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LOOPS: Toxic Waste Removal (with Video)

9/17/2020

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Back in April 2019, I posted, 'P-Cord Loop Activities' shared by Andrew Bogue and Ben Vanderzyden. At this first post you'll find the video, 'Ball Game with Ropes' and the 'Let's Get Loopy' PDF ebook with several p-cord loop initiative. After I became aware of the super-fun activities using 'loops' I put my kit together (p-cord loops and inflatable vinyl orbs), ready to play. Then everything slowed down in the early months of 2020. However, just before all programming stopped, I was able to get some film with some of my facilitator friends trying Loops: Toxic Waste Removal (video below). 

At this moment in history, team builders are starting to get back out, face-to-face with groups. I think this one will be great for this transition time of team building while safely distancing.
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Toxic Waste Removal plays well with 10 to 16 players per set-up. You'll be pairing up participants. Each pair will need one 'Loop' - a 25-foot length of p-cord tied together with a double fisherman's (Barrel) knot. (You'll see the details in the video.) 

The Basic Set-Up: You'll need an 8-foot by 8-foot square of rope (webbing or tape) and a container (the grey circle in the graphic) in the center of the square. Then set out eight game spots about 10 to 15 feet away from the square in different areas. Place an orb on each game spot. I found some vinyl inflatable orbs (playground balls) about 6-inches in diameter at a local Dollar Store. Dodgeball-type orbs are really good as well. (Tennis balls work too, but these are more challenging to move.) 

Objective: The specialists (your group), are tasked to move all the radioactive orbs (ROs) into the protective container located inside the quarantined square. 

Procedures: 
  • The ROs may only be touched by the Loops. 
  • If an RO touches one of the specialists, this person must stand perfectly still for 60-seconds so the radio waves do not move through the skin into the blood stream. 
  • When a pair of specialists is moving an RO they may not move their feet (too much risk of contamination). 
  • If an RO is dropped to the ground, another pair of specialists must take over moving this RO. (The pair that dropped the RO must evacuate the area around the RO to avoid the immediate pulse of radio waves.)
  • If an RO is dropped inside the 8 by 8-foot containment area (the rope square), any pair can pick up this RO using their loop. 
  • ROs may not be rolled, on purpose, along the ground (or floor) - this causes an excess of radio waves to be released and may lead to a complete evacuation of the specialist team and all of the local inhabitance.  
  • In order to avoid a complete evacuation of the local inhabitance, you must safely contain all the ROs within ______ minutes. (You will need to decide a fair, but challenging, time for the goal.)
  • DISTANCING RULE: (If needed) Specialists must stay at least 6-feet away from each other to provide enough room for the slow leak of radio waves to pass between each other. (You will need to decide how this will be monitored.)
Facilitator Notes: One of the main facilitated objectives I see with this activity is the opportunity to learn and practice a skill set, and then put this skill set to use. (And then be able to process how this experience was for the participants.) In the video (below), you will see the group initially learning about and practicing the use of the p-cord loops. (FYI: This video was taken pre-COVID, so we were not concerned with distancing and waring masks.) Then, they jump in to move the ROs to safety. Not as easy as it sounds. 

This activity is still in Beta Testing mode. I have yet to play a full round of moving 8 ROs - I'm guessing this can take a while depending on how long you let the group practice and how far the ROs are placed from the square. When you can, get out there and try this one (and some of the others shared in the Let's Get Loopy PDF). Let us know how it goes! 

All the best, 

Chris Cavert, Ed.D. 
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Through the Hoop (While Safely Distancing)

9/3/2020

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Our friend Neil Mercer (On Board, Pressure Cooker 2.0, Microphone Introductions) from Israel sent in another activity for us to work on/with - one that can be done while safely distancing. He sent us a note: 

I was rummaging through my game files and came across another of those activities from the meandering mind of Neil Mercer, that I’d written down but never actually brought to fruition. It seems as though it was just biding its time and waiting for its moment! I’ve attached my instructions – both for facilitator and participant on one sheet [PDF Download below]. I’ve played it a couple of times which went quite well. Some other colleagues of mine have also used it. Please let me know what you think of it.
Wishing you well and keep safe,
Neil 

​Here are the original directions for 'Just One Step' from Neil: 
just_one_step_mercer_2020.pdf
File Size: 117 kb
File Type: pdf
Download File
Shortly after he sent the directions, he followed up with a change: 

I think that one step is actually not enough. So each participant is allowed two steps – which includes the step needed to pass through the hoop. Of course, the name of the task thus becomes, JUST TWO STEPS. As the facilitator, it’s important to be strict regarding the rules of touching the hoop or it touching the ground –otherwise, the task will be too easy. Furthermore, we should be sensitive regarding the size of the hoop and the self-perceived size of the participants. Perhaps having a larger hoop available would be wise.
N

[NOTE from Chris: I really like how Neil just gets things out there, shares it, asks for feedback, refines it and lets us all join in on the discovery. If we wait to share until something is "just right" (i.e., perfect), it may never reach the helpful hands of others.] 
An Exercise in Variation (from Chris)

After Neil sent me, Just Two Steps, I took a little time to let it simmer. He left his directions pretty wide open for interpretation - something I like to do as well when I start building on an idea. I decided I wanted more specific Rules and less restriction on movement. One of my preferences when creating an activity, one that works for me, is to have as much moving around as possible (minimizing 'wait' time). So, here's what I came up with: 

Preparations: Use a large diameter hula hoop (being mindful of Neil's second email) and three lengths of rope or p-cord about 4-feet (1 meter) long. (If you use a length of webbing as the 'hoop' use four lengths of rope to make the webbing form a square hoop.) Tie the ropes to the hoop so the 'hoop apparatus' (HA) looks like the configuration in the diagram above. Tie an overhand on a bite at the end of each rope to create a small loop 'handle'. Set down the HA among the spots. 

Set out games spots, like illustrated in the diagram above, at a distance mandated by the distancing procedures you are following (e.g., all spots are 6 feet from any other spot). In the diagram, there are 15 spots for a group of 12 participants - if you add more spots, the activity will be a little easier. 

Directions:
  • PPE: Since participants may be passing within 6-feet of each other (and maybe closer), masks might be required - LOPs. Also, providing hand sanitizer or, at least, one rubber glove (holding the rope) might be recommended as well - LOPs. (At least 6 participants will be touching the ends of the ropes.) 
  • Ask everyone to stand, by themselves, on a spot.
  • Safety Protocol: Everyone should do their best to stay '6 feet' away (LOPs) from each other. If someone sees they are too close to someone else, he/she is free to move and occupy an open spot in a different area. (Participants are allowed to move as long as no one is touching the Hoop Apparatus - see Rules below.) 
  • Objective: Everyone must pass completely through the hoop. This will be a timed activity - time starts movement on "Go" and stops after the last person goes 'Through the Hoop' and everyone is standing on a spot. 
  • Hoop Apparatus (HA) Movers can move anywhere within the activity area - they don't need to stand on a spot while they are manipulating the HA. 
  • After a participant passes through the hoop (completely), the HA Movers set down the HA in the playing area and move to, and stand on, an open spot. The HA is now ready for another group to pick it up the get someone else through. (HA Movers may not move the hoop over two or more people in a row. They can come back to be a Mover after another group of Movers passes someone through.)

Rules:
  • Participants cannot make physical contact with the hoop.  
  • The HA Movers can only manipulate the ropes by holding the loop handle at the end of the rope - no other part of the rope may be touched. 
  • HA Movers may not touch any part of the HA until all non-hoop movers are standing on a spot. 
  • Non-HA Movers are required to pass through the hoop completely - the hoop can start at the feet and be lifted up over the head or the hoop can start at the head and go down past the feet. 
  • All participants are required to keep at least one foot on his/her spot at all times while going through the hoop - any part of a foot on any part of the spot.

If a Rule is broken, 10 seconds is added to the overall group time. (Who will be responsible for keeping track of Rule violations?) 
Here is some of my thinking about this version:
  • It's okay for the hoop (and ropes) to touch the ground - keeping the hoop off the ground would require more ropes for the change-over and might bring participants close together. 
  • Forcing the HA Movers to change out after each 'through the hoop' provides more opportunities for other participants to be active and assume the 'risk' of moving the hoop over someone.
  • Not touching the HA until everyone else is on a spot opens up some strategic planning opportunities (e.g., the HA Movers place the hoop down 'over' an empty spot after moving the hoop over someone. Then, a participant runs to the spot inside the hoop, ready for the new Movers to bring the hoop up and over). 
  • With all the specific rules, there is an opportunity for the group to create a number of roles and responsibilities during the task - and some will change for participants depending on how much they want to take on. There is more to do for more people. 
Give your group the opportunity to try this one a few times in order to improve. 
Through the Hoop does have some proximity risk and sharing equipment (ropes). So, you will have to run this through your current LOPs to determine if this activity can be used. I like the dynamics of it and the opportunity to try it a few times in order to improve. And, what will the group decide to improve upon? A process goal (e.g., keep safely distanced) or a product goal (e.g., a better time)? Or, both? 

I hope you get to try this one. Let us know how it goes. Leave a Comment below. 

All the best, 

Neil & Chris
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Group Number Game (Face-to-Face and while Safely Distancing)

8/20/2020

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Group Number Game is a great follow-up to The Number Game or it can be done as a stand-alone small group problem solving task. Super-detailed instructions are below (PDF Download), but here is the overall idea. (Group Number Game is excerpted from Games for Teachers by Chris Cavert & Laurie Frank. I wanted to archive this pair of activities since they go so well together.) NOTE: These are the original instructions where participants are in close proximity to each other. If you need to follow safe distancing, see the adaptation below. 

Pairs, groups of three and groups of four can work together on this one. One numbers sheet (numbers 1 to 60) is given to each group, placed face down between the players. If you want to provide a more visual graph to track progress, give each group a copy of 'The Number Games Graph' (found in the PDF). FYI: The graph included in the detailed instructions is different than the one in The Number Game - this new graph has a higher score range and space for 16 attempts (if you really want to push your group into some deeper learnings). You can use this new graph for either activity.

Like The Number Game, the small group must work together to touch each number in sequential order, starting each 60-second round with number 1. Before each round, you will give some time for groups to work out a plan of action. Then, play a 60-second round followed by recording the last number touched. It is customary to play several rounds - at least six and up to 17 if you are using the graph. Common activity Objectives and a variety of Observation topics and Questions are included in the instructions. 
Together While Distancing 
To play Group Number Game while safely distancing, each participant will need a Numbers Sheet. Set out the sheets on the ground or table and have participants grab one while maintaining safe spacing. Then, ask everyone to sit around with his/her group making sure they are sitting at the agreed upon distance from one another (maybe there are spots set out to sit on in designated areas). Ask them to set the Numbers Sheet, numbers down, in front of them before you explain the directions.

As in the original version, groups will have time to plan a strategy then play multiple rounds - you will be timing everyone together. So, all small groups start and stop at the same time. During play, group members will be calling out numbers in sequential order as they are discovered on their sheets. Depending on the plan, this could be random or organized (or start random and get organized). Progress (highest number each round) will be kept by one person in each small group graphing their numbers. (Again, lots more information in the detailed instructions.) 

There are two videos in The Number Game post with lots of details about outcomes and leading the activity. Be sure to check out the videos if you are new to these challenges.
Super-Detailed Instructions
groupnumbergame_cavert.pdf
File Size: 183 kb
File Type: pdf
Download File
As a Progression
Whenever I get the chance (and it fits with group objectives), I like to present both of the number games to the same group (i.e., class or team). In most cases this happens when I have more time with a group. My favorite discussions to explore are the pros and cons of working alone and working together. One is not better than the other, it's about understanding when and where alone or together is advantageous or knowing what to expect when you are in situations alone or together (e.g., 'forced' to work alone or together). 

NOTE: I can't remember an experience where a small group working together (over time) did not outscore any of the individual scores from its members. Individual scores get better faster, but over time do not improve as much as the group. So, how can you use this information? 
Be well! And, keep us posted....

Chris Cavert, Ed.D. 
MORE VERSIONS OF GROUP NUMBER GAME

100 Number Tasks - (Face-to-Face) This is a version (a number sheet up to 100) created by Sara Van Der Werf (a very informative and deep dive blog post!). She uses the 'Task' for modeling group work at the beginning of the school year with her math students. After running this activity Sara talks about what group work looks like in math class [and, this of course transfers to group work in other classes]: Focused; Don't get distracted; Heads together, Communicating; All group members are included; Everyone is working; Group makes plans; Helping and encouragement; Groups work the entire time.

AND, Sara also provides two other number sheets that include math formulas - SUPER CHALLENGING!
Virtual 100 Number Task - Sara & Morgan show us how to do the 100 Number Task virtually using Googles Jamboard (I've set mine up - it's really cool!!) AND, be sure to read the entire post to find out some of the tweaks people shared for online play. (I made my Jamboard with the colored circles so participants move their own circle over the number they had to find.)

Full Disclosure: It took me a good 30 minutes to read through each post and download all the number sheets - IT'S WORTH IT!! (And, then I went off to learn Jamboard to set up my 100 Number Task - another 60 minutes.) Now I'm ready!! 
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Face-To-Face 'Connection' Activities While Safely Distancing (Volume 1)

8/6/2020

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IMPORTANT INFO: Everything you need to learn more and to use the four activities shared in the video can be found below. You do not need to visit the FUNdoing Resources page as noted in the video (the reference was for workshop participants).
The video replay above (37 min) is the 'activities only' portion of a live workshop offer by the folks from Kikori - creators of an amazing App for (worldwide) educators filled with connection and team building activities. (HERE is the link to the full 60-minute version of the workshop with more about Kikori and other learning discussions during the workshop.) 

Kikori Kickstarter Campaign If you have the means to help Kikori, this would be amazing. (You can get a Lifetime membership with them for $149 if the campaign is funded.) It's running through August 8th! 

The four activities in the video above can be used during safe-distancing experiences to make connections between your students or participants and for you to connect with them as well.

​Here are the resources you need: 
Are You More Like
Here are the Instructions with questions, 40 'Sample Questions' and a link to the FUNdoing Store if you want to pick up the digital edition of, Are You More Like...? with 1001 questions. 
areyoumorelike_instructions.pdf
File Size: 28 kb
File Type: pdf
Download File
ayml_samplequestions_cavert.pdf
File Size: 213 kb
File Type: pdf
Download File
Are You More Like...? Digital Version at the FUNdoing Store
Lateral Thinking Puzzles
This is a collection four in, The EMPTY Bag: Non-Stop, No-Prop Adventure-Based Activities for Community Building, by Hammond & Cavert 
lateralthnkingpuzzles_cavert.pdf
File Size: 103 kb
File Type: pdf
Download File
What's the Quote? Cards
HERE is the link to the FUNdoing Blog post with everything you need. 
The Number Game
HERE is the link to the FUNdoing Blog post with everything you need. 
I do hope these activities expand your connections with your students or participants and their connections to each other. As always, after working through this material, email me if you have any questions.

All the best, 

Chris Cavert, Ed.D. 
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The Number Game (Face-to-Face, Safe Distancing & Online Applications)

7/22/2020

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This post is my effort to archive all the information for presenting, The Number Game in a variety of team building (learning) environments - Face-to-Face, while Safely Distancing and Virtually. 

Here are the complete instructions, and the handouts you'll need for face-to-face and safely distancing experiences, excerpted from the book, Games for Teachers:
thenumbergame_instructionsandhandouts_cavert.pdf
File Size: 149 kb
File Type: pdf
Download File
Here is a 15-minutes overview video of the Game: 
Virtual Presentation of The Number Game
​HERE is a Video (Facebook Video - 43-min) of a presentation I did with a group of young participants using the Cover Sheet & Number Grid (PDF Below).  
numbergame_online_coversheetandgridcavert.pdf
File Size: 52 kb
File Type: pdf
Download File
Below is another video (24 min) of The Number Game I presented during a virtual training called ZOOMing In (using the ZOOM platform). 
If you have any questions, after consuming all this content, please leave a Comment or email: 
chris@onteambuilding.com

Be Well and Keep us posted!

Chris Cavert, Ed.D. 
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Mr. & Mrs. Wright Action Stories Collection

6/24/2020

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Within the last month, I ran across two other versions of 'Mr. & Mrs. Wright' (credits included in each document) - while the facilitator reads one of the stories, participants are either passing an object, to the 'Wright/right' or 'Left' or they are stepping to the right or left. The first download has the basic directions along with some example processing questions. 

I've played Mr. & Mrs. Wright with fifth grade and older groups. If you have a large group, form concentric circles (circles inside of circles) so everyone can hear the story. All you need is enough passable items or game spots - one for each participant. (These three downloads are also located on the Resources pages at FUNdoing.com)
Basic Mr. & Mrs. Wright (Go on Vacation) (This download has directions and questions.) 
mrmrswrightfamilyvacation.pdf
File Size: 99 kb
File Type: pdf
Download File
Mr. & Mrs. Wright (Step Version) - Instead of passing objects, participants step 'Wright/right' or 'Left' - this one could be done, carefully, during physical distancing. 
mrmrswright_stepversion.pdf
File Size: 48 kb
File Type: pdf
Download File
Mr. & Mrs. Wright (End Where it Started Version) - At the end of the story, participants should end up with the same object (e.g., an index card with his/her name on it). This is a good one to talk about asking for Help. 
mrmrswright_endwhereitstarted.pdf
File Size: 57 kb
File Type: pdf
Download File
The Wright Family - Online Version (or, Safe Distancing Version) - This one is shared by Jed Buck (thanks Jed!!), a long-time FUN Follower. IMPORTANT NOTE: After each block of text in the story there is a Penny Count (these are places Jed likes to "check in" with his group). As I learned, the 'Wright' in the title - which you should read to participants - is included in the story. If you/they miss this one, the penny count will be off. 
the_wright_family_online_version.pdf
File Size: 41 kb
File Type: pdf
Download File
You can keep a printed copy of these stories with you (in your kit) or have them on your mobile device to read any time. 

Be well out there my friend! 

Chris Cavert, Ed.D. 
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Group Juggle Variations (RC & MGJ)

6/12/2020

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My friend Don told me about a couple of Group Juggle variations he likes - one each from our friends, Ari Carol and Deb Kulcsar. (Here's one of my favorite variations I posted back in 2014: http://www.fundoing.com/blog/double-group-juggle. I think you'll like these next two options. 
Remote Control (Ari Carol)
Have your group of 10 to 14 players set up a Group Juggle tossing pattern (Check out this super-slick way to set up a pattern quickly: http://www.fundoing.com/blog/group-juggle-setting-up).

Basically, to set up a pattern, everyone tosses and catches the (soft tossable) object in play one time - the first player to toss the object is the last player to catch it. (You are not permitted to toss the object to a person standing next to you.) Once the group has a good rhythm, pull out the 'Remote Control' (if you have an old one as a prop, that would be cool). Variety: Before going into RC mode, you could add one or two more objects. 

As the group is tossing through their pattern, call out Remote Control buttons:
  • Stop - stops all tosses
  • Play - tossing in the 'forward' initial pattern
  • Reverse - objects tossed in the other direction 
  • Mute - tossing still happens, but with no talking
  • Fast Forward - while tossing, the group walks (it's faster than standing) in a clockwise direction
  • What other buttons are on the RC?

I can envision a lot of good discussion topics surfacing: Resource management, communication, handling mistakes, asking for help, behaviors that were working or not working, multi-tasking - and how was that going?
MGJ (Multiple Group Juggle) (Deb Kulcsar via Eric Tedstrom)
When Deb has a larger group, 15 to 21 players, she divides them up into three small groups - each forming their own circle. Then, each group is assigned to create a group juggle tossing pattern (as detailed above). Each group is after mastery of the tossing craft with three tossable objects - smooth and confident actions (you and the group can decide what mastery will look like). And, of course, no drops. (NOTE: Each group will need three of the same kind of object (e.g., 3 tennis balls, 3 stuffed animals, 3 Thumballs. Each group must have a different looking set of objects.)

When the three groups have reached mastery, they are integrated together into one big circle. The objective: Each set of (three) objects must go through the tossing pattern of the group (the objects belong to) and through the tossing pattern of one other group - then, set down on the ground. Remember, objects may not be tossed to someone standing next to the tosser. 

This is a timed activity and multiple rounds are expected to see if there can be process improvement. You can play it to where there is a stop-restart if an object is dropped or have the group figure out how they will manage the drops (e.g., an object drops it stays on the ground and 10 seconds is added to the overall time). 

This one too, I see lots to talk about: Planning and practice, acceptance, patience, leadership, integrating ideas, success & failure, accomplishment (or not) and celebrating the wins! 

Let us know how it goes! And, share, in the Comments, a favorite Group Juggle variation if you have one.

All the best, 

Chris Cavert, Ed.D.
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Wacky 8-Count Challenge Videos (Guest Post)

5/28/2020

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SUB-TITLE CONTEST I was trying to come up with a catchy (and fitting) sub-title for this one like, 'You're Kidding Me!' or 'Mo Cardio' but couldn't decide. So, let's have a little contest. Check out the videos, get a little experience with any of the challenges (be careful!!), then leave your sub-title suggestion in the Comments. We'll keep submissions open until the end of June, 2020. Patrick gets to pick the winner. The winner will receive a FREE download of choice from the FUNdoing Store. Be careful out there. If you've been sitting around a lot lately, don't try all four challenges in one day!! 
I so love it when we get a share! This one is from Patrick Chamberlain. Inspired by his colleague David Adlard and a couple of videos in the April Challenge Week FUNdoing Blog post (Six Count & Double Jump Six Count), Patrick made up his own challenge (well, four challenges actually). Super fun and 'Wacky' challenging! Thank You Patrick! You're amazing. (Be careful out there my friends!!)
Wacky 8-Count Challenge 1
Wacky 8-Count Challenge 2
Wacky 8-Count Challenge 3
Wacky 8-Count Challenge 4
Keep me posted! 

Chris Cavert, Ed.D. 
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Not In the (Playing) Cards

5/13/2020

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This is another activity for in-person team building while safely distancing. (Circle Around - the last FUNdoing blog post - is another safe distancing activity to consider.) Request: If you have an activity in mind that can be done while 'safe distancing' please let us know through the Comments so we can all be ready for the transition. 
Set Up
Not In the Cards will probably play well with 8 to 12 participants (so far, this one is just an idea). Using a 50-foot activity rope (about that length), set down a square or circle (or whatever shape you want, really) and put out a game spots, one for each participant, around the outside of the shape - set the spots six feet apart from each other (or whatever your distancing LOPs require). (The Set Up above is for 12 participants.) 

Setting out 48 Cards: In the picture above, I've set out 48 cards so there are a bunch overlapping - this could be a more challenging set up? An easier array (?) would be to not overlap any cards. Before laying down the cards, take out one card from each suit and set them aside - you'll need to do some prep with these  four cards in a moment. If you plan to overlap, be sure to leave enough of each card showing so the rank and suit can be identified. 

The other 4 Cards: The four cards you removed from the deck are needed for the second half of the challenge ahead. You need to come up with four mathematical formulas with these numbers that result in (the sums are) different numbers - keep these formulas with you during the activity. For example, say you pulled out a 3, 5, 8 & 10. One number you could use is 26 - if you add the four numbers together. Now, you need three other formulas with these same four numbers. Your others could be: 72, 13 & 10 (Challenge: Find the formulas I used to get these numbers?) (This part of the challenge was inspired by the activity, Get 20, from Playing with a Full Deck by Michelle Cummings.)

Before you can play, you'll need some paper and and markers (you could also use four small white boards and appropriate markers for these). If you have access to clip boards, grab four of those as well. Take four pieces of paper and the four 'sum' numbers you have figured (using the four cards you removed from the deck). Write one number on each piece of paper - a different number on each piece. (Using the example numbers above, one piece of paper will have the number 26, another piece will have 72, another 13, and the fourth piece of paper will have a 10.) Place theses papers nearby, separated from each other, along with a marker (recently sterilized) for each piece of paper. (Make sure you are following your safety protocols for using equipment/supples - if needed.) 
Procedures for Play 
  • ​Gather your group around to give them the directions. Be sure you are not too close to the cards/spots set up - you don't want the group to see the cards just yet. 
  • Tell them there are two parts to the challenge. The first part is to identify the cards that are missing from the pool of cards. [Optional: You can tell them how many are missing, or you can leave this out - leaving this fact out can create other great things to discuss.]
  • While working to identify the missing cards, participants must be standing on their own game spot - the spots may not be moved and no one is allowed inside the rope shape.
  • When the group has identified all of the missing cards they can ask you for access to the four 'math problems' - this is the second part of the challenge. 
  • Before accessing the math problems (the four pieces of paper and markers), the group (along with your guidance) will need to decide how they will safely retrieve and use the supplies as a group. 
  • For the second challenge, the group will need to come up with a mathematical formula that will equal the number on each page, using the numbers on the cards that they determined are missing from the pool. (NOTE: The group might find others ways, than yours, to 'solve' for the number. This is okay. Keep your formulas handy in case you need to provide proof of a formula.)
  • When the group understands the two-part challenge, tell them, "When everyone is ready, you can go over to the activity set up and begin." 
Facilitation Notes
To reiterate, this activity is still conceptual in nature - no play data yet. So, help me think through this. One of the main facilitated objectives for this activity is to see how the group manages to work through the challenges while safely distancing (based on what you have set up with the group about this). These are some of the questions I'm thinking I could ask a group about this experience: 
  • ​Was 'everyone' ready before you went over to the game area? How did you know if everyone was ready? 
  • Did any planning take place before you started or did you 'jump' right in? What are your thoughts about this? 
  • What role or responsibility did you have for the first part of the challenge? Did anyone not have a role or responsibility? How did this happen? What are your thoughts about this situation? 
  • What was your 'process' for discovering the missing cards? Or, was it something other than a process? How did it work out? 
  • Did you discover all the missing cards? Did you discover too many missing cards? Not enough? Did you have a plan for 'checking' your findings? If so, how did the plan work out? If you did not have a plan, would you consider anything else the next time you are tasked to do something similar? 
  • How did your 'safety' planning go before you obtained the math problems? What was good about it? What could have been better? 
  • If you are willing to share, what is your take on the second part of the challenge - solving the math problems. What worked for you? What did not work for you? 
  • Did you feel like you contributed to the process of solving the math problems? What part did you play? If you didn't feel you helped in any way, what prevented you from helping? Could you have done anything differently? 
  • How successful were you as a group in solving the challenges - gold, silver or bronze medal? If you didn't get the gold, what was missing? The team that did win the gold, what did they do differently than you? 
  • If you were to make a bumper sticker that said something about this experience, what would it say? (Remember, there is not a lot of room on a bumper sticker.) 
Considerations
  • The size of the cards can change the experience. 
  • (Reminder) The spacing of the cards can change the experience. 
  • The size of the rope shape (and the shape) can change the experience. 
  • The number of cards you remove from the deck can vary - maybe only three or maybe six. Maybe from only one or two suits?
  • Assigning participants to roles can influence dynamics. For example: Assign four 'quiet' people to have and write on the paper; Assign two leaders to 'lead' the first challenge, two different people for the safety transition and then two others for the second part of the challenge.
Let us know what you think. Let's make this one better together. Share in the Comments or send me (Chris) and email. 

All the best! 

Chris Cavert, Ed.D. 
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Circle Around (Each Other)

4/30/2020

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(Editorial Note: This post will be periodically updated when new information is shared about this activity.)
I'm dividing my creative time in three ways at the moment. 1) Helping to (along with others), provide activity ideas for the immediate needs of the virtual team building spaces (check out the FUNdoing Resources page), 2) considering, adjusting and creating activities for when we go back to in-person groups that will be practicing safe distancing and, 3) chipping away at (what we'll now be calling) traditional team building activity resources (I do hope we get to hold hands again!!). 

Circle Around is a conglomerate of a few different activities I use from time-to-time (I'm sure you'll recognize some similarities). This is intended to be a safe-spacing challenge. However, I have yet to try it. So, help me see any missing pieces to make this one work. 
Here's what you need and the set-up I have in mind so far (graphic to the right). The distance between spots will be determined by your 'distancing' procedures in place (maybe dictated by your organization's LOPs). This explanation will be based on a group of 12 participants (I would play this with groups of 8 to 16). You will need 23 activity spots for a group of 12 (one spot for each participant - for the outside circle - and one more for each participant, minus one - for the inside circle). For 12-participants, that's 12 spots in the outside circle, 11 spots for the inside circle. 
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Before you can play, you'll need a way to assign everyone in your group a number - whatever you have up your sleeve to do this quickly, as well as following any 'contact' rules in place. My first thought is to use a pad of paper with numbers 1 to 12 written on the paper. Then, I'll walk around to each person (safely distancing) and show him/her what number he/she has - I would write the names next to each number on the paper - there is really no need to keep this a secret either. Everyone will be sharing numbers as soon as they start. Okay. We're ready to play.  
Procedures (so far): 
  • Reiterate any 'physical distancing' procedures (so they can make informed good choices). 
  • ​Ask each participant to stand on one of the outside circle spots (of course there is no spot-sharing during this activity). 
  • You, the facilitator, ​walk around the outside of the circle and assign a different number to each participant (of course, randomize the numbers you assign). 
  • Present the challenge: Get people in order, 1 to 12, standing on the spots of the outside circle. 
  • This is the key rule to make this an interesting challenge. Participants are allowed to 'move' to the closest, open, safely distanced spot - this should omit the option to move across the circle or just simply go line up in order. (Be sure to provide examples of this so there is clarity.)
  • (Optional Rule for clarity - thanks to Jed Buck) Move to the nearest open space 'adjacent' to the one you're standing on (share expectations of 'adjacent' if needed). [Another way to visualize this is, no leap-frogging other players.]
  • If someone is off his/her spot, he/she must be in motion (moving) to an open spot (no standing still off of a spot). [We might need to add a rule that prevents people from simply 'wandering around' until the best spot opens up - maybe there is a 'maximum number of steps they can take between spots' rule? Let me know what you think.]
I'm on the fence right now about timing this activity if we are physically distancing. I'm thinking (so far), there will still be a lot of good discussion points after simply completing this task (e.g., What choices did you encounter during the activity? What choices had to be made during the activity? What was influencing your choices?)

Let me know what you think. What are we missing? What else should we consider? Leave us a Comment. 

Be Well! Be Kind! Be TOGETHER in whatever way you can!! 

Chris Cavert, Ed.D.
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    Blog Author

    Dr. Chris Cavert is an internationally known author, speaker, and trainer in the area of adventure-based activity programming and its relation to community and pro-social behavior development.

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