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Word Circle Puzzles and 'Collaborative What's Missing' Variation: May 2026 (Print-N-Play)

5/29/2026

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It's been a while since I've posted new Word Circle Puzzles. So here you go:

Note: You'll get a preview of the PDF before you click to download.
fdblog_wcp_setd_may26.pdf
File Size: 259 kb
File Type: pdf
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If you are new to Word Circle Puzzles, a cognitive team building activity, pick up the 'Word Circle Puzzles Starter Kit' (immediate download) at the FUNdoing Store. The Kit includes comprehensive information about the puzzles, lots of print-n-play puzzles, and 12 different ways to use them with your groups.

You can also find the 'WCP Expansion Pack' and Volume 1 of the advanced 'Picture Word Circle Puzzles'. (Go to this FUNdoing Post to find out my favorite way to use Picture Word Circle Puzzles – including one FREE puzzle.) 

Here's a quick overview, using the 'Collaborative What's Missing' variation:

Needs & Numbers: One Word Circle Puzzle for every 3 to 4 participants. (There are a few different ways to use WCP with groups, detailed in the Starter Kit. Multiple small groups in play at the same time in one way.) You will also need 1 'Help Card' for each group (included in the print-n-play) and some index card and markers. 

Set Up: Have one word circle puzzle ready for each group you intend to form (e.g., 20 people in your group, you plan to form groups of four – so you need five puzzles and five Help Cards). Use the same puzzle for each group. NOTE: The longer the puzzle, the more time is usually takes. 

Then, from each puzzle, take out one word card – take out a different word from each puzzle. 

After forming groups and assigning each a spot to work on their puzzle, hand each group a puzzle, one Help Card, one blank index card and a marker. 

Activity Objective: Connect all the word cards provided and then determine what one word is missing to complete the puzzle so all the word cards form a circle. 

​Here's an example of a 6 Word Circle Puzzle:
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Each word of a puzzle is connected to the 'next' word in the circle – reading clockwise, or moving to the right. The process can be explained like this: Each word in a puzzle has it's own definition. When combined with another word the two words together have a different definition. The puzzle above includes the words or phrases manpower, power plant, plant food, food chain, chain mail, and mailman. 

​Process: After sharing the Activity Objective (above), provide a solved  example of a puzzle – use the one 6 word puzzle above, writing the words on index cards and laying them out in correct order (with some help from the group), so they get the destination they are heading. 

Then explain their task is to initially put all the words they have in correct order – this could forming a circle of words or simply setting the word cards down in a straight line. Then, they will need to determine what word can be used to connect the two ends together. They use the blank index card and marker to write their word and place it in the sequence. 

Help Cards: Each group has one Help Card (if there are only three groups in play, give each group two Help Cards). They can be used by a group to ask you a question. Frame it in this way:

"You'll notice you have a Help Card. You can use it to ask me a question about your puzzle. Now, keep this in mind. You can ask me a question, but I am not obligated to answer it. For example, if you ask me, 'What is the missing word in our puzzle?' I will choose not to answer this question because it solves the objective – too easy. Questions that help you along your journey I'm more prone to answer." 

Getting to Work: Clarify any questions the groups have about the Activity Objective or the rules. The main rule is that all word cards must be used. Then, let them get to work. 

Play until the first group discovers their missing word. Then, give all other groups one extra minute to discover their missing word. After that last minute, bring everyone together for a Reflection session (see, Possible Reflection Questions below). 

Facilitated Objective: This version of Word Circle Puzzles (Collaborative What's Missing) has, at least, two built in opportunities for collaboration. The first are Help Cards. If the groups come together and agree on what to ask the facilitator, they don't 'waste' questions. Most groups don't collaborate and end up asking facilitators the same questions. The second is discovering missing words. If they come to realize they are working on the same puzzle, other groups will have the missing word a group is looking for. 

Fact: The puzzle does not even need to be solved. Each group just needs to find their missing word. When all groups have all the same words, the Activity Objective has been met. 

Facilitator Note: Don't tell the groups the name of this activity. Using the word 'collaborative' can solve a key problem for them – we want them to figure it out, or talk about it during the reflection. 

Possible Reflection Questions: 
  • What was the most challenging part of this puzzle for you? 
  • How many Help Cards did you have? How many Help Card were available to the entire group?
  • How did you use the Help Cards? Is there another way you could have used your help cards? 
  • Did you realize each group was working on the same puzzle? When did you realize you were all working on the same puzzle – how did you find out? 
  • Was collaboration against the rules? What was your objective? In what way could collaboration have helped you meet your objective? 
  • What are some reasons for not collaborating with others? What are some of the benefits of collaborating with others? 

Use the Search feature (above) – type in: 'Word Circle Puzzles'. You'll find TONS of puzzles inside the FUNdoing Blog and several presentation variations. 

Don't forget, EVERYTHING you need to know about Word Circle Puzzles, and lots of puzzles sets, can be found in the WCP Starter Kit.  

Have FUN out there!! 

Chris Cavert, Ed.D. 
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Tipping Towers (video)

5/14/2026

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Note from Chris: This video is over 6 minutes. I kept in more content in this one so you could listen to the verbal communication of this team in action. They made the journey look easy with a good dose of task focus and thoughtful communication. 

I've been a fan of the 3D Bull Ring Tube. However, I've also been wanting to figure out how to get the people on the bottom strings of the tube more engaged – the strings at the top of the traditional version do more of the work. 

This new design hit me recently. The 'top' strings are places just below the center of the 10-inch tube (1.5-inch diameter tube). Now, the bottom strings need to provide the leverage for the ball to stay on top of the tube.  

The Objective: Get the tennis ball, that starts out on top of the 'Wide' tower, on top of the 'Narrow' tower (1-inch tube with couplings at each end). 

Needs & Numbers: One set of Tipping Towers (two towers per set) plays well with 6 to 12 participants. (You can find the three-pack set at Training Wheels, enough strings for 36 people.)  

Process: Set down the Wide Tower (with the strings spread out away from the tower) on the floor about 12 feet from the Narrow tower that is set standing on the floor. 

Rules:​
  • All strings must be held at the knot located at the end of each string.
  • Once the Wide Tower is off the ground, strings may not touch the ground until after the ball is successfully placed on top of the Narrow Tower.
  • For safety reasons, strings may not be wrapped or folder around anything.
  • The ball may only be touched by the Wide Tower and the Narrow Tower.
  • Towers may not be touched by participants in any way.
  • If the ball falls off either Tower, a restart is required.  

 
Possible Reflection Questions:
  • What was your first impression of the activity after hearing about it? Did your impression change after starting? It what way? How is this like meeting new people?
  • Let’s think about and discuss the activity in three parts. 1) Describe what you remember about starting the challenge – picking the Wide Tower up off the ground. What worked well, what didn’t? 2) Describe the portion of the challenge where you were moving the Wide Tower towards the Narrow Tower. What worked well for you and what didn’t? 3) Describe the final part of the challenge – placing the Wide Tower down over the Narrow Tower. What worked well for you as a team and what didn’t?
  • What emotions surfaced for you during the challenge? How did these emotions influence the way you participated in the experience?
  • In your opinion, what is the best thing you did as a team during the challenge?
  • In your opinion, what is one thing you believe your team can do better when it comes to working together?

With a simple change, the next level of challenge is achieved. It's been fun to watch and valuable to learn from. 

So far we've tried it starting at floor level and tabletop level. The tabletop start and finish seem to be easier – the standing and squatting start and end from the floor involve more dynamic movements which have dislodged the ball more frequently. 

I hope you get the opportunity to try it out.

All the best,

Chris Cavert, Ed.D.   
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Tabletop Blind Mouse Maze

4/27/2026

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My friend West and I led a workshop that included this tabletop mouse maze. It was super exciting with rich takeaways (see the Reflection Questions below). We used 6-foot round tables and divided the surface in quarters using blue painters tape (easier to remove at the end). Each quarter included a zig-zag maze (outlined with blue tape), three 'cat' stickers, two victor mouse traps, and an oversized yellow die – the cheese. 
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Below is a close up of the Traps and Cheese. We were working with adults so we chose to place the loaded mousetraps close to the cheese. The traps can be placed further away to reduce some stress if needed. We use oversized foam dice (because we had them) for the prize. The elevation made the perch higher than the traps to mitigate some of the perceived and actual risk. If you don't have the dice you could cut up some 1.5- x 1.5-inch dowel rods or or pvc for perches. The cat stickers we found at a craft store (e.g., Michael's) and the soft mice at a pet store.  
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The Objective: Slide the mouse through the maze unsighted, avoiding the walls, cats and traps and place it on top of the cheese in the center of the table. 

Each quarter of the table was used by a pair. One person was sighted, one person had their eyes closed. The person with their eyes closed was guided by their partner through the maze, avoiding the walls (blue tape) and the cats (stickers). The mouse is slid along the table until it reaches the entrance to the traps area. Then, using detailed verbal communication, the sighted partner directs their blind partner to pick up and put the mouse on top of the cheese. 

If the mouse were to fall into the trap area, without setting off a trap, the sighted partner can continue to provide directions for the safe removal of the mouse by their unsighted partner. And ultimately make a successful perch of the mouse onto the cheese. 

After a maze trip, partners talk to each other about the experience, sharing what went well and what could have made the experience better. Then, partners switch roles. 

TRAP WARNING: Yes, loaded mousetraps provide a heightened level of risk - use this activity with groups that exhibit good verbal communication skills. If you know how to use mousetrap activities within a teambuilding program, you could do a warm up experiences like the Mousetrap Trust Sequence (see the book Raptor, by Sam Sikes). 

Possible Reflection Questions:
  • What were some of the concerns you and your partner had with the maze before the mouse started moving? What did you discuss and address about the concerns before starting? 
  • What was important about the plan you had with your partner before starting? What were some of the specifics you included in your plan? Why were these specifics important? 
  • What were the hazards you needed to plan for? What hazards in your day-to-day life do you need to plan for? 
  • What concerns did you have about the loaded mouse traps? How did you address your concerns? What sort of traps are you around in your day-to-day lives? What are some of the ways you address these traps? 
  • If a trap was set off during the experience, how did it influence your future actions? 
  • How was trust related to this experience? What behaviors did your partner exhibit to build trust? What behaviors did you experience that did not build trust? 
  • What lessons can we take away from this experience? 

I hope you have the opportunity to try this one. We spent about 30 minutes with it the first time we tried. It was about 10 minutes with the frontload, 20 minutes for the activity (moving the mouse), and about 10 to ask questions about learnings. 

All the best, 

Chris Cavert, Ed.D. 
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Three-Syllable Game (from Best New Games) Print-N-Play

4/9/2026

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I found this one in Dale La Fevre’s, Best New Games, Updates Edition (2012). Dale credits Gudrum from Germany for sharing this one. (At the time of this post, the only place I found a copy of the book was at Thriftbooks.com)

Dale likes to use it in the middle of a program since it’s, “a little complex to be a starting game.” I think it will be a good brain break or energizer with a puzzle solving twist.

Needs & Numbers: You’ll need the three-syllable word cards. I made us a set of cards (below). There are four Level 1 (easy) words, four Level 2 (moderate) words, and four Level 3 (hard) words in the set.

The game is played with 8 to 12 in a group. If you have up to 24 participants, make two groups of 12 and have two words from each Level ready for each group (each group will have six cards). If you have more groups in play, you just need more words.

Once you have your groups, creatively divide each group into four subgroups. It’s okay if subgroups only have two players. Here’s what the configuration looks like for play:
Once you have your groups, creatively divide each group into four subgroups. It’s okay if subgroups only have two players. Here’s what the configuration looks like for play (see right):

The subgroup that volunteers to guess first will position themselves in the middle area of the triangle of subgroups.
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Process: In other terms, this is a guessing game. The subgroup in the center of the triangle will be guessing a three-syllable word. The subgroups at the corners of the triangle with be providing the data for the guessing.

Here’s where the cards come in. The header above is showing three cards with a Level 1 three-syllable word. The Level 1 words have two syllables that are complete words: Team and build. Level 1 words will be a little easier to work with at the start. Level 2 words have one syllable that is a complete word, and Level 3 words do not have any complete words. (See the download to get the complete picture.)
Using the Level 1 cards above, each subgroup of the triangle is given one of these cards. When ready, the guessing group (in the center) will call, “1, 2, 3.” After “3” the triangle subgroups will respond, simultaneously, with the syllable on their card that is located above the three-syllable word on the card. Like this (see right):
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Now the guessers have 30-seconds, after hearing this simultaneous response, to work together to combine the syllables into a three-letter word and call it out. (If there are multiple groups in play, have someone from one of the triangle groups watch the time.)

If the guessers have not found the three-syllable word within 30 seconds, they count again, “1, 2, 3.” The triangle groups each say their syllable at the same time. If the word is not found, one final 30-seconds is given and one last call. Level 1 words, get three calls. (The other Levels can have more – or not!) If the word is not guessed, it can then be revealed.

Whether a successful guess is made, or not, it’s now time to rotate subgroups. A new guessing subgroup goes to the center of the triangle, and the guessers become responders – shouting out syllables.

Considering the set of three-syllable words. If each full group has a complete set, each subgroup will have one word to guess at each Level. If you split the set between two groups, each group will have two words from each Level – not every subgroup will have a guess at each level. Of course, you can also make more word cards.

How about this. Divide each full group into three subgroups (12 people, 3 subgroups of 4). Then, for each word, starting with Level 1 words, one volunteer goes into the center. How will the subgroups determine who goes into the center?

I’m guessing you’ve got the idea. Sounds like some good challenging fun. I’ve got my cards ready for my first play in a couple of weeks. If you try this out, leave us a Comment about the experience.

​Here's your print-n-play cards set:
3syllablegame_cavert2026.pdf
File Size: 288 kb
File Type: pdf
Download File
NOTE: You will get a preview of the PDF before you choose to download. 

​
​Thanks for Playing!!

All the best, 

Chris Cavert, Ed.D.
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Magic Carpet Spots

3/26/2026

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AI Generated Image
I happened upon an Instructors Manual (paper pamphlet style with staples in the seam) for The Grab Bag from the Challenge Learning Center (which no longer has an online presence). It’s a little teambuilding kit that I’m assuming they sold to educators.

I found a nice activity that is a cross between Find Your Island (Portable Teambuilding Activities, from Cavert) and Magic Carpet (The Teambuilding Puzzles version, from Anderson, Cain, Cavert, Heck). Magic Carpet Spots will be a ‘simple task’ activity on my programming menu to introduce my groups to some of the dynamics of teambuilding tasks.

Needs & Numbers: Have one 12-inch diameter (or larger) game spot for each participant. I will use this activity with 12 to 30 people. Most likely middle school ages.

Set Up: Lay out the spots on the floor/grass/ground in a leopard-style pattern. Have the spots about two feet away from one another. Placing the spots closer or further away will change the challenge level. Note: Closer together does not mean it will be easier.

Process: I like how the Challenge Learning folks frame it:

“Explain that the spots are magic carpets and everyone is flying high above the ground. Unfortunately, the Magic Spots are upside down, causing them to turn in the wrong direction. Ask each person to turn over their spot without stepping onto the floor/grass/ground.”

I will add a couple more facets:
  • Since they are all flying through the air and need to have sure footing, when stepping onto another Magic Spot, at least half of a person’s foot needs to have placement on a spot. This goes for both feet. Any time a foot is on a spot, it must be at least half on!  
  • Any touches of the ground with more than half a foot or any other body part will result in a foul. On the fifth ‘group’ foul a restart is required. NOTE: Not five fouls per person. Five fouls per group. For this activity, the facilitator will be watching for and calling fouls – playing the referee role.

Reflection: I can imagine discussing the positive and negative behaviors they noticed during the task. If restarts occur, I will also ask about how they handled starting over – what choices were they making when group members made mistakes? Which ones were helpful and which ones were not?

Let us know your thoughts about this one. Leave a Comment so we can learn more.

All the best,

Chris Cavert, Ed.D.
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Chiji Get It Back

3/13/2026

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AI Generated Image
Listening types of activities have been on my mind. How can I encourage better listening through experiences? Planning a ‘Teambuilding with Image Cards’ workshop an idea surfaced. After some thought, I determined this idea can be a program Beginning and an Ending activity. There’s some reflection, sharing with listening, and a challenge for either programmed area. We’re in Beta Testing, so help me determine what works, what doesn’t, and what might we add. (I’m going to try it at my workshop and get back to you.)

​Beginning of a Program

Needs & Numbers: Use image cards (e.g., Chiji Cards) that have a generic back – a back the same on all cards. I would play with up to 30 in a group and one deck of cards for up to 15 participants. If you have more than 15 in your group, creatively divide them in half. You will also need a timing device.

Process:
  • Lay out the image cards, image side up, on the floor or a table (or two, if you have a larger group).
  • Ask everyone to: “Choose, and pick up, an image that represents a skill or ability you bring to a group you plan to be working with.”
  • Provide time for everyone to choose and pick up a card.
  • Ask the group(s) of 8 to 15 people to circle up. If there is more than one group spread the circles out a bit, so the participants are not talking over each other.
  • Instruct participants in each circle to take turns sharing the cards chosen by each one. Encourage everyone to keep it short and sweet so it will make the information easier to remember. Emphasize that remembering what people have said will help them be more successful with the challenge they will have shortly.
  • If one circle of people is done sharing before other circle are done, simply let them know they have extra time to check in with everyone to see if they remember the information.
  • When everyone has finished sharing about their chosen image, ask them to hold their card so the image side is facing the floor/ground and start exchanging cards until you tell them to “STOP!” (10 or 15 seconds should do it.) This is called a ‘blind shuffle’. Ask them not to look at the image on their card until instructed to do so.
  • The Challenge: After you say “GO,” everyone can look at the card they are holding, and then, ‘remembering’ what was said about the card they have, and who said it, participants return the card to the person it belongs to.
  • Participants are allowed to ask others in the group if they remember what was said about the card they are holding and who said it.
  • When everyone, in each group, is standing back in a circle formation, the time stops. Yes. It’s an ‘all-group’ timed experience.
  • Share the overall group time and then give everyone a moment to quickly share their card information with everyone in their group once more. Maybe it’s a simple one or two words. It might even be a good idea for everyone to repeat back what was said.
  • After a few minutes, ask the group(s) to do another blind shuffle until you say “STOP!” Then, “GO!” for another timed attempt. I’m thinking three attempts will prove to be enough to show marked improvement.

Take a little time to process the behaviors the group used to be successful and what behaviors they would like to change to be even better as a cooperative team. If it’s the first ‘processing’ session for the group, keep it short so they get the idea of what will be happening after future activities.

Here’s what I like about this idea:
  • When we listen with intention, it can lead to positive outcomes.
  • Participants will have the opportunity to anchor information about each other after practicing and listening ‘deeper’ before the additional timed attempts.
  • There is an opportunity to share ideas (best practices?) between groups. Strategies might be helpful across groups.
  • This is a relatively ‘simple’ task to warm up the group for future challenges. It gives us a chance to introduce the kinds of things they will be doing together.

Ending (or closing) a Program
As a closing activity, you can give participants I chance to share a take-away and the group one more opportunity to show how well they worked together (we hope) during a program. Simply change the prompt.

Ask everyone to: “Choose, and pick up, an image that represents something important you learned about your group.” Or “Choose an image that represents a positive behavior you want to see continue within the group in the future.”

Use the instructions provided above to move through the experience.

If you led this activity at the beginning of your program, you can remind them of the skills and abilities they used to improve the first time (and throughout the program). I’m betting, following their learned process, making just two attempts at the end will show improvement over their first best time.

Let me know how you would run this one. Changes? Additions? 

All the best, 

Chris 
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Circle Run (a Pipeline Variation)

2/26/2026

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If you've been a FUN Follower for a while, you know I love variations of Pipeline. Here are some past posts of one's I've used over the years: 
  • Immobile Chopsticks – using foam pool noodles (with a video).
  • Paper Transporter – using paper to move the marble (with video).
  • Obstacles I like to add to the Pipeline journey.
  • Bridges & Traits Writing words on/in the gutters to use for reflections.
  • Materials Move My current favorite with more problems to solve.  

Here's an idea I had in my 'Activity Ideas' file ready to try: 

'Circle Run' 
  • Group is in a circle - each person with a channel (like the image above).
  • Every other person has a marble/ball in their channel or, to make it easier, every third person.
  • One player has a distinguishable marble/ball - or we can call it the 'Pace Car'.
  • Time movement of all the objects around the circle, through the channels.
  • Only one object can be in any one channel at a time.
  • When the Pace Car gets back to the player it started with time stops.
  • Add 5 seconds to the overall time for every dropped object.
  • A restart happens if two marbles end up in one channel. 

After reading this Pipeline version I would start with just one marble going around the circle of channels. This will give the group a chance to warm up and start talking to each other with fewer 'problems' to solve. Then I would add a second marble, each starting at opposite sides of the circle. This will change the attention and communication behaviors of the group. Then add a third marble... You see where this is going. 

To make this work, there will need to be at least one open channel between two marbles. Groups of 8 to 15 participants will make it a good challenge. If you have more than 15 in a group, divide them into groups of at least 8 players. 

This is a good version of Pipeline to use if you don't have the room for a traveling leap-frogging line. You don't need a lot of space to form circles with your groups. 

Variation: Try this one with Hot Wheels cars! If your channels are wide enough to fit the small cars into, it will be a fun race to watch. You could even give everyone an 18-inch board to roll the cars over. I'd use 1- by 4-inch boards. 

Have fun out there! 

Chris Cavert, Ed.D. 
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Bullring Monkeys (Video)

2/12/2026

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I learned this activity from my friend Chris Ortiz may years ago. Recently, I got to play it again during a workshop he led at ACCT. It’s one of those ‘simple’ but not easy tasks. Groups do not travel so they don’t need a lot of room. And it’s a nice ‘tabletop’ activity when working with participants seated at Rounds.

Here’s what I like about it:
  • Barrel of Monkeys! Who doesn’t get excited about hooking those monkeys?! So, there's good energy throughout the experience. 
  • Each person has some autonomy through their string – how much will they use it.
  • This can be a small group (e.g., 3 people) or larger group (e.g., five groups of 8 people) activity. 
  • Leadership behaviors emerge as the group navigates what monkey to go for and how to position themselves to get that monkey. 
  • There are opportunities for goal setting – both process-oriented and product-oriented. And does the group set goals? What are the benefits? Drawbacks?  
  • Success and failure are obvious – losing monkeys (progress) helps to refocus on the task.
  • Communication behaviors surface. How do group members talk to each other? Are ideas suggested? Forced? Held back?
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I like Chris’s micro ring apparatus. It’s made with (what I’m guessing is) a small brass ring about 1-inch in diameter. (Any traditional Bullring apparatus will work for this activity. See this FUNdoing Post with video, to learn how to make your own Bullring.) He used cotton string about an 1/8-inch in diameter – it has a good feel to it – with an overhand knot tied at the ends. Each string is about 8-feet long and then girthed to the ring, making eight 4-foot strands to hold. Group size can range from 3 to 8 people. 

Leading Bullring Monkeys

There are a variety of ways to lead this activity depending on group outcomes. Chris’s workshop was about exploring some of the different ways a facilitator might influence a group’s experience. After using Bullring Monkeys we discussed, with Chris, some facilitator impact. (Maybe I can get Chris to share more about his work and pass it on to you. I’ll keep you posted.)

Here’s what we were instructed to do:
  • Each person in a group is invited to hold the end of one of the strings of the bullring apparatus at the knot. If there are extras, some people can hold two strings.
  • When the strings are pulled tight, hook one of the monkeys from your pile onto the ring of your apparatus.
  • When ready, pick up the monkeys.

We played for about 10-minutes before we stopped to discuss facilitator influences.
Prop Notes: 'Barrel of Monkeys' is easy to find in the States. Typically, there are 12 Monkeys in the Barrel (from Hasbro). I like to give each group a big pile of 16 to 20 monkeys, it just looks better.

I've seen creative configurations with paper clips that can be linked up. And I've used 'Chain Repair Lap Links' (below) with a bullring. When linked together, the strand can get very heavy! A great discussion point about what happens when we 'pick up' too many things and how we manage them. 
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Have fun out there! Why Not?!

Chris Cavert, Ed.D. 
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Acrosstown Connections

1/29/2026

2 Comments

 
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As an initial introduction to problem solving, I often use the activity, Across:

Create a nice big circle of (12 to 30) players with everyone standing on a game spot. The objective is for each player to go “across” the circle and stand on a different. The activity will be timed, so the group wants to be quick and SAFE. Let the group attempt several rounds with planning time between each round to see how fast (safely) they can make it. The biggest challenge most groups face is deciding upon, “What is ACROSS?” (Crossing the diameter or is it something else other than ‘next to’?) But we don't tell them about this, we hope they make the discovery. 

There it is. That’s it. First and foremost, I’m observing safety behaviors and pausing to clarify expectations. (As often as I can, I like to play something, so we have examples of behaviors to build expectations/norms around.) There is problem solving, pre-activity and post-activity and maybe some mid-activity. The group will need to communicate for understanding – what does that look like and sound like. Participation will be important when a product oriented goal (time) is expected. With a ‘basic’ activity like this, we can observe our groups and start norming together.

Buried in a pile of notes, I found this extension to Across: Acrosstown Connections. I’m going to guess this was an idea I had to make ‘Across’ more challenging. When I use Across again, I can add Acrosstown later into a program to discuss adaptability, complex thinking tasks and community dynamics. Here's the idea: 

Acrosstown Connections

The Objective: Everyone is required to move to a new place across the circle while never losing connection to a spot anchor.
 
Needs & Numbers:
  • One game spot for each person in the group.
  • If hand-to-hand connections need to be avoided, provide a bandana or short buddy rope to hold onto for each participant.
  • Play with 12 to 30 participants.

Time: 15 to 20 minutes.

Set Up:
  • Form a circle of games spots. Provide about three feet of space between spots. Setting out the spots can be done prior to the groups arrival or have the participants help to create the circle.

Instructions:
  • Have each participant stand, with both feet, on a game spot.
  • Game spots in this activity may not be moved.
  • The objective of the challenge is to have everyone relocate to a new spot (destination) across the circle from where they start (origin).
  • The expectation is for each person to choose a destination spot that is across the diameter – a straight line passing from side to side through (close to) the center of the circle – from where they are standing. (The word ‘across’ is not defined by the group in this activity. This expectation is set by the facilitator.)
  • During the challenge each person is only allowed to touch their origin game spot and their destination game spot.
  • When moving, participants need to be anchored to a spot. (Think of a lifeline emanating from a spaceship.) This is done by creating a chain of participants connected together. Connections can be holding hands or holding bandanas (or ropes) between the people in the chain. One person is standing on their origin spots (the anchor) while others link together to ultimately move another person to their destination spot.
  • If the anchor person of a chain loses contact with their origin spot, or a link in the chain is broken, the challenge attempt is a failure. A full group restart is required.
  • At this basic level, this activity is a ‘completion’ experience. There are no time constraints. (See the Variation for a more challenging version.) 
 
Variation:
  • Changing Ships (Advanced Challenge) Each game spot is a ship in space docked at a space port. Run the challenge as described above with one change. If any participant is not on their origin ship or destination ship, they must have their eyes closed. Because it’s really dark in space. 
Let us know how this plays out for you. Leave us a Comment! 

All the best, 

Chris Cavert, Ed.D. 
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Phraseology Cards, Set 2 (Print-N-Play)

1/15/2026

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First and Foremost, Happy New Year! I hope your 2026 adventures are memorable. 

Back in 2019 Phraseology Cards were introduced. I use them regualrly to spark thinking, meaning, and creativey. And I've heard from other team builders who love them just as much as I do. If you are new to Phraseology Cards please head over to the ORIGINAL POST for the main details about leading the activity and to download Set 1. (FYI: The original download, and the download included here, are almost the same – other than the phrases themselves.)

You can now use either Set, or combine the two for additional talking points. Here's what I share in this second download: 

Using Both Sets Together When setting up the activity and counting out your card/phrase needs, include an equal number of phrases from both Sets – with the understanding that each Set of cards is a different color (e.g., Set 1 is yellow, Set 2 is green). During ‘phrasing’ ask participants to only pair up with card colors that are the same (‘sameness’). Share meanings when matches are found. Then, during Re-Phrasing, ask participants to pair up with a different colored card and share meanings when discovered. One talking point can be about diversity – stepping out of sameness can be beneficial, providing opportunities that are not possible if we don’t. 

​Your new Set:

Phraseology Cards, Set 2 (Thers is a preview first before you choose to download.)
phraseologycards_set2.pdf
File Size: 516 kb
File Type: pdf
Download File
Please let us know how this second Set influences your Phraseology Experience. Leave us a Comment. 

All the best, 

Chris Cavert, Ed.D. 
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    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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