! Keep me posted.

Chris Cavert, Ed.D.

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Coiled Rope & Knot My Problem (Human Knot Variations)

7/4/2019

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*Programming Note from Chris: Below you have access to three videos related to the Human Knot. Here is the order of difficulty I give to these activities: Knot My Problem, Coiled Rope, Human Knot. You will need to decide which one (or two) you use with your group based on their readiness to play - i.e., how close they will feel comfortable getting next to each other.

Coiled Rope

I learned this variation of Human Knot (rope version) years ago from my good friend, Mike Spiller (HERE's a video of the original set up for Human Knot - no rope - if you don't know about this one). Historical Reference: The earliest documentation of "Knots" that I know of is in, The New Games Book, 1976.

The full write up of Coiled Rope is included in my book, Portable Teambuilding Activities: Games, Initiatives and Team Challenges for Any Space. (Find it HERE). It's actually part of a 'Trilogy' activity with 5-Point Star and Shooting Star.

From the video you will get the idea of how to play. But I do want to share a little bit about the set up before you watch. I use a 50-foot activity rope for each group of 8 to 10 players. (If you don't have a retired rope around, my favorite inexpensive 50-foot rope is the 3/8 Utility rope from AtWoodRope - it has a great feel, lots of cool colors and it keeps its shape even after it gets wet. The site is a little confusing - the rope I get is shown at the top of their home page. Look for the group that has the names, Blue Force, Liberty & Black Lightning. These are the ones I get).

I tie a single fisherman's knot with the two ends making a big rope circle, then I coil the rope with about a 24-inch diameter. Players reach across the rope coil to grab a bight from the other side of the coil in which they are standing.

Note: The video included below will show you the start of the activity and progress through to some of the untangling. We did this one after the, Knot My Problem video shoot (below) and had to cut this one short due to lightning in the area. You'll get the idea though!

Knot My Problem

This variation of the Human Knot is found in the book, Tinker: Building Purposeful Experiences from Classic Adventure Activities (2017) from my friends at High 5 (find your copy HERE). I read the entire book recently and really - quick read - and enjoyed getting reacquainted with some of my old favorites (and learning a few new ones I didn't know about) - I got a lot from the commentary about the activities from the High 5 authors.

The set up for this version is much simpler and you can get more people involved with one rope since you don't have that 'leaning in' reach included with Coiled Rope (above). As noted above, I think this is the easiest one-rope variation of Human Knot.

Have fun out there my friends! Keep me posted.

Chris Cavert, Ed.D.

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What Can You Get? (A Spider Web Variation)

6/6/2019

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The Spider Web is a common low element on every challenge course I've been a part of and I've seen a variety of fun variations along the way (e.g., string an activity rope through all the holes without the rope touching the web). I came up with "What Can You Get" recently (in my area of the world) and I have used it ever since.

Why I like this one:

It provides everyone in the group an opportunity to contribute (points) to the challenge /task.
Everyone chooses his/her Web opening based on what they believe they can can do, either on their own or with the help of the group - so, there is an option for those who want to try going through the Web on their own. (This honors everyones level of comfort).
The process allows for multiple attempts in order to reach the groups full potential - reach the highest score they know they can accomplish. A nice goal setting opportunity.

My Process So Far:

Before my program starts I draw a quick outline of the Spider Web at the course I'm working on and then assign a point value to each usable hole (as shown in one of my more recent drawings above - always on my program outline/list of activities I plan to use).
When (and if I want to use it) I bring my group to the Spider Web and ask them what they believe they need to accomplish for this challenge. They pretty much figure out they have to go through the Web to the other side. And, someone usually guesses people have to be lifted through the upper holes.
(Note: I have not gone though a lift sequence with them, yet.)
I confirm their guess(es), that reaching the other side is the objective, but each person has the option to decide how to get there.
I show them the numbered scoring map of the Spider Web. I ask them, how many points, as a group, they believe they can acquire getting to the other side? (What Can You Get?) Each person in the group 'gets' to choose for themselves, how many points they believe they can contribute to the group's score on their first attempt. Any hole can be used more than once, however, if a string is touched during an attempt to go through a hole, the person going through will only receive 5 points for trying. Then I tell them, they (the group) will have the opportunity to make another attempt if they all agree to do so.
Once the group begins their process, anyone can change his/her hole preference - either a higher, lower, or the same score. (Once they see how the group is performing together they might want to pick an easier or more challenging hole.)
After the group score/goal is established, I let them start. If someone in the group is willing to be lifted through any of the holes, I will then teach them my expectations of lifting each other, and we will do some skill development training/practice before going through the Web. (In my experience, there have been two groups, so far, that did not choose to use the higher holes - and they were alright with this. We had a good conversations with both groups about why they chose what they did.)
As always with the Spider Web, I placed myself in critical spotting areas as they worked in order to keep my hands near the person being lifted.
After the first attempt, we find out the score. They can meet their goal, exceed their goal or fall short. We have a conversation about where they ended up.
After the processing, I ask them if they would like another attempt in order to improve their score or do they think this is the best score they want to accept at this time? We work through each person's choice and honor what we hear. We then make another Web attempt or move on to the next activity.

If you give this one a try, let me know how it goes and if you make any changes or additions.

All the best! Have FUN out there my friends.

Chris Cavert, Ed.D.

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Hooper Dooper (Revisited)

5/23/2019

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Back in 2015, I posted HOOPER - a variation of the activity 60 in 60 (found in, The More The Merrier by Sikes, Evans & Cavert). Recently I found some video footage of Hooper and updated the self-directed handout (download below), so I thought I'd 'revisit' this fun activity with a new post.

I've played this one with middle school age groups and older. So far, 12 groups in play is the most I've tried this with.

The Basics:

Hooper Dooper is meant to be a self-directed activity for one or more small groups of five to six players.
Provide one hula hoop, one inflated beach ball and the directions to each group.
Set a planning and practice time for all groups in play - for the first planning and practice time, I give them 10 minutes. Then, only three minutes before any other additional game. (I usually provide time for three games - scoring attempts.) All groups plan and practice at the same time.
Set an 'Official Game' time - I also refer to this as a 'Scoring Attempt'. Depending on group objectives, a short game is two minutes, a long game is four minutes (long games are usually for groups working on that stick-to-it/grit objective). All groups play the Official Game at the same time - all groups are on the same clock held by the facilitator.

I love using this activity when there are lots of groups in play. We have great conversations about:

Where ideas came from - were ideas 'stolen' from others?
Did any collaboration take place?
How did groups spent their planning and practice time.
If a plan was made, did groups stick with it or change it in progress, and why?
What distraction happened and how did groups deal with them?
Did each group follow the directions (especially the one where each player take turns hitting the ball).

Here is the handout:

hooperdooper_guidelines.pdf
File Size:	39 kb
File Type:	pdf

Download File

Let me know how it goes for you!

All the best,

Chris Cavert, Ed.D.

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Stepping Stones 3.0 (A Historical Journey)

5/10/2019

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Stepping Stones 1.0
I've been using Stepping Stones (introduced to me as Magic Stones) since I learned it during my first Project Adventure workshop in the early 90s. Diving into my library, the earliest write-up I could find is in Karl Rohnke's, The Bottomless Bag (1991). (FYI: This book is a compilation of activities Karl shared through, The Bottomless Bag (paper) Newsletter he wrote, 'mimeographed' and sent out to his 'mailing list' - like, through the mail USPS style - during the 70s and 80s. So, I'm guessing Stepping Stones began before the 90s at some point?)

In, The Bottomless Bag, there is less than a half-page description:

Divide your group into smaller groups of five. Each group is given 4 rubber (plastic) gym spots [these basic 'poly' spots, we call them now, are about 10 inches in diameter]. Ask all the groups to physically cross the width of a basketball court as quickly (timed) as possible.

Then there are a few Rules:

Only the spots can be stepped on.
No one may touch the spots with their heels - ball of the foot only.
If someone inadvertently touches the floor, he/she must return to the start, and anyone touching them must also return.

This was the first introduction to Stepping Stones (that I know of). Things required and implied in the directions:

Players are on their tippy-toes the entire time!! (Have you ever done it this way?!)
The 'start' of the challenge is at one side of the basketball court - so, if you are not using a basketball court, set up a traveling distance with cones or ropes about the width of the court.
If a player, or more, need to go back, the spots are left with the traveling group - they need to go back with spots and pick up the ones who went back. The challenge is for "all the groups to cross."
The directions never said the smaller groups could not help each other.
Since it's being timed, another round could be presented in order to better the time.

Stepping Stones 2.0
The next write-up I found (now, 1.5 pages long) is by Steve Butler in the book, Quicksilver (by Steve and Karl Rohnke), published in 1995. First Steve says, "This seemingly simple activity is fast becoming one of my favorites." So, he picked up the first description and added his ideas.

First he suggests some alternative props that can be used:

Rug Pads - 12-inch square 'samples', we used to call them (if you could score the samples with the sewn edges you were golden!). Or, odd-shaped rug pieces big enough for 2-4 feet.
18-inch long, 4-inch x 4-inch pieces of lumber. [These are challenging!!]
Rubber spots - as required in Version 1.0

Steve changes up the activity to one group and "before time runs out." In his words, "People are assembled at Point A, given one prop less than their number (e.g., nine people get eight props) and told to arrive safely with the entire group at Point B before time runs out." He then goes into a fantastical story about traveling through space to another planet and the props are their "life-support vehicles," and any vehicle can support as many people as can stand on it.

His Rules:

Anyone touching the ground in space (between points A & B), must return to the home planet for decontamination and spiritual healing. All travelers are expected to arrive safely at the new planet. [No more tippy-toes required, but might be needed.]
For a life-support vehicle to function, someone must be touching it at all times. If a life-support vehicle is untouched for even an instant, it ceases to function and it is immediately removed from the activity.
Advanced Rule: Life-support vehicles only move in a forward direction. [This implies, if someone touches the ground in space, the challenge will have to be re-started.] Steve uses this rule to "prohibit the solution of having people 'shuffle" across space using two props as skates then sending them back for someone else to use."

About the boundaries: Steve shares, "It makes sense to set the boundaries far enough apart so that the group will need to recycle some of their props in order to cross the gap."

About time: There is no reference to how much time is given in Steve's directions. I like the idea of beating a set time. In my (Chris) thinking, I would provide a long window to start. Then, ask the group to set a goal for traveling back (to their home planet). A nice activity when working on goals and goal setting.

Variation from Steve:

Divide the group in half. Each group starts from a different side of the A to B crossing. (Or, Steve says, "each group starts at a different planet.") The groups are challenged to exchange places. Each group gets one less prop than people. We don't say this, but the groups can share props. "The focus of the problem suddenly becomes one of identifying whether two different goals can be pursued simultaneously for a common good, or will the two groups operate independently and/or competitively."

Stepping Stones 3.0
As far as I know, I thought of this version during a program planning session - I have several sets of Teamplay Tubes to use for hurdles. (And, this does not mean I'm the first one to use this idea - their are TONs of creative souls out their thinking up the same stuff!! Someone could have been doing this years before me.) If you don't have PVC tubes and fittings for the hurdles, use any sort of prop to step over and then set up something to go through/under (e.g., Hula-Hoops) - creativity is on your side.

It's the same challenge - get from point A to B. Everyone going one way, or start at both sides.

Props: Any of the props suggested above can work, my new favorite:

12-inche long by 2-inch by 6-inch boards (seen in the pictures)

Rules: All the rules above can apply. Here are my additions:

If someone touches the ground, this person goes back to the start and brings a board with him/her.
If someone touches one of the obstacles, this person goes back to the start and brings a board with him/her.
Everyone is required to go over the low obstacle and through/under the high obstacle.

I like this version because it adds a little more suspense to the journey.

WOW! Thanks for joining me on this (unexpectedly long) historical Stepping Stones trip. If you know of any other historical details about Stepping Stones please let me know and I'll amend or add to the documentation. And, please feel free to share any of your own variations in the Comments below.

Have FUN out their my friends!

Chris Cavert, Ed.D.

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P-Cord Loop Activities (FUN Follower Share)

4/25/2019

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Well, the cat is out of the bag! Over two years ago now I saw a cool video (below) with a group using strings and tennis balls - they were moving tennis balls across the strings and dropping the tennis balls into baskets. Shortly after that Ben Venderzyden (a FUN Follower) sent me a PDF (below) of three activities put together by Andrew Bogue noting, "Andrew put this series of activities together as an introduction to P-Cord Loop Activities." Then, shortly after that my friend Solomon Masala sent me his version of "Tennis Ball Transfer" (the other PDF below).

With all this information converging in a relatively short period of time, I knew I had to try it out. Well, finally, this past January, I put my P-Cord Loop Activity gear in a bag and carried it with me to two different conferences in hopes of getting some good video to share. However, I failed!! I did shoot some video but nothing I found useful - we ran out of time at each workshop to complete the activity. Then, today, someone shared on the Facebook group, Challenge Course Pros, a little clip of one of the workshops where we were trying out the process of rolling orbs along the P-Cord track - the cat out of the bag.

So, it's time to share everything I have and give a GREAT BIG thanks to those who shared with me so long ago - sorry it's taken this long. (I'm still on the quest to shoot some video of a full activity, so I'll share it when I have it.) And, since you'll have your hands on these ideas, try them out and get some film!! We would love to see how it works for you!

My "Loop Kit" contains 12 orbs, about 8 inches in diameter (I found these at a Dollar Store and I can let out the air and pump them up when ready to use) and 12 P-Cord Loops (25 feet of P-Cord each, tied at the ends with a Barrel Knot). I have enough equipment for 24 participants (each pair gets one orb and one loop).

Have FUN out there my friend!

Chris Cavert, Ed.D.

Let's Get Loopy (P-Cord initiatives from Andrew Bogue and Ben Vanderzyden)

p-cord_initiatives.pdf
File Size:	618 kb
File Type:	pdf

Download File

Tennis Ball Transfer (from Solomon Masala, Source Consulting Group)

tennisballtransfer_masala.pdf
File Size:	358 kb
File Type:	pdf

Download File

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Word Circle Puzzles: April 2019

4/11/2019

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It's been a while since since I've posted new Word Circle Puzzles (WCP) - so, here you go! If you are new to Word Circle Puzzles, go HERE for a good start (and more puzzles - HINT: Click on the picture at the post to enlarge it enough to see five puzzle card sets). Also, to find all the WCP posts, search 'Word Circle Puzzles' using the Search feature to the right. And, don't forget to check out the first Picture Word Circle Puzzle HERE - this is the advanced version of WCP.

Here are the new puzzle. They are out of order in case you want to give them a try before checking out the answers below. The Gist: Write out each word of a puzzle on a separate index card, then put them ALL together ending in a circle of words - each word is connected, in a searchable answer, to the word before it and after it.

Blue, Egg, Rest, Bird, Head, Code, Nest, Area, Jay (9)
Stone, Shade, Dance, Storage, Top, Key, Shed, Lime, Hat, Pass, Cold, Hall, Tree, Light (14)
Iron, Lift, Frog, Bird, Weight, Start, Work, Kick, Lime, Cast, Tree, Song, Night, Up, Shade, Light, Off (17)
Square, System, Office, Block, Kind, Float, Building, Red, Out, Letter, Carpet, Law, Man, Error, School, Deal, Plane, Prone, Ticket (19)
Clean, Boat, What, Some, Cat, Way, Green, Side, Even, Come, In, Hall, Walk, Ever, How, House, Show, Break, Bean, So, Awe, For, Town (23)

Want the FULL SCOOP on Word Circle Puzzles: Print-N-Play Word Circle Puzzles Starter Kit - ALL the details about Word Circle Puzzles, 12 different presentation ideas for using the word sets and 18 puzzles, ready to print, laminate, cut and play, at the FUNdoing Store.

Print-N-Play Picture Word Circle Puzzles, Volume 1 - Six more full-length picture card word circle puzzles ready to print, laminate, cut and play, at the FUNdoing Store.

Teambuilding with Puzzles - Both the Word Circle Puzzles & Picture Word Circle Puzzles kits are included in this online, study at your own pace, team building activity course. Check it out HERE.

Spoiler Alert! Answers are Below

Answers:

Rest, Area, Code, Blue, Jay, Bird, Nest, Egg, Head
Hall, Pass, Key, Lime, Stone, Cold, Storage, Shed, Light, Shade, Tree, Top, Hat, Dance
Shade, Tree, Frog, Kick, Start, Up, Cast, Iron, Work, Song, Bird, Lime, Light, Weight, Lift, Off, Night
Man, Kind, Red, Carpet, Square, Deal, Out, Law, School, System, Error, Prone, Float, Plane, Ticket, Office, Building, Block, Letter
Awe, Some, How, Come, Clean, Break, Even, So, What, For, Ever, Green, Bean, Town, Hall, Way, Side, Show, Boat, House, Cat, Walk, In

Have FUN out there my friends!!

Chris Cavert, Ed.D.

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Objectable Human Knot

3/27/2019

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(Spoiler Alert my team building friends! I have yet to see the successful completion of this challenge! Want to be the first in the record book - send in a short video clip of the last two minutes leading to success. We would love to see if this is possible!)

These were the first attempts to my eyes (two groups at a conference workshop) of, Objectable Human Knot. In the video you will see us set up the Human Knot with buddy ropes in a way that will lead to a single circle solution.

Once the tangles were set a beach ball was placed atop each set of ropes.

The Challenge: Without human contact with the beach ball, untangle the rope knot without letting go of the ropes or dropping the ball. (With this set up, everyone should be standing next to the person from the initial circle of the set up - this would be the expectation of "untangle.")

During these Beta Testing attempts, the groups placed the beach ball back on top of the ropes right away if it fell to the ground. In "real life" team building, we decided, if the ball drops, the group would have to reset the tangle from the beginning before placing the ball back on top of the ropes. (Just a thought so far.)

We also talked about letting some of the air out of the beach balls so they didn't roll around as much (to make the activity easier), use different objects like a small cardboard box or stuffed animal and allowing for a certain number of drops (e.g., three) before resetting the tangle.

Give this a try. Help out the cause. Is the task even possible - we would love to know! (And, see a video of a successful conclusion.)

All the best,

Chris Cavert, Ed.D.

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<<Previous

Consensus Building with Chiji Cards

Willow in the Wind & Lift Off (Levitation) w/Video

Across Toss: Making Agreements (Pre-Full Value Contract)

Coiled Rope & Knot My Problem (Human Knot Variations)

What Can You Get? (A Spider Web Variation)

Hooper Dooper (Revisited)

Stepping Stones 3.0 (A Historical Journey)

P-Cord Loop Activities (FUN Follower Share)

Word Circle Puzzles: April 2019

Objectable Human Knot

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