Category: Small Group Activities

Riddle Me This – Three

6/12/2025

With the last FUNdoing Post I completed my trilogy of Icebreaker Questions Decks. This post will complete another trilogy – the 'Plus' Riddles Yearly Top 10s. Jump over to Riddle Me This – One (updated with some added Plus discussions) and Riddle Me This – Two for the first two downloads and more details about the Plus Process.

In short, I like using 'bonus time' (instead of filling time) to add a little more group interaction and problem solving. Riddles are a fun way to practice asking questions, listening, and deductive reasoning. The riddles in these collections can also be used to open conversations about the topic of the riddles. For example:

What uses words but never speaks?

The group will then proceed to ask me questions that are answered with a "yes" or "no". After deducing the answer to be A Book, I can continue with some questions about the 'topic' of books: What's the last book you read? What did you like about the book? What did you dislike about the book? What book do you recommend to others? Why do you recommend this book – what can be experienced with this book?

So, 'Plus' Riddles include some additional thinking and conversation. Along the same lines as Icebreaker Questions at the beginning of a program, I use these riddles after my groups have spent some time problem solving together – later in the program.

Have these riddles in your pocket (paper or digital copies) for those bonus times to keep the connections and conversations going. I also like to print a copy and cut the riddles apart so I can distribute them to participants so they can lead the experience (with my help if needed).

Riddle Set Three (Note: clicking on the link will show you a preview of the PDF, it does not automatically download the document.)

riddles_top10evenmore_fd061325.pdf
File Size:	66 kb
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Have fun out there!

Chris Cavert, Ed.D.

Tools for Team Builders: Making a Hole Tarp (video)

4/27/2025

I learned the Hole Tarp activity from my friend Tom Heck, probably about 10 years ago. In the last three weeks I saw the Hole Tarp several times during some of my activity hunting boughts (and then realized I never got this one to the FUNdoing Blog). So it's still alive and well. HERE'S a retro video from Tom. In his video you'll see some white tape near each hole. His challenge for the group was to get them to roll the tennis ball across each piece of tape without the ball falling off the tarp.

As you'll see in the video (below), I use lines of different lengths to cross. I have also developed a nice progression with the Hole Tarp (below) to account for the skills and abilities of each group in play. Each Hole Tarp can accommodate 6 to 8 participants. When you have more than 8 people in your group, be sure to have more Hole Tarps on hand. Each group is then free to work their way through the different challenge levels at their own pace. I like to see how many Levels each group can make it through in 15 minutes. (I hope to have a video of some groups in action soon.)

Here is a quick summary of the challenge Levels:

Main Rule: The ball many not be touched while it's on the tarp.
Level 1: Cross as many lines as possible before the ball falls off the tarp. When all five lines are crossed, move to the next Level.
Level 2: Circumnavigate each hole. This means, the ball must travel around each hole crossing the hole's line twice. When all five lines have been crossed, move to the next Level.
Level 3: Circumnavigate each hole ON BOTH SIDES of the tarp. After going around all five holes on side one, get the ball to side two, without touching it, and go around all side two holes.
Level 4: Circumnavigate as many holes as possible. Go around the five holes on side one. Get the ball to side two and go around all five holes. Then, go back to side one and circle the five holes there. Then, back to side two, and so on.

I'll do a full write up of other aspects of the Hole Tarp (like using two tennis balls) once I catch some groups in action. Until then, fill in the blanks as to what makes sense for the challenge Levels.

And, you can reach out to me if you have questions.

Editorial Note: Shooting video by oneself is a bit tricky. Forgive the 'interesting' moments and absorb the intent. Thanks.

Have fun out there!

Chris Cavert, Ed.D.

P.S. A big thanks to Training Wheels for letting me film at the warehouse!

Relationship & Trust Building Cards (Print-N-Play)

2/28/2025

A recent client wanted me to begin their requested teambuilding program (for six people) with a trust activity. The client was concerned about the trust level in this particular management team. Instead of explaining my belief that every experiential group activity has the potential to focus on the concept of trust I simply agreed to include one.

Serendipitously, I ran across an activity called 'Trust' while searching SessionLab for reflection activities. [The link goes to a post called, '53 team building activities for work (and to have fun!)' – mentioned in the last FUNdoing post. Scroll down to the 'Team Bonding' section in the post to find the details for the Trust activity from the Thiagi Group.] I decided to use this one for a 'Consider & Tag' experience as a way to find out some of the top concepts and behaviors the team of six had about trust in the moment.

Building Relationships & Trust Cards – Consider & Tag (my name for the experience)

Needs & Numbers: One set of 30 R&T Cards (and some blank cards - included in the PDF) for a group of 6 to 24. You'll also need some markers (I like providing Sharpies), some masking or painters tape (easier to remove from the walls and the cards), and some small pads of PostIt notes).

Set Up: My favorite way to set up the cards is to tape them on an open wall (safe to tape things onto – some places do not like things taped to their walls). I tape the cards with some good distance away from each other (if I have it), so when participants are doing a little 'Gallery Walk' to 'Consider' the information on each card, there is room to move around each other.

In the case of my group of six, I placed the cards around the the edges of the large conference room table in the room (another way to display the cards). I had enough room around the (gigantic) table to spread the cards out enough to make room for viewing.

There have been Consider & Tag experiences where I scattered the cards around on the floor as well. Be creative with the space you have. Just be sure there's lots of room to move around the cards.

Process: The basic frontloading I use for any Consider & Tag experience is to present the related concept the cards support and then provide some time for the participants to consider which cards are most important to them. This consideration period can be anywhere from 3 to 10 minutes (or more) depending on the groups objectives and the time you have.

Then, there will be a time for everyone to 'Tag' their top choices. The number of tags everyone gets varies based on the amount of time you have for the experience. For example, I tend to give groups larger that 12 three tags (each person's top three choices), and groups of 12 or less I ask everyone to tag their top five choices.

Tagging shouldn't take too long, participants will have a pretty good idea (after considering) of their top choices once they begin tagging. Before tagging, everyone will need a little pack of PostIts. (I take the standard pack of PostIts and break them up into 4 or 5 little packs and put all these little packs in a convenient place to pick up.)

Then, decide, based on the group, if you would like each person to write their first name on their PostIts or leave them blank. Is the group ready to let everyone know their choices, or will it be better to be (somewhat) anonymous? Once the tagging process is understood by the group, let them tag away.

When someone is done with their tagging, they can return to their seat (if you are set up for sitting), or they can spend more time 'considering' – walking through the cards some more to see if they want to change their mind, or take a little break until everyone is done.

When the tagging is complete, it's time to look at the data. Let participants quietly return to some gallery walking to see what was tagged. I like to remind my groups that the data represents what their group members find most important to them in that moment – it doesn't mean cards without tags are not important. There have been a few times, based on a group's objectives, when we also spent a little time talking about diverse perspectives.

Processing: After an appropriate amount of time to review the data (gallery walk), the group can discuss the findings. Here are my two favorite questions during this part:

What is the data telling you?
What else is the data telling you?

Of course, there are a variety of ways to discuss the group's experience based on their objectives. I like this process because it brings a BIG concept (in my latest experience with the cards, building trust) into some focus as to what is most important to the group at the time. In my example, my group of six started talking about the top tagged cards (above) and were ready to develop some future actions to put the concepts and behaviors into practice.

Extending Idea I had a little time to try something with this management team of six to experience some consensus-building. I asked them to rank the six cards shown above in order of importance. I said, "If you were to use these concepts and behaviors as your immediate priorities and put team into action, which one would you start with, then, what would be your second, third, fourth and so on."

After about 10 minutes, I stopped the group to notice the point that 'deciding' on priorities and actions takes time and commitment, as they already knew. So, I said, "As a group, how do you want to go about allocating the time you need to tackle the goals you have for yourselves in the coming months?" (This was a task I left them to think about and address during the second day of their retreat.)

If building consensus skills was one of the group's objectives, I would have provided more time for them to work out the priority of the cards. But with the brief encounter with the exercise, the group recognized the point. (And I know I can extend this process with any Consider & Tag activity in the future.)

Here are the Relationship & Trust Building Cards. Let me know how they work for you. Leave us a Comment.

relationshiptrustbuildingcards_cavert_2025.pdf
File Size:	421 kb
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All the best,

Chris Cavert, Ed.D.

Key Pad Express 2

1/23/2025

I designed Key Pad Express (a.k.a., 'Chicken Express' when tossing a rubber chicken during the challenge), back in 2016 for a multi-group corporate program. We were working on process improvement through better communication. I finally posted it to the FUNdoing blog in 2020 after finding the (lost) video. This version really changed the old Keypunch (Rohnke) activity for me, getting more players moving throughout the activity and adding more 'problems' to solve (e.g., throwing, catching, more responsibilities).

Recently I found myself thinking about other ways to use numbered spots and Pressure Play Too came to mind. With larger groups, of 30 to 50, participants work through the suits of playing cards moving from player to player in sequence. I think we can do the same thing with smaller groups using numbered spots.

Key Pad Express 2

Needs & Numbers: I have yet to try this version of Key Pad Express (only a conceptual idea right now). When I do, I plan to use it with groups of 6 to 10 participants per number pool (a number pool looks like the graphic above). Of course, when I have a larger group, I'll divide it up into smaller groups. I'm going with sets of 30 numbered spots (or numbered index cards). This gives at least three 'responsibilities' to each participant in a group (see below). A 50-foot rope can be used as a boundary of the pool (shown above), but it's not required.

Set Up: Scatter around 24 to 30 numbered spots (as shown above). If you are using a 50-foot rope, lay it out first in whatever geometric shape you like, and then scatter the spots inside – number sides up. (Again, the rope is not required.)

You can make numbered spots using small paper plates, index cards, or save those white plastic lids from yogurt containers (for example) and use a permanent marker to number them. Of course you can also buy yourself a set or two. Search online for 'numbered game spots' – there are lots to choose from!

The further you scatter apart the numbered spots, the more room players will have to move around others in the group. When the spots are closer together the physical risk factor of 'bumping' (i.e., crashing) into someone increases. So, choose the set up that is most appropriate for your group and their objectives.

Play:

Gather the group(s) around outside the number 'pool' area(s) - maybe about 5-feet away.
The challenge they will have is to 'Tap Out' all the numbers in the pool as quickly and safely as possible.
This will be a timed activity. (Each number pool group separately or as an all-group challenge – decide based on group outcomes. Individual group process improvement or an all-group – time stops when the last group is done. See Facilitator Notes below.)
Give each group in play time to plan without going into the number pool – they can move around it, but not step inside.
Here is the Expectation: When planning time is over, one player stays outside of their number pool, the other players will go into their pool and each stand on the first numbers. For example, in a group of 10, one person stays outside their number pool (they are not standing on a number), the other nine go into the pool, each standing on one number, one through nine.
When a player is standing on a numbered spot, the spot must be covered with the person's feet. The person can leave their number after being Tapped Out.
When everyone is set, "GO" is called and the facilitator starts the time.
The player outside of their number pool goes into their pool and Taps Out (i.e., tags) their teammate standing on the number 1 spot. Once tapped, this player leaves their spot to go Tap Out the player on the number 2 spot. Once tapped, the number 2 player goes to Tap Out number 3. Number 3 then goes to 4. This process continues until all numbers are Tapped Out.
Once a player Taps someone out, they have the responsibility to go to their next number in the sequence that is open. (Hopefully during planning, all players have determined their responsibilities – the numbers they are going to stand on. If not, problem solving will unfold.)
The numbers, not covered before the activity started, 10, 11, 12 and so on need to be covered (stepped on) by the players who Tapped Out their teammates. Essentially, a number cannot be Tapped Out unless someone is standing on it. And the tapper cannot stand on the number and tap themselves out. (Clever, but against the rules.)
When the number 30 is Tapped Out the player that was on 30 moves outside of their number pool and yells, "DONE!"
If groups are woking independently, the facilitator calls out the time when a group shouts "DONE" and keeps time running in order to call out the next times for other groups in play. When working for an all-group time, the facilitator stops the time when the last group yells, "DONE!"
After the first timed Round, the group(s) has (have) a baseline. Program enough overall time so at least two additional Rounds can be played in order for the group(s) to do some planning and problem solving to lower their time – process improvement.

Reflection: Discuss learnings and insights around the Planning Process; Roles and Responsibilities; Problems and Solving Problems; Personal and Group Safety; Cooperation and Collaboration (e.g., when 'all-groups' timing), as well as, Failure and Success – What led to each? What do we want to keep? What do we want to change?

Facilitator Notes:

Timing the Activity: When there are enough timing devices (e.g., stop watch, smart phone), you can require that each group keep their own time. This will necessitate the role of a timer. Then the question is: Will the timer be 'required' to participate in the process of Tapping Out? It's a bit challenging to multi-task during the activity, but it can be done. NOTE: When I have my groups time themselves, I provide stop watches. I prefer not to take the risk of a smart phone flying around the group. Make the best choice for your group at the time.
Human Locomotion: The challenge states, "as quickly and safely as possible." Have a thoughtful conversation about safety and expectations – what is reasonable for the group. Keep an eye on the group(s) and slow things down when needed.

We'd love to get some data on how this goes out there! Please leave a Comment below.

Have fun out there!

Chris Cavert, Ed.D.

Figuratively Speaking Conversation Cards (Print-N-Play)

1/10/2025

During my continuous effort to understand how language is used to create meaning, I have run into a significant number of lists with two-word quotes or “phrases.” It became apparent that some of these phrases did not have a true literal meaning, they are used in a figurative context – an understanding of the phrase can take on slightly different meanings depending on the perception of the person using it. I’ve collected some of these figurative phrases (below) and put them on small cards to use as conversation starters in small and large group settings. The phrases can even be used as a way for one person to contemplate what shows up for them after drawing a card from the deck and reflecting on the phrases meaning and significant in the moment.

Activity Objective: Participants share the meanings of the phrases they hold during conversations with others in the group.

Facilitated Objective: Learn more about the ways peers, within a group, think about ideas and explore the use of figurative language.

Needs & Numbers: Print and cut out the 36 phrase cards below on light colored paper of your choice. For long-term use I suggest you laminated the cards. This set of 36 cards works well with one-on-one conversations and up to 36 participants in small group conversations.

Time: 15 to 20 minutes at any time during a program – longer if you plan for more ‘conversation’ practice.

Set-Up: On a table or open floor space, spread the cards out, phrase side up or phrase side down (for some mystery). When setting them out phrase side up, be sure all the phrases are visible for reading.

Procedure: These cards are simply prompts to short, or long, conversations – What does a phrase mean to the person holding it?

Initially, get a card to each person in the group. Cards can be scattered out on top of a table (as described above), or you can have a few people in the group deal out the cards to everyone.
Explain that these cards have a ‘figurative’ meaning (you might go into a bit more explanation if needed). Have participants take a moment to quietly reflect on the meaning of their phrase and how this meaning might be significant to them in their lives.
When ready, ask everyone to form groups of two or three people – encourage the group to be inviting and meet new people.
Let them know they will be sharing their thoughts about the phrases they are holding within this small group, and they will have about three minutes together to engage in short conversations about their thinking.
Remind everyone to stay curious and ask questions related to what others are saying to keep the conversation going.
At the end of the three minutes, ask the group to ‘shuffle’ their cards. Meaning, walk around and exchange cards with others mingling throughout the area.
When you say, “STOP” everyone should have a new card/phrase to reflect upon and talk about after getting into new groups of two or three people.
Provide time for several rounds as a way to put more new faces together.

NOTE: You’ll notice some blank cards included below for figurative phrases you’d like to add to your set.

Here is your Figuratively Speaking set of cards:

figuratively_speaking_2025_cavert.pdf
File Size:	779 kb
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NOTE: Clicking on the document link gets you to a preview – it does not automatically download. You can print yourself a master copy from the preview. If you want to save a copy to your computer, click the download icon at the top right of the preview page.

Please let us know how these conversation starters work for you. Leave us a Comment below.

Have fun!

Chris Cavert, Ed.D.

Aga Zumba Zumba - Action Song (Video)

10/24/2024

I'm back after an amazing journey in India. There is so much to 'unpack' (figuratively and literally). I thought this video would be a fun way to start sharing some of my learnings.

My friend Agyat (salmon-colored shirt on the right) led an early-morning 'Play for Peace' session at the 2024 AEE Asia Pacific Regional Conference in Pune India. (Learn more about the amazing work of Play for Peace – "From conflict to compassion." – HERE and more about AEE Conferences HERE.)

When I use them, I include Action Songs at the beginning of a program as a way to frontload some of the experiences ahead. Here are some examples:

In most cases, the Song will be a 'first-time' experience for everyone. They will be learning something new together.
Mistakes will be made along the way. Then there will be an opportunity to practice to get better if we are motivated to do so.
There is some safe social risk-taking, but most people are more focused on their own actions instead of noticing others.
Not everyone will be good at everything right away, more work will need to be done.
Spontaneous laughter and celebration occur even during something challenging.
(And, I can program Songs for small and larger groups.)

After a Song, we'll briefly explore some of the concepts (practice) and behaviors (laughter) they experienced during the Song. It's a simple thought-provoking exercise to prepare them for what's ahead.

Please let us know if you have a visual source for other Action Songs so we can build our collection together. Leave a trail for us in the Comment. Thank you!!

All the best,

Chris Cavert, Ed.D.

"Fantastic!" Stories & Connections (a.k.a., Human Bingo) Print-n-Play

7/19/2024

Our friend from Israel sent us a version of the Human Bingo icebreaker. Historically (for me), everyone gets a handout with a 5 by 5 grid (25 squares – the center square is a 'free' space). In each square is an experience of some kind, like, "Favorite pizza topping is pepperoni," or "Has been to Ireland," or "Rides motorcycles." To play, everyone mingles around looking for people in the crowd that have had these experiences. Once they find someone, they ask the person to sign the square.

The Objective: Collect enough signatures to get 'five in a row' vertically, horizontally, or diagonally so you can yell, "BINGO" and win the game. Or, as I've played it from time to time, get as many BINGOs as possible in the time allowed – so you can meet and connect with more people. (Search "Human Bingo" on the net for tons of examples.)

Our friend found an alternative approach to the basic Human Bingo encounter called, 'Back to Nurture Bingo' in the book, Playful Activities for Powerful Presentations (1993), by Bruce Williamson. (And I do want to find out how our friend got a hold of a copy?!)

In Williamson's version, along with some of those 'typical' icebreaker questions (e.g., "If you could live anywhere, where..."), there are prompts to life stories, like, "Describe a perfect day," "Children are," and, "What fills you with a sense of wonder?" This changes the quick-search-find-and-sign squares into little conversations.

Williamson's version also includes an additional feature that elevated this activities status for me (meaning, I'll be using this version). There are 'tasks' including in the experience. If you've ever played the task version of 52 Card Pick Up, it's like that (just not as many tasks). Check out the grey squares above to get the idea.

Stories & Connections
I was part of an open-enrolment activity training recently and thought it would be a nice audience to try this out with, so I made us a handout (below) to get us started.

You'll find the instructions included on the handout (you can see them in the header above). Here are a few things I want to tell you about the handout:

To change things up a bit, and to add some emotion (as well as, to avoid the traditional 'finality' of the word BINGO), when players do get five in a row, I've asked them (in the instructions) to yell, "Fantastic." (We had a few of these during the training – it evoked smiles.)
I added one more row to the traditional 5 by 5. By doing this, there are eight more 5 in a row possibilities.
I initially introduced the activity to the participants as a 'Soft Start" (or "Unofficial Start" if you learned this from Mark Collard). However, I decided to extend play into the entire day. By doing this, participants continued to interact with each other during breaks and lunch. And, allowed for more "Fantastics" to spontaneously erupt.

One last thought about Stories & Connections. I'd like to develop additional handouts with more focused topic (concept) stories like Leadership, Trust, Helping, Relationships, or Preferences. Then, we can be even more intentional about working on group outcomes.

Here you go!

stories_and_connections_cavert_2024.pdf
File Size:	159 kb
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Let us know how it goes – share in the Comment section. Thanks!

All the best,

Chris Cavert, Ed.D.

ICON Circle Puzzles (mini kit 3)

6/23/2024

ICON Circle Puzzles are the second evolution of Word Circle Puzzles (the first evolution was Picture Word Circle Puzzles).

On a recent flight back from a summer camp training, I was motivated to find another ICON puzzle to add more to our set of challenging options when showing this version. I also found another 8-ICON puzzle from a virtual training. So now, our Puzzles sizes, with these two, now include: two 8-card puzzles, a 9-card, a 10 card, a 12-card, and a 13-card.) This third Mini Kit has another 8-card and a 12-card, as well as another HELP Cards page. As I've shared before, I like to print the HELP cards on green colored paper so I can easily identify them in the crowd (of course, the ICON cards are not printed on green paper).

For Your Reference:

ICON Circle Puzzles Mini Kit 1 - this first post has the play details and Word Circle Puzzles links, as well as a link to the second evolution of circle puzzles - Picture Circle Puzzles.
ICON Circle Puzzles Mini Kit 2 - two more ICON puzzles and link suggestions to more of the traditional Word Circle Puzzles.
TheNounProject - This is where I get my ICONS (free for some of the 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 3

iconwordcirclepuzzles_set3_kit.pdf
File Size:	336 kb
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Have fun out there!

Chris Cavert, Ed.D.

Rope Script 2.0 (Part 2) Active Processing

6/7/2024

If you haven't yet, please read Rope Script 2.0 Part 1 (the post below this one) to get the context and basics before diving into Part 2 (You'll want to know all about 'Buddy Rope.')

Active Processing is an interactive way to move into discussions (debrief) about important topics (related to desired outcomes) after a specific activity or at the end of a program. (Michelle Cummings and I talk about this technique in Episode 66 of our podcast.)

How I Plan to Use This One
During a program I will create small groups (of three or four) after an activity to discuss specific concepts related to the activity. The first time I use Rope Scripts 2.0 (Scripts), I'll have each group spell three-letter words, like 'fun' and 'see' – asking them to discuss these concepts (see below for prompt questions).

After another activity I'll create new groups (of three or four) asking them to discuss (four-letter word) concepts like 'Help,' 'Stop,' and 'Keep' (see prompts below).

At the conclusion of the program I'll create new small groups and ask them to discuss (five-letter word) concepts, like 'Learn,' 'Tough,' and 'Build,' looking back over the entire program (see prompts below).

NOTE: I will use Scripts along with a few other processing tools to keep things fresh and inviting.

Before I detail this processing idea, I'd like to share a thought. When I choose to use Rope Script 2.0, I will only use one of the versions – the 'team building' activity (Part 1) OR, the 'processing activity' (Part 2). Maybe it would be too much of the same thing doing both – engagement might be diminished? (Just an initial opinion, which could change after I play with Scripts a while.)

As detailed in Part 1, you'll set up your small groups so each participant has one 5-foot buddy rope – for this version each group will need five buddy ropes no matter the size of the groups. (I'm going with no more than four in a group to increase the likelihood of everyone sharing during the discussion – I think pairs will work just as well.) Teach everyone the square knot (Part 1) before introducing the expectations.

In this processing version, you will be giving the groups the words they will attempt to make. These words will be related to concepts you would like them to discuss – concepts related to some of the outcomes of the group as much as possible.

Three-Letter Words: (After an activity.) Ask each group to tie three buddy ropes together, then, working together, spell (Script) and then discuss:

'Fun' – "Use your three-length rope to spell fun. Once you have it spelled, be sure to admire your good work, and then have a short discussion about some of the fun things that happened during the last activity. Be sure to share why these things were fun for you."

(My creative expression of 'fun.')

After a few minutes for the discussions, and if you have planned for the time, give them another three-letter word, like:

'See' – "What did you see during the last activity that impressed you about others in the group and discuss why, what you saw, is important to you."

After the 'See' discussion, invite groups to share out some of the important things they saw in other group members so everyone can learn about some of the capacity in the group. Then, you're off to the next activities....

Four-Letter Words: (After an activity.) Ask each group to tie another buddy rope to their three-length section – creating a four-length rope. Then, after an activity experience, Script the word(s) and discuss one or two concepts, like:

'Keep' – "Discuss in your small groups, what you believe we should all keep doing to continue the success we've been experiencing and why you believe what we should keep doing is important." (Share out some of the group findings with the entire group if you have time.)

'Stop' – "Discuss with your group, what you believe we should stop doing in order to be a better team." [Another good four-letter word to talk about.] (Share out some important points with the whole group.)

'Help' – "Discuss with your small group how you observed others helping during the last activity and why it was important." And/Or, "In what ways could we help each other more in order to acheive the goals we have for ourselves?" (Share out some important insights before moving on.)

Five-Letter Words: (At the end of a program.) Ask each group to tie in another buddy rope, making a five-length rope. Then, instruct everyone to consider the overall program experience when answering the questions. Script the words and discuss two or three concepts, like:

'Build' – "We were team building today. Discuss in your groups: What did we build together after going through all the activities?"

In the spirit of a 'closing' reflection, be sure to get some input from each group – sharing with the whole group. The idea (for closing reflections) is to facilitate the transfer of learning. How will what they practiced during the program benefit their everyday lives?

'Tough' – "During our team building, what was tough for you – what made you really think, challenge your patience, or frustrate you?" And, "Why is it important to go through though things?" After the discussion, share out insights with the whole group.

'Learn' – "Discuss with your small group some of the things you all learned from the experience we had together, and why these learnings are valuable to you."

Ending with a discussion about learnings can really anchor some of the take-aways (the transfer to everyday life).

We would love to hear how this one works for you – and pictures of word Scripts would be fun too!! Leave us a Comment.

All the best,

Chris Cavert, Ed.D.

Rope Script 2.0 (Part 1)

5/24/2024

This 'Wonder' is made with five buddy ropes.

I've been revisiting my collection of activity books lately for some lost nuggets of fun and came across Rope Script in Bottomless Baggie (Rohnke, 1991, p. 45). It was a short (description) share from Karl, crediting the activity to Mark Murray.

Basically, Mark had some time before lunch one day, so he asked his seven participants (a small therapeutic group) to keep their blindfolds on (used in the previous activity) and attempt to spell out (in cursive) a seven letter words with an activity rope they had on hand. [No length of the activity rope mentioned. My typical activity ropes are 50 feet long – I'm sure this length would be fine, or a little shorter?] I can see the fun in this. There will be some planning and choosing, then lots of crawling around and finally the reveal.

Rope Script 2.0
Here is one way I want to present Rope Script in the future. (I'll share another way to Process/Debrief with Rope Script in Part 2 next time.)

I don't use unsighted activities much anymore. Typically, I like to practice communication behaviors in sighted ways (more realistic of everyday behaviors). And I do a lot with 5 foot 'buddy ropes' so I can use a prop I have and vary the length of the overall rope by tying buddy ropes together. (The length variation comes into play with the different words we'll want our groups to spell and the size of the groups we form).

For years I used Parachute Cord buddy ropes, five feet long. However, I changed to 1/4-inch buddy ropes (five feet long), from Atwood Rope. The thicker rope is better for knot tying (learning) and it has a nice feel to it for activities like the Handcuffs Puzzle and Objectable Human Knot.

Needs and Numbers: Each group of four or five participants will need one buddy rope for each person plus one. For example, a group of four will need five buddy ropes, a group of five will need six. We'll also need one timing device.

I believe this activity can be done with 5 to 30 participants – divided into the smaller groups. (With 20 to 30, processing discussions can take place within each small group, then popcorn out with the whole group some of the significant things mentioned in the small groups.)

Part 1: After groups are formed teach everyone how to tie a square knot (below). Each person will have a buddy rope and use it to tie the ends of their rope into a square knot. Here's how I remember it: Right over left, twist. Left over right, twist. (Head to YouTube, I'm sure you'll find a video that shows you how if you haven't experienced this knot yet.)

During Part 1 there is some social risk and mental model disclosure ("I don't want others to see that I can't do this." "I'm bad at knots." "I'm good at knots."), and opportunities for participants to help each other learn. Some people will catch on quickly, others will take a little longer to tie and 'see' the knot correctly. This is community-building at work:

How are we helping each other?
How are we talking to each other? (What is our tone?)
Who is willing to accept help?
Who wants to get it on their own?
Who is willing (and able) to teach others the knot?
Does everyone need to know how to tie the knot or does our group only need one or two people to know how?

There is a lot to explore here. Be sure to process some of the dynamics that happen in this Part before moving on.

Part 2: Now it's time to start spelling. We'll begin with three-letter words and work our way up to five- or six-letter words.

Three-Letter Words: Ask each group to tie three of their buddy ropes together using the square knot they learned – ending in a line of rope about 15-feet long (not a circle of rope). Set the extra buddy ropes off to the side. We'll need them for the longer words.

Then, say something like this: "We're ready for the spelling challenge. Using only the three ropes you just tied together, you have 60 seconds to spell out on the ground, in cursive, a three letter word. Ready? Go!"

The abruptness is part of the challenge – the biggest one might be, "WHAT WORD ARE WE SPELLING?" Answer: "You decide."

When time is up, go around and check out the work. See if you can read each group's word and give them a little feedback along the way.

Then jump right back to it: "Okay. A different three letter word. 60 seconds. GO!"

When time is up, have a discussion about the dynamics of the two spellings and what they can learn from them. Also ask, "What do you want to do a little better during the four-letter word attempts coming up?" I also might ask: "What letters did you find tricky to manage with the rope?" This can be seen as a little advice to other groups, without calling it advice. Will anyone pick up on the help?

Four-Letter Words: Ask each group to have someone tie another 5-foot rope to the end of the three-buddyrope-length rope they just used. Now, everyone has a four-length rope to work with.

When everyone is ready, same as above: "Spell a four-letter word, RATED G, in 60 seconds. GO!"

Follow the same process as in the three-letter word round. Two attempts, one right after the other. After two words, encourage a discussion about each groups dynamics. What's working? What's not working – what can be better for each group? Be sure the sharing takes place with the whole group so everyone is hearing what others are discovering. Again, I will ask: "Did anyone find any other tricky letters you had to work out?" (Advice giving.)

Five- or Six-Letter Words: (Final Round) Ask each group to tie in the remaining ropes in their possession (e.g., groups of four will have a five-length rope).

When everyone is ready, there is a little change: "Okay. This time, you have 90 seconds to spell a five- or six-letter word. Ready? GO!"

Again. Same process. Two 90-second attempts. The idea here is that each group is figuring out how to work productively together (or not).

What roles and responsibilities do the group members take on – accepting with clarity or by default and how did everything work out over time?
Was there some success? How did it happen?
Was there failure? How did this happen.
Who was all in and why?
Who was not in and why?
What's important to remember from this experience as we move on to the next adventure?

When you try this one, let us know how it works out. My guess – this will be about a 25 to 30-minute activity focusing more on the discussions (processing) than the actual action (cognitive-heavy activity).

Leave us a Comment with what works and any improvements. Thanks!!

All the best,

Chris Cavert, Ed.D.