Category: Variations

Word Building, Ltd. (CrowdWords)

4/10/2025

In 2015 I posted Word Building with Jumbo Letter Tiles. It was a more portable version of Word Building using 3.5 inch noodle chips (with letters written on them). I'm going to share with you (below), the next iteration of Word Building – using 'limited' (Ltd) resources. I recommend you take a little journey back in time and read the original post to get the big picture. This limited edition might be clearer with the additional information.

Needs & Numbers:

You'll need a letter set. The prepped and ready large tile version of choice (for me) is CrowdWords (developed by Trevor Dunlap and Matthew Broda – their activity guide includes 26 ways to use the larger letter tile set).
In this 'limited' version it might be faster to make your own letter set, based on the 'concept' words you have chosen, using index cards or small paper plates. See the original Word Building post for details. (Be sure the letters don't show though the paper product you are using. A light highlighter color works well.)
Use a 50-foot activity rope or four cones to outline the 'letter pool' – a rope circle or cones at the corners of a square.
One spot marker (hula hoop or carpet square) for each team. If inside, you could tape out a small square as a 'spot' for each team.
Flip chart paper (on a stand if you have one), tape and some colorful markers.
This one plays well with 12 to 30 participants (you will be dividing into groups of 2 or 3 people).
And a timing device.

Set Up: The preparation for the game is a little more focused (additional time is needed to prepare). Choose a concept you want to work on and discuss (reflect upon) based on an objective a group is working towards. It could be teamwork, leadership, trust, collaboration, community, etc. For example, I asked an AI engine to give me 15 five-letter words related to behaviors of a cooperative community – the bonus included a little information on how the word fit – 'Blend' - harmonizing differences into unity.

Then, I picked 10 of them for the 'word list' I'm going to use with a group of 30 participants:

Build
Reach
Share
Trust
Model
Value
Adapt
Align
Offer
Blend

In preparation for the activity, I'll write all of these words on one piece of flip chart paper.

Once I have all the words, I'll need a letter tile for each letter in each word – I need 50 tiles to make all the words. With this particular list I would make my own tiles since there might not be enough 'Es' or 'As' in a set of CrowdWords(?). Then, here's the other time requirement. I want to include at least 15 to 20 extra letter tiles that ARE NOT in any of these words. So, I will make a couple of 'Js', a couple of 'Ks', and a few 'Ys', a couple 'Qs', 'Ws', 'Xs', and 'Zs'.

NOTE: If you are going to be working with less than 30 participants, you might not need as many words. Think of how many groups of three you will be making (and maybe there are one or two groups of two), and be sure to have a word for each team. For example, if you have a group of 16, you'll have four teams of three and two teams of two. You need six five-letter words.

Almost ready! Now that you have your letter set, place down your rope circle (or coned square) and place all the tiles, letter-side down, inside the shape of choice. This is the 'letter pool.' (See the header picture above.) Somewhere near the letter pool display the list of words your going to use with your group. Place down a spot marker for each team around the letter pool. Each spot should be about 5-feet from the pool. Now you're ready.

Let's Play Word Building
When your group arrives, creatively divide them into small 'teams' of three (and some twos if needed). Invite each team to locate one of the spot markers and stand by it. They are ready for the rules. The rules for this limited version are just about the same as the original – just some minor additions. Your going to frontload the game this way:

"You are all on a small team. During this game, each team is required to gather enough letters to make one of the five-letter words on this chart." [Point out the chart.] "These words are related to some of the behaviors that take place within a cooperative community."

When you have purposefully planned time for this, discuss some of the words on the list – "How are these words related to a cooperative community?" You are priming the group with information about community behaviors. Some they might use during the activity, some they may not. Like this: Prime-Experience-Reflect. "What behaviors showed up for you and how were they helpful," for example.

Then continue: "This is a timed event. Your group, all the teams, is challenged to complete the task as quickly, and safely, as possible. Time will start when the first person enters the letter pool in front of you. Time stops when every team has created a five-letter word. Here are the rules of play:"

RULES of PLAY

Only one player from each team can enter into the letter pool at a time (e.g., if there are 10 teams, up to 10 people can be inside the letter pool).
After entering the pool a player is only allowed to pick up one letter tile.
If a player chooses to take this tile from the circle, no one in the 'group' may look at the letter until it is flipped over onto the teams spot marker.
All players on each team must take turns going into the letter pool - meaning, all players from a team must go into the pool once before someone can go in a second time and so forth.
If a team decides to keep the letter taken from the pool it is placed down on their spot marker and must be touching the spot or be touching a letter that's touching the spot.
If a team decides NOT to keep a letter it is brought back into the letter pool and placed letter-side down inside the pool. In other words, if a letter is not wanted it goes back into the pool – letter-side down. This mean a letter tile may not be given to another team.
Each team may have up to six letter tiles at their spot - when the seventh letter tile is brought to a team's spot one must be taken back to the pool on the next player's turn and placed letter-side down before picking up another tile.
When all teams have spelled out a five-letter word at their spot, the time stops.

Here's what I like about this variation:

My educated guess is (I haven't tried this version yet), many groups will not have the foresight to assign each 'team' a different word from the list at the start. They do not yet know there are just enough of the right letters to make all the words. To discover this fact, they will have to fail, identify the problem, and solve for it before the next attempt. NOTE: I predict I will get this question at some point: "Do we all need to build a different word?" I will answer (repeating the directions), "Every team will need to build a word from this list." (I do not want to solve a problem I'd like them to solve.)
There are resources that will not be needed to complete the task. What will they do with them? How will they discover they are not needed? What will they do with them? Will they be 'in the way' or will they put them somewhere so they they won't repeat work that is unnecessary?
When will they discover that helping each other, within the rules, is essential to getting 'better.' Who will discover this and how will it be accepted by others?
Will the participants focus more on the task, and getting faster, or will there just as much focus on the process and the people within the process – listening to and taking care of each other's needs.

I'm guessing three or four games will shift the mental models needed and move groups to a faster time and acceptable interaction – process improvement. Check out the original post for some additional reflection questions I like to use with this activity.

Let me know what you discover and if you find any other useful additions (or omissions).

Thank you for what you do out there!!

Chris Cavert, Ed.D.

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Key Pad Express 2

1/23/2025

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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.

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Toss-A-Name Game with 'Proper Tossing Procedure'

11/8/2024

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Make an educated guess here: What was the first team building (adventure game) activity you learned? Best guess?

My educated guess is Toss-A-Name Game. Reflectively, my brain-database knows the first 'adventure games' book I opened up was Silver Bullets: A Guide to Initiative Problems, Adventure Games and Trust Activities by Karl Rohnke (1984), and the first activity in the book (which most likely I read as a way to get a sense of the book) is Toss-A-Name Game. Karl hooked me into his style of prose and playfulness after reading his first paragraph of the game:

If you have trouble remembering a bunch of new names in a just-met group situation and you dislike name tags...as much as I do, this game provides an action-packed sequence that makes forgetting harder than remembering.

And, I know for a fact, Toss-A-Name Game was my standard opening activity for many years after my introduction to it. Hence, my educated guess.

So, why the trip down memory lane Chris? Well, during my recent visit to India, I found myself using my favorite version of Toss-A-Name Game to emphasize connection and communication behaviors. (I've been focusing on the importance of 'conversation' skills lately, directly correlated with connection and communication). Upon my return to the States, I wanted to find my write-up to the 'TAN Game' to share with my most recent workshop participants. However, I could not find it. Meaning, it's time to get it into the FUNdoing archives.

Toss-A-Name Game with PTP

Activity Objective: Learn the names of group members in a fun engaging way.

Needs & Numbers: Lots of safe tossables (e.g., stuffed animals, stress balls, rubber chickens, yarn balls, beach balls...), about one for every three participants, and lots of open space – including lots of overhead space for high-flying tosses.

Plays well with 8 to 30 participants of any age (catching is not required in this game, so even if we're still working on fine motor skills we can play).

Process: The TAN Game can be played with one big group or divided into smaller groups of 8 to 10 people (as described in the original Silver Bullets instructions).

Each group in play will start out with one tossable. Using this one tossable, provide some time for the players to learn some names and/or review names of the people in the group. (NOTE: Even if the people in the group know each other's names, it's still a positive behavior to share names as a way to warm up for the Game.) Here's a quick way to learn/review:

One person in the group is given a tossable. This person holds up the tossable and says their first name. (NOTE: This version of the Game is done using only first names. Of course, you can add last names, adjectives - "Crispy Chris" - and/or actions.) After sharing the name, the person with the tossable HANDS it to the person on their right. This person holds up the tossable and says their name, then HANDS the tossable to the person on their right. The tossable is handed around the circle(s) in this fashion until everyone has shared their name once, or even twice (around the circle). When the tossable is back to the person who started the name sharing, the group(s) is (are) ready to play.

Here's an example script covering what I like to say:

Now we're ready to get into some more action. Hopefully, you have picked up, or know, a few names of the people in your group. To help us anchor these names and even more names, we're going to practice using them.

From this point on, to the best of your ability, during the Game, I'd like you to use 'Proper Tossing Procedure' or PTP as we like to call it. When tossing an object to someone always use an underhanded toss, like this...[provide a demonstration of an underhanded toss.]

Now, PTP has three ordered steps:

Step 1: When you want to toss an object to someone, first call out their name.
Step 2: Make a connection with this person so you know they heard you and are preparing to toss something to them. This connection could be eye contact, a thumbs up, a hand up indicating a request to wait, or a verbal 'Ready' call. Anything that makes that connection.
Step 3: When ready, toss the object to the person.

One of the goals in this Game is to complete as many 'Toss-and-Catch' combinations as possible. Any deviation of the PTP procedure could lead to a mishap. A mishap could be a drop. A mishap could be running into another person. A mishap could be the object colliding with a part of the body not used for catching. Mishaps are bound to happen along the way. Do your best to use mishaps as learning opportunities and adjust your behaviors to avoid repeating a mishap and increase the number of Toss-and-Catch combinations.

After you get started with one tossable object, I'll be adding more objects to the Game. All tossable objects added to the Game must be used, so the complexity of the Game will increase. And that's okay. Do the best you can. Learn from mishaps. Solve the problems that surface. And don't forget, learn the names of the people in your group.

Finally, any time you hear me call, "FREEZE!" Please stop all tossing and listen for the information I want to share with you.

What questions do you have about the Game?

When the group(s) has (have) clarity about the Game, let them begin. Observe for the level of understanding of the task and stop any behaviors that could lead to an unwanted outcome. When it comes to 'PTP' don't jump in too soon to fix mishaps – let the group(s) manage their own changes if they can. Observe and keep mental notes about the consequences (positive and negative) of the behaviors you notice.

After about 90 seconds with the first tossable object, call "FREEZE!" Wait for all tossing to stop. Ask the group(s) how they think it's going. Are they maximizing the Toss-and-Catch combinations? What behaviors are working for them? What mishaps are occurring? What is causing the mishaps? What have they learned from the mishaps?

After some enlightening (hopefully) discussion, let the group(s) know you are adding another tossable to the mix. Once they have that second tossable, they can start the Game again – "Don't forget, Proper Tossing Procedure."

Let the group(s) play again for another 90 seconds. Then call "FREEZE!"

If there is more than one group in play, ask each group for three volunteers, from each group, to switch groups – "Who would be willing to take a little risk and change groups? I would like to see three people from each group move to a different group. Those switching groups, move to the group next to you in the clockwise direction. Thank you." [You might need to help with the direction of the switch.]

Add a third tossable object to the group(s) and let them begin again. (No need to have any sort of discussion during this transition.)

Continue to observe behaviors and make mental notes about what's taking place – the stuff you want to talk about in relation to the group's processes and problem-solving abilities. After another 90 seconds call another "FREEZE!"

First, ask for another three people (who are not holding a tossable object) in each group (when playing with multiple groups), to move to a new group. Then, pull in this specific communication metaphor:

From this point on, PTP is now, 'Proper Talking Procedure.' The tossable objects are important messages you want to communicate to the person you're getting it to. Dropping the message means this person will not understand what you're trying to communicate to them.

Before we begin again, after adding another message, what have you learned so far from this interactive exchange of tossing these objects that will increase our chances of clearly communicating our messages (talking to group members) – increasing the chances of more toss-and-catch combinations – to others in the group?

Work through some good discussions about what the participants want to see from each other during the final rounds of the Game. How will 'talking' to each other look and sound like? Then add another tossable object to the group(s) and let them begin.

During this round, and one more final 90-second round, I will "FREEZE" the group(s) if I observe behaviors they have agreed to avoid. I'll ask them how they can fix the 'mishaps' and then start the Game again. If there is an agreement to change or behave in some way, I choose to hold them accountable, at first, for their behaviors. Over time, of course, we want them to hold each other accountable, but initially, modeling how that looks and sounds can be important.

After the first 90-second 'metaphorical' round, "FREEZE" the group(s), add one more tossable object and let them continue. Again, I will "FREEZE" the group(s) if I see desired behaviors going unchecked.

After the final 90-second round, we'll wrap up the solid take-aways from the experience, focusing on the behaviors the group wants to continue and behaviors they want to avoid. Then we get right to the next activity. My preference is to dive deeper into discussions in between task-actions and do a brief review of learnings after the conclusion of the activity. I want to get them back into practicing desired behaviors so I don't lose engagement.

A Final Note on Writing Activities: In total, I spend about 15 minutes with this activity at the beginning of a program – almost as long as reading and understanding this post. I like to: Play. Stop. Think. Discuss. Practice – then repeat.

Ultimately we take a bit of what we learned and practice it more using another experience. Writing out activities (long form), taking them deeper, exposing the details, I believe, reveals the nuanced purpose of what we want to do as educators. When we go deeper, we can discover more meaning and reasons to explore our behaviors and mental models.

All the best,

Chris Cavert, Ed.D.

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Toss-a-Lot Challenge

7/5/2024

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Recently, I've been focusing on finding and developing activities that can be done with multiple groups of eight to 12 participants, simultaneously doing the same activity over a specific amount of time.

Early Learning: Process improvement activities (do the task, for time or a score, problem solve, and do it again with a goal of improvement), and activities that cannot reach the 'end' in the time given (like this one), are good for large group team building (problem-solving) tasks. Activities where one group 'finishes' (completes the task) before other groups can cause logistical/transitional issues we might want to avoid.

This Toss-a-Lot Challenge is a mash-up of 'Up-Chuck' and '7-Up' (Rohnke activities). Once the process is explained, very little facilitation is needed throughout the task. NOTE: This is also a good activity for one group of 10 to 14 as well!

Needs & Numbers: So far, I believe this will work best with groups of 10 to 14 participants. I would go up to six groups at a time – easy enough to walk around to six groups. You'll need one safe tossable item for each person. NOTE: I use the soft 'stress' balls, but I would feel comfortable using tennis balls for this one – focus is more prevalent than chaos as far as I can tell.

Time: I've only done this specific version once – groups had 20 minutes to "see how far" they could get. (I think even in 30 minutes a group of 10 will not be able to complete 10 objects three times in a row. However, maybe some day!)

Process: Creatively form up groups of 10 to 14 and distribute the soft tossables – again, each person needs one. Use one group to demonstrate the process. Circle up one group and have all the other groups gather around the demo.

Have the (demo) group circle up, about elbow-to-elbow distance apart, and then place all of their tossables into the center of their circle. Ask one person (e.g., the person with the longest hair) to pick up one of the tossables an then step back to rejoin the circle. Here's a script example:

"Your objective, over the next 20 minutes, is to get as many of your tossable objects into your system as possible. Here's how it works. During each Round, you are required to remain in a circle formation. The tossable objects you have must be tossed, underhanded, and caught three times in a row before another object can be added to your system. An additional limit to your tossing process: the first is being in a circle, the second is tossing underhanded, this third one is that you may not toss to someone next to you – the person on your right and on your left."

"So, let's give this first object a try. The person with the object tosses to someone not next to them." [Let the toss happen.] "If it is caught, this person then tosses to someone else – not to anyone next to them, and not to the person they received it from. This is the fourth limit. Okay, let's go for the second toss." [Let this happen.]

"If the an object drops to the ground, you are required to begin the round again from zero tosses, zero catches. Let's keep going." [Work the group through the one tossable Round – three tosses and catches in a row.]

"Okay, the group has successfully caught one object, three times in a row. Now someone else in the group is invited to pick up another object from the center of the circle. This time, two objects must be tossed, AT THE SAME TIME, three times in a row for this second Round. Here's how it works. When a group is ready – most likely you will be making a plan – anyone in the group says, 'One, Two, Three, Toss!' On the word 'Toss' all objects in play – right now there is two – must be tossed. Yes, it's going to get more challenging. Let's try it." [Work with the demo group to show how the countdown goes and how the process continues or restarts.]

"Part of this activity is about integrity. When 'Toss' is called, all objects must be in the air at the same time. You decide, as a group, if you did that. If not, you must restart the Round. You don't need to go back to one object, you already earned that Round. Just go back to the start of the Round you're on."

"To continue, each Round of your system is the same. Once you toss and catch two items in a row, add a third item. After a third, add a fourth, and so on. Remember, the objective is to get as many objects as you can into your system in 20 minutes."

"Before you all start the challenge, let's review the limits you have:

Stay in a circle formation during each Round.
Tosses must be underhanded.
Tosses to the person on your left and right are now allowed.
You may not toss to the person you received the object from.

What questions do you have?"

When questions are address to clear understanding, send groups off to a good place to play in the area (keep groups close together so you don't need to walk around to far). As they get started, be sure to mingle around the groups to clarify any misunderstanding over the task. Keep the groups informed of the time remaining and keep your ears open for comments that make for good talking points (some examples below).

Variation: Using all sorts of different tossable objects – sizes and shapes – can change the dynamics of the task. A good question: When choosing an object for another Round, what did you consider?

When you're ready to discuss (ie., process) the experience, you can ask one question at a time (ideas below) and let groups talk for a couple minutes, then ask for some good takeaways from the question – popcorn out answers from each group before asking another question.

Talking Points:

How did you like your planning time – What was good about it? What could have been better?
How was the communication between group members – What did you notice that worked? What did you notice that didn't work?
What were some of the things you noticed that were holding you back – things causing some failure?
What were some of the things you noticed that lead to your success?
When things 'drop' in your lives and how would you like to handle them?

Yet another FUNdoing Beta test – let us know how this works for you and how we might change it to bring out more learnings. Leave us a Comment.

All the best,

Chris Cavert, Ed.D.

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The Top Three of 2023

1/7/2024

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One of my year-end tasks is to review the FUNdoing Blog posts from the year-gone-by. Then I choose some of the activities I believe have the best potential for lasting impact and share them with you.

Each year my goal is to put new activities and new ways to use activities that have been around for a while, out into the playing field. Many of these activities I share throughout the year haven't even been tested – just ideas I want to explore with you to see if they have "legs" as we say. In other words, if I were to write a new teambuilding activity book (hmmmm), which ones would I include from my Blog?

Here are the ones that stand out for me this year:

Stepping Words
This one takes some preparation (full transparency, one of my colleagues cut the wood for the first set – thanks Seth!). I've only led it a few times, but I've already seen more engagement during the planning stages and then throughout the activity than any other time I've led the traditional Stepping Stones (Quicksilver, Rohnke & Butler). Bonus: I also used the wooden pods for other activities like TP Shuffle, Box Hop, Traffic Jam, Find Your Island, Group Jump, and others. So, we have a versatile prop as well. (Each set of boards works with 8 to 12 players – you could add a few more letters to increase the numbers in play, but it will increase the waiting time between movements.)

Quad-Team Flip & Find
I posted the activity Flip and Find in 2019 and received a lot of nice feedback about it (it has been in the POSSBILESbag Activity Manual since 2003). The original version was presented as a competitive activity between groups with some purposeful cooperation within each team – helping each other to be more successful.

This past year someone sent me a note thanking me for the (original) activity, so it was put on my radar at a very serendipitous time. Long story short, I developed this more cooperative version involving four teams using the same area (rope circle) to find and flip their suit of cards. The significant change is now the team and the 'teams' help each other find the cards everyone needs. (Props: 50-foot rope and a deck of standard playing cards for 8 to 16 players.)

Rope Shape Challenges
Alright, if someone offered me $1,000,000 to pick a favorite from 2023, this is the one. It all started in 1991 (well, when it was published at least) with Blind Polygon. Sikes got us to the 5-Pointed Star and then I played around with other shapes. It's a 'simple' problem-solving 'cognitive' task that's not easy. Since the 5-Pointed Star I have appreciated the two parts – solve the problem, then refine it (make it faster, or as we know, process improvement). This last year I dug a little more and 'saw' the Nonagram. This took rope shapes to the next level for me.

The way I use it requires three groups of at least five players in a group (and I would go up to seven in a group – so, 15 to 21 players). The progression: 5-Pointed Star, one of the Heptagrams, then the Nonagram (or the No-Way-Agram). The first two can be completed by each group separately, the third needs the three groups to work together overlapping ropes to complete the task. I call this a 'long-form' activity – it will take more time to get through the process. If you have the time, the benefit will be undeniable.

Number Cards
I just wanted to add this Print-N-Play to the list. I received more feedback on this PNP than any other in the FUNdoing collection. A set of four numbered cards 1 to 12 in different colors to use in place of playing cards for all sorts of lineups and groupings.

Thank you for the work you do connecting people together. We need it more than ever.

Keep me posted about your teambuilding adventures in 2024!

All the best,

Chris Cavert, Ed.D.

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Solve For (with Cups)

11/11/2023

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I was planning for a teacher training program recently where I was tasked to include some community-building activities that could tie in with academic subjects. On my list were a few Cup activities – one being Line Um Up (from Cup It Up). It was an easy step to adapt this one into a mathematical challenge. After trying it out for the first time with this group of teachers, here’s what we have so far:

Solve For

Needs & Numbers:

26 numbered cups (see above) – numbered 1 to 26, for every group of three to five participants.
One game spot (or something similar).
One ‘Cup Station’ for each group: a taped rectangle on the floor, a hula-hoop, a small rope circle, or a table.
One large sheet of paper (e.g., flip chart paper) and a marker.
One or two index cards and a pen for each Cup Station.
One timing device.

Note: I’m suggesting Cups because I already have multiple sets of numbered cups ready for other Cup It Up activities. If you’re not a cupper yet with the resources ready, you can make number sets with index cards or small paper plates. I use the numbers 1 to 26 because Cup activities also use lettered sets, A to Z (26 cups here). So it's a good correlation.

On another note, the 'other colored' Solo Cups are usually around the stores during the Fall and Winter Holidays. (I'm also guessing you can get the colors online all-year-round?)

Set-Up: Check out the diagram below (the diagram below shows cups in play - before play, all cups will be at the Cup Stations). Prior to the activity, you’ll want to set up the Cup Stations you’ll need (one for every three to five players) – arrange the stations like the numbers on a traditional clock face. Then put your game spot (or something similar) in the center of the ‘clock.’ I like the spacing to be about 15 feet – from the game spot to the Cup Stations. Then, set one stack of 26 cups at each Cup Station. If the Cup Station surface is flat enough, stand up the cup stack open end up. If the stack won’t stand, simply lay it on its side in the cup station.

Process:

Create groups of three to five participants. Have each group pick and stand by one of the Cup Stations. Tell them not to touch the cups until instructed to do so.
Let everyone know they will be doing some math during the activity. (You might decide to discuss the physiological and psychological reactions to math at this time if it's noticeable.)
Show all the groups the first set of four numbers listed on the large piece of paper (see header picture for an example).
The objective, for each Cup Station team, is to solve for each number on the list using the numbered cups at their station. A formula – using more than one cup – must be created to solve for each number.
Any mathematical symbols can be used along with the numbers to reach the sum needed – the numbers on the list. (The symbols are invisible, or assumed.)
Formulas must be made in the order of the numbers on the list. So, (using the second list of numbers in the header picture, for example), solve for 15 first. The first cup of the formula for 15 must be placed on the game spot, and then the next cup or cups follow in line from the game spot towards the team's Cup Station (see the diagram above).
Write down your formula for each number on an index card so the formulas can be verified at the end of each round.
After the first formula of cups is placed down, the group can work on solving for the next number. When this next formula is ready it can be placed down in the line – leaving a noticeable space between formulas.
When all teams are ready – after answering questions – you can call "GO!" and start the timer. Team members can then touch their cups.
Only the cups of a formula can be out in the playing area (in line). All other cups must stay on/in the Cup Station during the solving phase of the formulas.
Once all teams have placed down a formula for each number on the list, the time stops. This is an important distinction – the time does not stop until all teams have 'Solved For' all numbers in the Round.
Someone (or more than one) from each team will then verbally share the formulas for each number on the list – use the index card if needed. If a formula is incorrect ask the group what they will need to do to fix it – then have them fix it. (There is no penalty/consequence.)
Once all the formulas have been verified (and fixed if needed), share the overall time with the group. (The first time recorded with three teams in play was 2 min., 37 seconds, using the first list of numbers in the header picture above.)
This 'overall time' (as I'm suggesting for now), is the baseline for the remaining Rounds. (Same expectation for more work. Fair?)
Round one is four numbers. Round two is five numbers. Round three is six numbers, and round four is seven numbers. Each Round starts the same way as Round one. NOTE: So far there is not an 'ideal' set of four lists of numbers – will a particular list of seven numbers be impossible to solve for? (See the Variation below to provide more resources to work with.)

Why I Like This Activity?

When we use an 'all group' time, there is a better chance for collaboration to take place in order to meet the time expectation.
Using math 'problems' to solve can bring up some good discussions about skills, abilities, and mindsets, as well as roles and responsibilities. If someone is 'not good' at math, what role do they play during each Round?
Using the overall baseline time as the benchmark for each Round will, most likely, force collaboration in order to meet the expectation. And what compromises will be made (e.g., skill acquisitions) for the sake of the expectation? I'm thinking, because we have to meet a 'standard' the participants who excel at math will do the work – others will not get the practice or the encouragement to practice.
I'm curious to find out if some groups will not care about the expectations and focus on the 'process' of including everyone along the way – everyone feels they contributed to the results.

Variations:

Use index cards for the number list they will solve for during each Round (instead of writing the numbers on one sheet of paper). Give each group the same list of numbers, but don't inform them they are the same – if the groups share this information, it's okay. And maybe will lead to some collaboration?
What if you put all the 'math-smart' participants in one (or two) teams? How long will it take, without collaborating, to solve for all the numbers? (Q: What are some of the advantages of diversity?)
Allow teams to use the last number in one formula to be the first number in the next formula. This 'resource' is useful for longer lists of numbers (e.g., 6 to 8 numbers).

If you give this one a try. Let us know what else can be done. Leave a Comment.

All the best,

Chris Cavert, Ed.D.

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Rope Shape Challenges

9/15/2023

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Identify Quick Challenge: 1 Pentagram, 2 Heptagrams, 1 Octagram, and 1 Nonagram.

I participated (and learned) Blind Polygon in 1991 at a Project Adventure training. We all donned blindfolds before our facilitator dropped a big pile of rope (tied at the ends) somewhere in the field of play. Our first task together was to find the rope (I don't remember out strategy). Once we found it the facilitator called out (two-dimensional) geometric shapes we were challenged to form - still blindfolded (e.g., rectangle, square, equilateral triangle). To this day I remember how focused I was at listening for someone to tell me what to do. It was, and still is, a great experience to open conversations about detailed communication, listening and leadership. (NOTE: A new preference to 'unsight' participants is to simply ask them to close their eyes. This adds to conversations about integrity, trust, and choice.)

In the mid-90s I participated in a workshop lead by Sam Sikes, author of Feeding the Zircon Gorilla and Other Team Building Activities (Sam and I have since written books together). At that workshop I learned 5-Pointed Star (pentagram). Groups of five to eight players are given a long activity rope (e.g., 50 feet) tied at the ends. The group starts in a circle formation holding the ropes in both hands - the circle of rope opened as large as possible. The task (challenge) is to form two-dimensional 5-pointed star (see diagram) without anyone completely letting go of the rope - a participant's hand(s) can slide along the rope.

It's a great cognitive challenge, bringing to the forefront participants who live more in their logical brain. (Over the years I added 'Shooting Start' after a group solved the puzzle - "How fast can you make the 5-pointed star?" Increased risk, clear roles and responsibilities, and competitive (lower the time). NOTE: To date I've clocked groups at under five seconds.

All that being said (and you know I love diving into "all that"), I'm now playing with other gram-shapes. The first new one I tried was this heptagram (at right). It has a wonderfully simple solution, just like the pentagram: From a (rope) circle the group moves to a figure eight, then folds over the figure eight and pulls the five points (pentagram). Look at the diagram of the heptagram and discover how you can 'unfold' the lines into a figure eight. (Pull down the top point or vertex.) The main difference will be the need for seven vertex's. So, play with a group of seven to nine participants.

The only other one I've tried is another version of a heptagram. This one took longer to solve and with all the crossing intersections our 50-foot rope shape got pretty small (tighter fit between players). When I try this one again, I'm going to go with a 100-foot rope (two 50-footers tied together). I'm guessing it will change the communication dynamics a bit?

While researching geometric shape names I came across a couple more I want to try. How about this octagram (right)? Again, with more vertex's, I'll use a longer rope (e.g., 75 to 100 feet). Thinking through - we'll need at least eight, no more than 10 participants. NOTE: When there are more people than vertex's the 'non-point' players find a place along a line to hold the rope. They need to understand their role and responsibility just like everyone else.

And then there's one I found I'm really excited to try - specifically when I have three groups working on the challenge. The Nonagram (I'm thinking of calling this the "No-Way-Nagram"). Each group has a 50-foot rope with nine to 12 participants. After giving the challenge (and a diagram of the nonagram), I'll let them work on it. Then, maybe 10 to 15 minutes in, I might drop some suggestions about collaborating with other groups. How they interpret collaboration is up to them.

Before reading on, can you see a super-easy solution (and maybe the only one), for the three groups to create the nonagram? (Pause for dramatic suspense....) Each group creates one triangle and then the three groups overlap the triangles. No-Way-Nagram!

Let me know what you think and tell me how it goes when you try these challenges! (I'm now working on the idea of three-dimensional rope shapes??)

All the best,

Chris Cavert, Ed.D

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Quad-Team Flip & Find (with Playing Cards)

8/19/2023

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Back in 2019 I posted Flip and Find (with a video) - a fast-action playing card activity for a single group or multiple teams. It can be played competitively (against other teams) or each group/team works independently to improve their own process for success. The activity promotes group engagement even when someone is not physically flipping cards - one person is active while others are paying attention to the cards in order to be more successful together.

Recently an idea to macro-size Flip & Find came to mind and I just had the opportunity to try it out. Here's what I'm going to run with at this point:

Needs & Numbers: One activity rope (about 50 feet long) and a deck of playing cards for every four 'teams' you create. I believe it will play well with eight to 16 participants - divided into teams. Multiple groups/card circles (of four small teams) can be in play at the same time.

Set Up: Make a big circle with the activity rope and scatter out all 52 cards, face down, inside the circle (like the diagram above). NOTE: Be sure you have a complete set of 52 playing cards. (You can set this one up with some cards missing, but it should be done with a programmable purpose in mind - and then be ready to process the dynamics.)

Process: (for one card circle) Divide the group (participants) into four teams - it's okay if the teams are not equal (e.g., with 15 participants, there will be three teams of four and one team of three). Each team is assigned a different suit from the deck - the group can self-assign or the facilitator can assign suits.

Objective: Turn over all suits in ascending order by rank - Ace to King.

When the group (the four teams) is ready to begin, they can each send one person from their team into the circle of cards (Rule 1: Up to four people can be in the circle at one time). Each person that enters the circle can flip over one and only one card (Rule 2). If the card they flipped IS the next card in their sequence it is kept rank-side up. If the card IS NOT the next in the sequence it is turn back down - or rank-side down (Rule 3: Cards may not be moved to a different spot in the circle.) In either case, after the card is set the person exits the circle. The next person from the suit team can enter the circle.

When any of the Rules are broken, the activity is reset - cards are shuffled and re-scattered in the circle - for another attempt.

Quick Example: The first card every team is looking for is their Ace. A player can only leave a card rank-side up if it is their suit. When a team player finds their Ace, it is left 'Ace-up' and now the next player starts looking for the two of their suit. (NOTE: We don't explicitly say this - the hope is they figure this out - flipped cards can be seen by every team. So looking out for cards of their suit flipped over by other teams is an advantage.) Then, when a team's two is found, they're after the three and so on until their King is found and flipped. The ultimate question then applies: When you're done, are you done? (We hope they figure this out as well - when a team is done flipping, they can continue to play/flip in order to reveal cards needed by other teams. All Rules still apply after a team completes their suit.)

During play, team players can stand anywhere outside the circle before it is their turn to enter. Players have no restrictions on what they can communicate to other players (hopefully staying within positives lines of communication).

When all cards have been flipped up in order, the task is complete.

Observations/Questions:

Did any of you, at some point, believe you were competing with other teams to be the first to turn over all their cards? How did competing influence your behavior?
When you came to realize you were not competing, what behaviors changed or appeared? How did this influence your participation?
Identify the 'helping' behaviors that took place during the activity?
What is your opinion about 'helping?' What are some of the pros and cons of helping?
What were the successes you experienced as a group during the task?
What are some of the ways you contributed to the successful completion of the task?
What are some of the things you could have done as a 'group' to be even more successful?

Learnings from my initial attempt:

I like this version as a 'completion' activity versus a timed activity (and, it can be done as a timed, process improvement activity). I think taking away the pressure of time will increase cooperative interactions.
Forming teams and assigning suites is an easier way to present this one. During my first real attempt I did not form teams and it was very confusing for the group. Essentially, they were not at a stage in their development where they planned together. They pretty much just jumped right in without a plan. (If you are working with an outcome related to "prior planning prevents poor performance" then don't form teams or assign suits.)

Reasons I Like This One:

Collaborating for success is very apparent - either before the end of the task and even more so after the task.
It's another activity that can emphasize helping behaviors - exploring what 'helping' looks like within a group. This is especially true when teams realize they can help others after they are done.

What else do we want to integrate with Quad-Team Flip & Find? Leave us a Comment.

All the best,

Chris Cavert, Ed.D.

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Stepping Words (Stepping Stones Variation)

6/8/2023

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(About a 5-minute read and a 3-minute video.)

(Important Note from Chris: I really wanted to get this idea out into the wild so we can experiment and refine the rules - so lets develop it together. Please leave your ideas in the Comments. Thanks!)

Here's a little twist on the classic, Stepping Stones (Karl Rohnke, The Bottomless Bag 1991 and then in Quicksilver 1995). Below is the first (1991) write-up from Karl (exactly as written - only 1/3 of a page):

Divide your group into smaller groups of five. Each group is given 4 rubber (plastic) gym markers and asked to physically cross the width of a basketball court as quickly (timed) as possible. Allow 2-3 minutes of planning time before the start.

Rules (1991):

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

Considerations:

Try to emphasize efficiency and group cooperation in your debriefing.
Try different combinations of gym sports and group sizes.

[A very physically demanding challenge when the floor cannot be touched by the heel.]

In 1995, Karl noted, "This seemingly simple activity is fast becoming one of my favorites." In this updated description of Stepping Stones he included some choices for "Stuff You'll Need" like 12-inch square "rug pads" [carpet squares], "rubber deck spots" (from the Project Adventure Store), or "(12) 18-inch lengths of 4-inch by 4-inch lumber." Here's a picture from Quicksilver using the 4 by 4s [today, some consider the 4 by 4s too risky - 'rolling' potential]:

Rules (1995):

Anyone touching the ground between the boundaries must return to the start.
Stepping stones must be touched at all times while in-between the boundaries - if a stepping stone is untouched "even for an instant" it is removed from play.
Stepping stones may only move in the forward direction [eliminating the "rescue" of players required to return to the beginning after a touch]. Or, use this Rule: Stepping stones can only completely cross the boundary area one time.
Boundaries: "Generally, 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."

[There is a full page description in Quicksilver of Karl's "fun way" to frame Stepping Stones using intergalactic travel starting from planet "Lrak-Dna-Evets" (a little word play here you might recognize if you've followed Karl's work).]

Stepping Words

I used Stepping Stones a lot over the years. My go-to prop was 12-inch long 2-inch by 6-inch boards - starting out with one board per person. As boards were lost (untouched), the challenge for the group increased. It is a good, easy-to-lead challenge. [NOTE: We can put letters on these boards as well, but we might need some other Rules?]

Recently I was asked to make some larger Stepping Stones to make it a little easier for some of our camper groups to accomplish the task (the 4 by 4s we have can limit success). Once we cut the 16-inch by 16-inch by 1/2-inch particle board, I took some time to think about adding another (less physical) 'problem' to solve as a variation. The 'board tiles' got me to think 'word tiles' and Stepping Words emerged. Here is the original set of 12 board-tiles:

After some figuring, these 12 letters can get us 17 letters. The 'I' can be a lower case 'L'. The 'U' can be a 'C' and a lower case 'n'. The 'W' can be an 'M'. and the 'P' can be a lower case 'd' (when thinking 'out-of-the-box' as we like to encourage).

I stenciled the letters and then outlined them with a permanent marker to make them stand out a bit more. Then I had a colleague build us a tile-holder for easy storage.

So, let's Play!

Rules (2023):
I led Stepping Words during our recent camp staff training for the first time with two groups and here are the Rules we plan to use/try over the summer with our campers:

Boundary Area: 50-feet across from Start to Finish (we're using lengths of webbing as the banks of our Lava River).
Spell words to move across the 'Lava River' (we have a "Prehistoric" Theme at camp this year - hence the Lava).
Words can be 2 to 5 letters long. [We didn't limit length at first and it was too easy to cross using longer words - not enough interaction.]
Words must be placed alternating between "UP" and "CROSS" directions - UP words go towards the Finish line and CROSS words go parallel to the finish line.
As letters are placed, they must be stepped on to keep from floating away (being taken away). We will give our campers a '1-second' grace period to step on a board-tile.
If a player places a board-tile they are 'bound' to this tile. Example: If I place the 'W' tile, I am now responsible for the 'W' - I keep possession of this tile throughout the journey. [NOTE: I'm not sure how this Rule will play out - we're going to try it.]
Players can be bound to two tiles as long as they are touching them in some way.
Once a word is in place - fully spelled - and players are stepping on all letters, the word can be disassembled so letters can be used in other words during travel.
No jumping from tile to tile - one foot on a tile at all times between the boundary lines.
If a player touches the Lava (ground) they must return to the Starting shore for 'first aide' before beginning again. Remember: Returning players can only enter the boundary area onto a word of 2 to 5 letters.

Ready? Go!

Let us know what you think. One of my goals for this version of Stepping Stone is to make it more interactive. Let's see how it works.

All the best,

Chris Cavert, Ed.D.

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Every Other Group Juggle

5/24/2023

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(About an 8-minute read.)

Problem Solving. It's one of the most common concepts we practice (experience) when team building. Typically, after the connection activities (e.g., Ice Breakers), we dive into Problem Solving activities. Then we dial in on how our groups problem solve together - which leads to concepts like Leadership, Communication, Trust, and Planning (among so many others).

Part of the problem solving process is actually recognizing problems. I often observe in wonder as groups continue bumping into the same problem (a problem I see) without resolution. Some would say they have not been able to 'name' it and then work to get through it (or around it). And this is often the essence of team building, to figure this stuff out together.

After some recent reflection about identifying problems (especially working with middle school ages) I came up with an idea to encourage some problem identification. Every Other Group Juggle has become one of my tools. It's easy to set up and most groups have the skills to experience some level of success to keep them motivated to continue getting better.

Every Other Group Juggle

Activity Objective: Complete three tossing rounds in a row without any drops.

Needs & Numbers: Plays well (so far) with 12 to 24 people, middle school ages and older. And an odd number of participants adds a little more challenge (so, you can jump in on an even group to make it odd). You'll need a safe tossable item for every two people, plus one extra (when numbers are odd). I like to use the 'stress' (squishy) tossables. Tennis balls work well too. (I found plastic 'pit ball' tossables don't travel well in the wind - another problem to solve if needed.)

Process: The set up for this one is like traditional Group Juggle (Rohnke, Silver Bullets - the link is to a video with the basic idea and a toss-n-run version I really like). Circle up your group. Use one tossable to create a tossing pattern (nice underhand tosses). Everyone catches and tosses one time. The last person tosses to the first person who started the pattern. And tosses cannot be made to someone to a person's immediate left or right. NOTE: If you are new to Group Juggle, setting up this tossing pattern can take a while. (If you want to learn a fast way to set up the pattern, for the sake of time, see Group Juggle Set Up)

Once the tossing pattern has been created and practiced several times (until everyone remembers who they toss to), give every other person a tossable. If you are working with an odd number of people, the last person will also receive a tossable - essentially, three people in a row will have a tossable. Then I inform group members that they must remain in this circle configuration - people may not rearrange themselves - for the duration of the challenge.

Here's where I introduce some 'anticipatory' problem solving. I tell my group every person with a tossable will be tossing to the same person they tossed to when creating the pattern. I will be calling, "1 ,2, 3, Toss. On the word toss, all tossables must be tossed. The goal is to catch all the tossables in play - that means zero drops. Ultimately, making three tosses in a row without any drops."

But before this happens, I ask everyone to point to the person they are tossing to. I ask if they see any potential problems ahead. (The one that is always foreseen: Some people will have to toss AND catch during the round.) Once they identify a potential problem (or problems), I ask them what they want to do about it. This is where some planning, and even some practice, can strengthen the odds of zero drops. (NOTE: It usually takes a few rounds to figure this out, but since they cannot rearrange themselves, for the best odds, tossable objects are moved to players who will not have to toss and then catch in the same round. If there is an odd number of people a group can get down to only two people who will need to toss and catch. So, who will be willing to take the risk?)

If the group determines that the 'odd' number of people is a problem, find out what they want to do about it. You could offer to step in, or step out of the group to make it even.

It is clear that I am encouraging some problem solving before problems occur - the anticipated problem may not even happen. But I see it as a skill set that could be used as a planning tool. It's a way to 'future forecast' so to speak. And I also challenge my groups to try out a plan sooner than later so they can collect some data on how it worked. They don't need to solve all the problems before they try something.

When the group is ready and willing to try out their plan, we go for it to see how it worked - was there any drops. If so, we focus on identifying one or two problems they can work on and make a plan that can lead to better results. Then try again. I encourage my groups to identify one, maybe two, problems. Work to solve them and then, when needed, identify the next problem to solve - continuing this process until they achieve the goal of the task.

When they do succeed - zero drops - they can make another tossing attempt towards their three no-drop rounds. If a drop occurs on the next attempt, I encourage them to identify the problem(s), plan a way to solve it/them and go again. The overall idea is to identify what problem they have and plan out a strategy to solve it - one problem at a time.

(If you would like to teach a clean step-by-step process to problem solving, there is the A, B, C, D, E method: A - agree on the problem you want to solve; B - brainstorm ideas to solve it; C - choose one of the ideas; D - do the idea, collect data; E - evaluate what was done, did the problem get solved. If not, choose another idea to try, do it and evaluate again. Go through this process until the problem is solved.)

Have FUN out there!

Chris Cavert, Ed.D.

Other Group Juggle Posts at FUNdoing
Group Juggle Set Up (2012)
Double Group Juggle (2014)
Zig Zag Group Juggle Variation (2015)
Group Juggle Variations (2020)

P.S. The header above is my first AI generated graphic. Prompt: 18 young people standing in a circle with every other person holding up a ball, standing in the grass with trees in the background.

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Word Building, Ltd. (CrowdWords)

Key Pad Express 2

Toss-A-Name Game with 'Proper Tossing Procedure'

Toss-a-Lot Challenge

The Top Three of 2023

Solve For (with Cups)

Rope Shape Challenges

Quad-Team Flip & Find (with Playing Cards)

Stepping Words (Stepping Stones Variation)

Every Other Group Juggle

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