Categoria: Variations

Micro Cup It Up Activities: Flip Flop Tower & Reverse Pyramid Build (with video)

8/13/2021

If you've been following the fun for a while, you know I love team building with cups (in non-alcoholic ways). And, you might also know I'm the co-author of the book, Cup It Up: Team Building with Cups (with Barry Thompson). The book is available for immediate download or paperback version.

Recently I was organizing some pictures and video files and found some cup action using the smaller one-ounce cups (initially presented at NCCPS: The National Challenge Course Practitioners Symposium - a.k.a., the Un-Conference near Boulder Colorado).

Those of you who have been team building with cups for a while should be able to pick up the steps from the video. (As always, if you have any questions be sure to email me: chris@onteambuilding.com) Here are some finer details for each activity:

Flip-Flop Tower
All the details are HERE for the Macro Cup version - plays the same with the smaller cups!

Reverse Pyramid Build
You will find complete details for this one in the Cup It Up book (along with lots more cup activities). Here are the basics:

Pyramid Rule: Each horizontal level/row of cups has only one more cup than the level above it.
Start with one cup on the table (i.e., flat surface).
Only the cup(s) touching the table can be lifted.
Cups may only be added underneath the pyramid structure.
If a cup falls from the pyramid in any way, start over with one cup.
If you are not lifting the pyramid, only by the bottom row, you can use your index fingers (only) to touch the pyramid structure.

The Reverse Pyramid Build is one of my favorite cup activities. It has the tactile, visual and auditory connections that engage participants. It brings up great conversations about success and failure (when you fail you see it and you hear it) and small groups are active in planning and carrying out particular roles and responsibilities - some are more demanding than others. All good stuff to talk about.

Do let me know if you have questions! Email: chris@onteambuilding.com

Have FUN out there.

Chris Cavert, Ed.D.

A New Way Through the Mountain Tops

7/30/2021

I haven't posted a lot about Challenge Course elements (constructed structures) here at the FUNdoing blog since these types of activities not as accessible to most team builders. Recently however, I've found an engaging way to run Mountain Tops that I really want to get 'out there' in the world. (FYI: I'm working on a more portable Mountain Tops that I'll share as soon as I can get pictures.)

Image taken from, The Guide for Challenge Course Operations (2005) by Bob Ryan

I learned and known this activity as Mountain Tops. When searching for a reference the only one I could find (on my shelves) refers to this activity as Islands (source indicated under the image above). No matter the name, the traditional operation of the element is the same.

There are three platforms six to eight feet apart. Two, five to six foot boards are provided. A group of 10 to 12 participants is challenged to get from the first platform to the third platform without the boards or anyone in the group touching the ground. (This is the nutshell idea. There are a few more details.)

As you can see in the image above, a single board will not span the distance from one platform to the other. However, two boards together in an overlapped configuration with participants standing on enough of one end of each board can support someone moving across. (NOTE: At least one foot must be in contact with a board or platform at all times - i.e., no jumping.)

At first, there is some good group problem solving going on. But once the board configuration is solved, it's all about moving people - there is very little problem solving left (other than managing participants on platforms). Despite the access I've had to this element I've rarely used it over the years due to engagement levels...until recently. Hence, A New Way Through the Mountain Tops.

Mountain Tops 2.0 (we'll call it for now)

Set Up: Check out the picture up in the header. The first and third platform are 4 x 4 feet and six inches high. The middle platform is 3 x 3 feet, six inches high. There is one six foot board (2 x 6 inches) on the center platform. The other two boards are 5 feet long (2 x 6 inches). The platforms are seven feet apart.

Now, look closely to see the small white squares near the platforms. Those are Jumbo Bananagram letter tiles placed with the letters down (see the pictures below for a close up with letters up). There's lots more about these tiles below. (NOTE: There are also a few wooden, light brown, stumps near the right platform left over from a Zig Zag - those are not used with this element.) Each tile is placed three to four feet away from the platforms. You can use any type of letter tile you can get your hands on. The most accessible might be small paper plates with letters on them. And, if you can write the letters on the plates so participants can't see the numbers through the bottom of the plates, that would be optimal. (We want to provide a little mystery at the onset.)

Setting Out Letters - In the Big Picture (I don't share this with participants), the group will be tasked to discover and/or form three words using all the letters. So, when I set down the letters I mix up the first word letters around platforms two and three (counting from left to right). I mix up the second word letters around platforms one and three. And, the third word letters around platforms one and two. (This may become clearer as you read through to the end of this description. If not, send me an email and we'll talk.)

Objective: The group will be tasked to successfully complete three challenges with less than 10 fouls (or less depending on the overall objectives of the group).

Group: 9 to 12 participants is optimal (I've seen it done with up to 15 using the set up in the picture above.) I'd do this one with middle school ages on up.

Pre-Challenges: Before Challenge 1 is presented to the group, everyone will need some information to take with them. The 13 letters above will make up the words, Team Work Rules. If you have more than 13 participants, come up with three words that equal or exceed the number of participants you'll have. You can simply have a list of words that might be relevant to your program goals or words that make up a sentence - up to you.

Now, I don't tell the group about the words at this point. Before the first challenge I tell everyone: All of you need to be responsible for taking at least one word with you into the challenges. If needed, you can be responsible for two words, but no more than two. This process is essentially the first team building task they have to go through.

When the group tells me that everyone has her/his letter (or letters), I give them the first challenge. (NOTE: You can check in to make sure all the letters are assigned, or let the group move on without checking. Out the 15 attempts I observed recently, two groups went into the first challenge without all the letters being assigned. Good talking point here.) After all of my observations, I found that giving the group directions to the first challenge while everyone is still standing off to the side of the element provides space for some key planning they might consider. (For example, once they find out the first challenge, they strategically place people on platforms where they have the most success flipping over the tiles, And for some, being on a platform that has enough tiles to flip over - when someone has more than one tile to flip.)

Challenge 1
(During this brief, there is some information relevant to all the challenges - the bullets.) The following is an example of a possible script:

This activity involves three challenges.
You'll need to complete the first to move on to the second. Then, you need to complete the second challenge in order to move onto the third.
You will have 20 minutes to accomplish all three challenges. [NOTE: I found this to be a good time frame - they either accomplish all three tasks or they don't. Good talking points.]
For all three challenges you will be allowed a total of 10 fouls - after the 10th foul you will start over with the first challenge.
Fouls: 1) When a participant touches the ground - every three seconds touching the ground is a foul. The exception to a person touching the ground is when she/he is working with a tile. Slight ground touches are okay in this instance. 2) When a board touches the ground - every three seconds a board touches the ground is a foul. 3) When a board touches a tile. 4) When a tile is thrown or dropped to the ground after being picked up. 5) When a board is thrown - for obvious safety reasons. 6) When anyone is not in contact with a board or platform - essentially, no jumping.

The first challenge involves simply flipping over all the tiles you see on the ground near the platforms. Simply flip over and leave it where it was. You may not begin to touch the tiles until everyone in your group is standing on top of a platform. Once everyone is standing on a platform all fouls are live until all three challenges are complete or your 20-minute time frame is up.

SAFETY NOTE: Please be mindful and avoid pinching any fingers or toes with the boards during the activity.

You may only flip over the number of tiles equal to the number of letters you are responsible for - if you are responsible for one letter, you flip over only one tile. Two letters, flip over two tiles. Are there any questions about the rules or your first challenge? [Answer questions here.]

If there are no more questions, your 20-minute time frame starts NOW!

What I've seen so far is most groups simply jump up on the platforms and get started - they are concerned about the time. In the two exceptions I mentioned above, the groups walked around the platforms, not touching anything, and assessed where people needed to be in order to flip over the right amount of tiles.

I'm also thinking that if there are some taller people in the group, move some tiles out away from the platforms even further. Will the group assess this ahead of time. If the distribution of the people does not line up with the tiles, challenge 1 will take longer to accomplish. (The 'prior planning prevents poor performance' discussion.)

The big Mountain Top change for me with Challenge 1 is that now everyone is actively engaged in either flipping a tile or helping the flipper. They also pick up the 'diving board' use of the boards which will lead to moving from platform to platform.

One final point. If there are participants responsible for more than one letter, and the group did not plan for this, some of them may need to move to a different platform to flip over another tile - hence, preparing them for Challenge 2. (If you don't want this to happen, create three words with the total number of letters equal to the number of people in the group.)

SAFETY NOTE: When people are moving across boards to different platforms, be sure to spot the crossing - it's very common for boards to slip or move down towards the ground. And, boards can break. So, you might choose to have groups reassess board placement before someone crosses - for safety reasons.

Processing Time Out: Once the first challenge is complete I stop the working time (the 20-minute clock). First I reiterate the number of fouls the group has remaining (since they will/should be aware of how many fouls they had during the attempt). Then, we spend a little time talking about what happened for them during challenge 1. Essentially, what worked, what didn't and what would you like to do better during challenge 2. (One of my favorite questions: What information/learnings did you share across platforms during the challenge?)

You can lead this processing time out while they are all standing on the platforms or bring them down off the platforms to another space. If you bring them down, let them know they must all return to the same platform before beginning challenge 2.

Challenge 2
After the processing time out, ask everyone to step back up onto the platform they ended with after challenge 1. Then give them challenge 2.

Your next challenge will be to retrieve the letter or letters you are responsible for - the letters you chose at the beginning of the activity. You may only touch a letter tile(s) you are responsible for. Meaning, you can't pick up someone else's letter and hand it to her/him. Do you have any questions? [Answer here.]

If there are no more questions, you have _____________ (time) remaining on your 20-minute timeframe. Time restarts now.

That's it. They are off to work on moving people from platform to platform. Now, some people might be on the platform they need to be on - less work for them. Others will need to travel.

As you can see in the picture above, it is perfectly okay to have a gap between the boards. Just be sure to spot anyone crossing. Also, if you are the only facilitator with the group, require that only one person may cross at a time so you are able to spot them. In most cases there are things/tasks to accomplish at each platform, so there is little waiting around if they are on top of 'things.'

Processing Time Out: Again, stop the working time and process a bit. Did they improve on something? Any major failures they learned from? What will be their main improvement focus for challenge 3? Whatever questions work for you, and them, to bring out some learnings. Then back to the final challenge.

Challenge 3
For this challenge there are some options. If the group is within 5-minutes of working time, give them the 'get-to-it' version:

For your final challenge, your letters make up a sentence - Team Work Rules. Well of course it does!! You are required to bring your letter(s) to the appropriate platform. TEAM will be at the first platform. WORK at the SECOND and Rules at the third. Again, you may not hand off or pass your letter(s) to someone else - you must take them to where they belong. Once you get to the appropriate platform you are allowed to place your letter on the ground in front of your platform in order to spell out the word your letter is part of. No foul will be given.

If there is more than 5-minutes left on the clock, give them another problem to solve:

This final challenge has two parts. The first part is to use all the letters within your group to create a sentence. Here's a hint. The sentence is made up of two words. However, within the two words, there are three words. And yes, you need to stay on the platforms while you work on solving the problem.

Now, you may need to give some hints along the way so it doesn't take too much of their time remaining - keep an eye on the clock. Once they have figured out the sentence, give then the second part of the challenge:

You are required to bring your letter(s) to the appropriate platform. TEAM will be at the first platform. WORK at the second and RULES at the third. Again, you may not hand off or pass your letter(s) to someone else - you must take them to where they belong. Once you get to the appropriate platform you are allowed to place your letter on the ground in front of your platform in order to spell out the word your letter is part of.

Once they have completed the third challenge, bring them down off the platforms for some processing.

As you might have already figured out, if the group commits 10 fouls you can bring them down off the platforms and have them take a little mental (and possibly physical) break while you reset the activity. This is, of course, if you have the time for them to restart. You have the option to give them only the remaining time on the initial 20-minute time frame or give them a new 20 minutes. This will depend upon the overall time allowed for your program and the outcomes you are working on.

Processing:
There are lots of things to talk about for this one. Here are some things I've seen:

Describe your planning process for the first challenge. What went well right away? If so, how did your plans change during the challenge? If anything, what did you overlook during your initial planning time?
Describe any changes that took place in regards to planning for the second and third challenges. What influenced your planning for these challenges?
What do you remember about your communication between platforms throughout the challenges? What communication behaviors worked well? What communication behaviors didn't work so well?
What were your resources during the challenges? How did you utilize your resources? In what ways could your resources have been better utilized?
If you made mistakes (fouls) during the challenges, how did you go about fixing them? Did the same mistakes happen more than once? If so, why do you think this happened?
How was the workload distributed during the challenges - Evenly? How did you divide up the work? Unevenly? Why do you think this happened?
What did you learn from the challenges that you want to remember after this program?

If you try this New Way Through the Mountain Tops, please let us know how it went and what changes or additions you made. Leave a Comment below. Thanks.

All the best,

Chris Cavert, Ed.D.

Number Flips (a Key Punch Variation)

5/20/2021

Every team builder I know carries around a set of numbered spots (usually, at least, 24). I've seen the small 'livestock tag' version, the poly-spot versions (small & large), the yogurt lid (write-the-numbers-on-the-plastic) version and index card versions. There are so many activities you can do with numbered spots. The most famous of all is Key Punch (Rohnke, Silver Bullets).

Here are some versions of Key Punch I've posted here at the FUNdoing Blog:
Ven Key Punch
Key Punch: The Overlap
Key Pad Express (with Video)
Thread the Needle

Number Flips was created as a self-guided activity for groups of 6 to 12 participants. (Of course, it does not need to be self-guided.) I believe this one can also be done (with more hands-on facilitation and maybe taking out the 'unflip' part) with elementary age groups as long as they know their numbers. A great one for middle school age and older.

So far, here is what I'm getting from the activity: Planning practice, execution and adaptation of plans, adapting/adjusting to change, acceptance and working through mistakes, roles and responsibilities, process improvement.

All you need for each group you put into play is two 50-foot activity ropes, a set of (at least) 24 numbers and up to 12 game spots. I've attached the PDF download of preparation information and the self-guided directions below.

numberflips_2.0.pdf
File Size:	219 kb
File Type:	pdf

A Little Help: I just started using this activity with a handful of groups - I'm really finding it engaging. I could use some feedback, especially with the write up. If something is way too confusing, let me know. Leave a Comment below. Thanks!!

All the best,
Chris Cavert, Ed.D.

ICON Circle Puzzles (mini kit 2)

4/9/2021

ICON Circle Puzzles are the latest evolution of Word Circle Puzzles. A few posts ago I shared a couple ICON Puzzles and I recently was moved to create a couple more - I wanted to add more to my ICON set so I can have challenge options when showing this version. (Puzzles sizes now include: 8 cards, 9 cards, 10 cards & 13 cards.) In this Kit 2 I added a separate HELP Cards page so we can print this off on different colored paper - I like to print my HELP Cards on light green paper.

For Your Reference:

ICON Circle Puzzles Mini Kit 1 - FUNdoing Blog with play details and Word Circle Puzzles links and a link to the second evolution of circle puzzles - Picture Circle Puzzles.
Use the 'Search' feature (top of this blogs right column) to find TONS of 'Word Circle Puzzles' ready to use.
TheNounProject - This is where I get my ICONS (free for some ICONS, pay $40/year for unlimited).
Circle Puzzles Print-N-Play Kits - Check out the Circle Puzzles Kits, both Word and Picture Word Circles Kits at the FUNdoing store. PDF downloads ready to print and play!

ICON Circle Puzzles - Kit 2

iconwordcirclepuzzles_set2_kit.pdf
File Size:	575 kb
File Type:	pdf

Have FUN out there...

Chris Cavert, Ed.D.

Thread the Needle Too (with Video)

10/14/2020

NOTE: This is a re-posting of Thread the Needle (from 2016) with a few updated instructions and an action video.

Set Up Set out your Key Pad numbers (numbered index cards, livestock tags, or poly spots) in a pattern similar to the diagram below - odd numbers on one side of center and evens on the other. The wider the number placement the more challenging the task. Between the odds and evens is something for the hoop-holder to stand on or in (I have access to a large carpet square that works great, but you could use a big hula-hoop or tape a square on the floor). The person assigned to be the hoop-holder will also need a hula-hoop. The smaller the hoop the more challenging the task. Then you will need a tossable object. In the picture above we used a small dodgeball, but a rubber animal is fun too (or other safe tossable of course).

Needs & Numbers: This one plays well with 8 to 12 participants in a group with 16 to 24 numbers in the set. Multiple groups can play at the same time.

Objective: The tossable object must be thrown through the sequence of numbers in order from 1 to 24 (or 30, or??). [In the video above, the group is learning the activity using numbers 1 to 12.] Basically, the more numbers, the longer the activity.

Directions:

The roles in this activity include a timer, a hoop-holder (a.ka., The Hoopster), throwers, and catchers. Players are allowed to take on multiple roles, for example, the timer can also be a tosser or catcher, and catchers can be throwers. Exception: The hoop-holder cannot catch or toss the object (but this person could be the timer - tricky, but possible).
THE THROWING RULE: All throws must be made from the appropriate number in the sequence while the thrower is standing ON the number..
THE CATCHING RULE: Catchers do not have to be standing on a number.
THE HOOP-HOLDER RULE: The hoop-holder must be standing on/in the designated center spot/area at all times while holding the hoop. The holder can move about on/in this area moving the hoop to where it needs to be, but must have both feet on/in this area when the object goes through the hoop from one side to another. (An option can be to require at least "one foot" in the area at all times - this rules is used by the group in the video.)
When throws are made from one side to another (odd to even, or even to odd), the object must go through the hoop. If the object does not make it through the hoop (e.g., misses going through the center of the hoop or hits the hoop itself and the object falls to the ground) it goes back to the thrower (standing on the appropriate number) to make another attempt. Throws are made from the same number until the object goes through the hoop.
The object starts in the hand(s) of one person standing on the number 1 spot.
Time starts when the timer says "GO!" When one player has the object in hand and is standing on the highest number in the game (after the object has been thrown through the sequence of numbers in order), the time stops.

As noted above, allow your group multiple attempts to see what improvements they can make. When I have the time, I like to let my groups make as many attempts as they want and stop when they believe they have accomplished their "best" time. I like to ask, "Is this the best this group can do?" It's interesting to see how many attempts are made by a group in order to determine what their 'best' can be (at that moment).

If you run this activity with multiple teams in play, you could set up some respectful friendly competition. In a 25-minute window have teams plan and practice (after the directions are shared) for five minutes and then give them the next 15 minutes to achieve their best time. I like to chart all times on a white board or flip chart paper, so the data is available for everyone to see. I circle the best times for all teams and then assign places.

Let me know how it goes for you! Leave a comment below.

All the best,

Chris Cavert, Ed.D.

Group Juggle Variations (RC & MGJ)

6/12/2020

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.

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

7/18/2019

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.

Coiled Rope & Knot My Problem (Human Knot Variations)

7/4/2019

*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.

What Can You Get? (A Spider Web Variation)

6/6/2019

UPDATE ALERT: The PDF Download below is the most recent version (as of 7/11/2021) of Count Me In (the most recent name for this Spider Web challenge). It includes self-directed instructions you can hand off to the group - they figure out the expectations and process. Let us know how this works for you - leave a Comment below.

spiderweb_countmein_3.0.pdf
File Size:	61 kb
File Type:	pdf

Original Post from June 2019

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.

Stepping Stones 3.0 (A Historical Journey)

5/10/2019

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.