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:
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:
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?
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.
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.
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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