1.

Minefield
Have group discuss things that are detrimental to functioning as a group. For each
characteristic/action, throw an object into the playing space, the "minefield." Have group
choose partners. One partner is blindfolded at one end of field. The non-blindfolded
partners stand at the opposite end of the field and try to talk their partners through the
minefield without running into any of the obstacles.

2. Stick
Everyone in group touches stick at same time. Break stick in half and repeat. Continue
until stick is very small. (it's easier to start with a simple goal and work up to a harder
one...)

3. Group Juggle
Establish pattern of tosses including everyone in a circle. Add additional objects
periodically.

(A variation contributed by: Nancy J Rimassa) This is a good way to help a group of
strangers remember at least one person's name forever.

1. Have the group stand in a circle, fairly close together.

2. Toss a ball across the circle, calling out the player's name to whom you toss it to. That
player tosses to a different player and so on until everyone has caught the ball and thrown
it on once. It should be back in your hands at this point.

3. Repeat the sequence a couple of times. Add a second bell and then a third. Add as
many balls as you want.

Variations? Make a wide circle out of doors.

Use toilet paper instead of balls.
Use various size balls.
The game ends when no one will play anymore.
4. Wind in the Willows (NP)
A variation on trust falls involving the entire group. Group stands in a circle with one
person in the middle. Person in middle falls in any direction, trusting spotters to catch
him/her and stand him/her back up.

5. Blind Walk
Divide group into pairs with one member of each pair blindfolded. Seeing partner leads
blind partner on a walk. The walk should be challenging, including such obstacles as
climbing over tables, crawling under chairs, walking up or down stairs, climbing over
railings, etc

6. Similarity Charades
Divide into smaller groups. Each group discusses their similarities and acts out for other
group to guess.

7. Group Jump-Rope (NP)

Given long piece of rope, group tries to jump rope simultaneously (again, easier to start
with simple task - one or two people - and work up to larger goal gradually)

8. Blind Shapes
Group is blindfolded or with eyes closed. Have group form themselves into a square or a
triangle, etc. Can use a rope with everyone holding on. (communication, leadership)
9. Survival Scenario Exercise

Wilderdom Store
gear, books, kits
Description of a Group Dynamics Team Building Exercise

Overview - Group Survival Equipment

Scenario Exercise • Scenario briefing (1 per
• A classic group communication and
decision making
exercise, with many
variations.
• Works for a wide variety
of ages and purposes,
indoors or outdoors.
• There are two classic
types of "paper & pencil"
group survival scenarios (selecting
equipment and selecting people).
In each case:
o Provide instructions & hand
out materials
o Set a time limit (~15-30
minutes)
o Let the group go - answer
questions, watch, &
observe!
o Debrief
Scenario Type 1: Choose
Survival Equipment
Your plane crashed...your group needs to
choose the 12 most useful items to survive...
Choose / rank equipment items in terms of
their relative survival value:
• Participants choose/rank the items
individually
• Discuss choices/rankings in small
group and come to a group
consensus
• Score answers against "expert"
opinion
• Possible scenarios:
group)
• List of items/people (1 per
person)
• Expert list (number optional)
• Free downloads listed below
Summary
• A classic group communication
& decision making exercise.
People get intensely engaged
because the "survival stakes"
are high and none of the
decisions are easy. Works for
a wide variety of ages and
purposes, indoors or outdoors.
Group Size
• 5-10
Time
• Total ~45-100 mins
• 5-10 minutes briefing
• 15-30 minutes exercise time
• 5-10 minutes scoring (for
select equipment scenarios)
• 20-30 minutes debrief &
discussion
 o Lost at sea or island survival
(shipwreck)
o Desert (plane crash)
o Space or Moon
10. Scenario Type 2: People
Survival Scenario (Who
will be saved?)
A nuclear bomb has been dropped...a
radiation-free shelter is available, but can
only take 6 people; choose who will
survive...
Choose / rank people in
terms of who will get to
live or die in situations
with limited survival
resources:
• Participants role
play characters
(a bit like a Murder Mystery)
• Can lead to high emotions; people
get intensely engaged, particularly
when choosing who will survive,
and none of the decisions are easy.
• No right answers - any so-called
"correct" answers are based on
debatable values (e.g., ageism,
sexism, racism)
• Highlights individual's dispositions,
group processes and decision
making
• Possible scenarios:
o Nuclear war shelter
o Oxygen dwindling (space,
moon, mars)
o Lifeboat / Sinking ship (sea)
Variations
• Appoint a time keeper in each
group and encourage them to be
the person who monitors the
progress of the group towards
achieving consensus within the
Survival Scenarios (free)
Choose Equipment Scenarios
• Plane Crash & Winter Survival
Simulation Game
(classic rank 15 survival items
exercise)
• Lost at Sea [.pdf]
(classic 2 page summary
guide - p.1 is the activity list
of items; p.2 has the answers)
• Lost at Sea [.pdf]
(more detailed Lost at Sea
description plus with generic
theory and debriefing
material)
• Lost at Sea [.pdf]
(a third version, with medium-
level detail)
• Survival on the Moon
(classic survival in space
exercise)
o Survival on the Moon
o Space Survival
Challenge
Choose People Scenarios
• Plane Crash Survival Scenario
• Nuclear Holocaust: Who
Should Survive?
Complex Scenarios
• Wilderness Survival
(involves 12 multiple choice
questions about what to do in
survival situations; work
individually and then in
groups, receiving points for
good decisions)
• Island Survival
(indepth, elaborate scenario
and scoring for longer
scenario exercise; well
explained for school settings)
• Westward Ho!
o Westward Ho!
(classic description
with scoring rubric)
 time frame. o Westward Ho!
• To emphasise individual versus (classroom exercise)
group decision making, split the o Westward Ho!
session into three parts: (basic computer
o Individuals make their own adventure)
selections first, on paper (5- o Westward Ho!
10 minutes) (lesson plan)
o Groups (or sub-groups) o Oregon Trail
then discuss and create a (computer software
group decision download
o Compare individual and
group performances, e.g.,:
 For equipment
scenarios, group
decisions are usually
more accurate than
individual answers,
helping to illustrate
the importance of
collaborative group
decision-making.
 For people scenarios,
score individuals
according to how
close the group's
decision was to their
own selections of
who is to live and die
(an indicator of each
person's influence
over the group).

Possible Debrief Questions

• How were decisions made?
• Who influenced the decisions and
how?
• How could better decisions have
been made?
• How was conflict managed?
• How did people feel about the
decisions?
• How satisfied was each person with
the decision (ask each participant
to rate his / her satisfaction out of
10, then obtain a group average
and compare / discuss with other
groups' satisfaction levels)
• What have you learnt about the
functioning of this group?
• How would you do the activity
 differently if you were asked to do
it again?
• What situations at
work/home/school do you think are
like this exercise?

Caveman meets Modern Camper by Frik,

2003

11. Zoom & Re-Zoom

Zoom & Re-Zoom Equipment

• This engaging group activity helps develop • Zoom Kit and/or Re-Zoom
communication skills, perspective taking, and Kit, (laminated pages from
problem solving skills. the picture books, with
• Based on the intriguing, wordless, picture activity guide + facilitation
books "Zoom" and "Re-Zoom" by Istvan Banyai notes).
which consist of 33 and 24 sequential "pictures
within pictures". The Zoom narrative moves
from outer space to a farm to a ship to a city
street to a desert island. Zoom has been Summary
published in 18 countries.
 • Hand out one picture per person (make sure a continuous sequence is • A group tries to create a
used). unified story from a set of
• Explain that participants may only look at their own pictures and must sequential pictures. The
keep their pictures hidden from others. pictures are randomly
• Encourage participants to study their picture, since it contains important ordered and handed out.
information to help solve a problem. Each person has a picture
• The challenge is for the group to sequence the pictures in the correct but cannot show it to others.
order without looking at one another's pictures. Requires patience,
• Participants will generally mill around talking to others to see whether communication, and
their pictures have anything in common. Sometimes leadership efforts perspective taking in order
will emerge to try to understand the overall story. to recreate the story's
• When the group believes they have all the pictures in order (usually after sequence.
~15 minutes), the pictures can be turned over for everyone to see.
Group Size
Facilitator's Notes
• 20 to 30 ideal, but can be
• Works with any age group, including corporate groups. done with fewer (see
• Can be done indoors or outdoors. variations)
• Once the challenge is finished, allow everyone to see the pictures and
encourage participants to sort out any mistakes in the order (can be
Time
done on a table or the floor), then let everyone walk around view the Total time~20-30 minutes
pictures in sequence so they understand the full story. • ~5 mins set up and brief the
group
• ~15 mins active problem
Variations solving
• ~5-10 minutes debrief
• Use as a novel icebreaker by handing each participant a picture on
arrival. When everyone has arrived, explain that each person is holding
part of a story and that the group task is to find out what the story is by
putting their pictures in sequence.
• Use a time limit to increase difficulty and enhance focus on teamwork.
• Team performance can be measured (e.g., for a competition) by
counting how many pictures are out of sequence.
• For smaller groups, try disallowing talking. This increases the difficulty Acknowledgements
and creates the need for expressive sign language. In general, allow
large groups to talk because there is enough complexity sorting out all • Thanks to PJ Giampietro,
the pictures. Michelle Cummings, Dev
• Another way to increase complexity with small groups is to give each Pathik, Andy Martinson, Eric
person more than one picture. Nei and Christie Peterson for
• To reduce complexity for young groups (e.g., pre-school), allow a small their descriptions and
group to look through all pictures and organize the story from beginning information about this
to end. activity on the AEE and
ROPES discussion lists.

Related Link
• Optical Illusions
Processing Ideas
• There is usually much potential for debriefing and discussion.
• Why was it hard to get the story together?
(everyone had a piece, but no-one had the big picture)
• What type of communication was used in attempting to solve the
problem?
• What communication methods might have worked better? e.g., Iimagine
if, at the outset, the group had taken the time to let each person
describe his/her picture to the rest of the group. What would have
happened then? Would the solution have been found faster? What
prevented such strategies from being considered?
• Did you try to "second position" (i.e., see one's communications from the
perspective of others)?
• What kind of leadership was used to tackle the problem?
• Who were the leaders? Why?
• What style of leadership might have worked best?
• If you were to tackle a similar activity again, what do you think this
group should do differently?
• What real life activities are similar to this activity?

References
• Banyai, I. (1995). Zoom. New York: Viking / Penguin.
• Banyai, I. (1998). Re-Zoom. New York: Viking / Penguin.

12. Truths & a Lie

2 Truths & a Lie James Neill
Description of a Name Game, Icebreaker and Get to Know You Last updated:
Activity

2 Truths & a Lie Equipment

• A different kind of get-to-know-you activity None.
which is engages and challenges each
group member in a fun way
• Particularly useful as an icebreaker, e.g. Time
can be used as a opener for a
workshop/conference. ~15-20 minutes
• For large groups (e.g., 30+), it is best to
split into smaller group sizes.
• Hand out cards or paper and pens (or if Brief
participants bring their own, that's fine)
• Explain that in this activity each person Description
write two truths and a lie about themself
and then we will try to guess each other's People write down two
lie. The goal is to: a) convince others that truths about themselves
your lie is truth (and that one of your and a lie. Then introduce
truths is the lie) and b) to correctly guess the three "facts" to the rest
other people's lies.
of the group who tries to
• Allow approx. ~5+ minutes for writing 2
truths & a lie - this isn't easy for a lot of guess which one is a lie.
people - there will some scribbling out,
etc. The slower people will probably need
to be urged along to "put anything you can
think of" down. Allocate 5-8 minutes, but
you will probably need to urge people
along.
• Announce that we will now walk around
and chat to one another, like a cocktail
party, and ask about each other's truths
and lies. The goal is to quiz each about
each statement to help determine which
are the truth and which is the lie, whilst
seducing other people into thinking that
your own lie is a truth. At the end we will
caste our votes and find out the truth.
• Emphasize that people should not reveal
their lie, even if it seems others might
have guessed.
• Allow min. 10-15 minutes of conversation
time.
• Gather together in a circle. Start with one
person who reads their three statements
aloud (to remind everyone). Then read
the statements again, stopping to allow a
 vote for each one. e.g., "I am Turkish.
Who thinks that is a lie? [Vote] I am
vegetarian. Who thinks that is a lie?
[Vote] I have a metal pin in my right leg.
Who thinks that is a lie? [Vote]. OK, my
lie was "I am vegetarian."" The facilitator
will need to help each person out,
especially intially until the basic format is
understood. The facilitator may add
drama and reinforcement, etc. for correct
guesses, tricky statements, etc.
• The exercise can be run competitively,
e.g., count up how many correct guesses
of other people's lies and take away the
number of people who correctly guesses
your own lie. Highest score wins (honesty
counts!).

Links to other descriptions

• Two Truths & a Lie
• Life Facts

13. Everything You Ever Wanted to Know about One Another

Everything You Ever Wanted to Know

about One Another James Neill
Last updated:
Description of a get-to-know-you activity

Everything You Ever Wanted to Know Equipment: Copies of the 10 get-

About One Another to-know questions
Time: ~30-60 minutes
• A somewhat challenging and
intimate get-to-know-you activity Brief Description: This activity
• Best for small groups e.g., 3 to 6 involves small groups sharing
answers to 10 somewhat challenging
• Involves fun, interesting, self-
and intimate questions, including
disclosure by sharing answers to
responses to "hypothetical
some honest, quirky questions
• Establish initial trust amongst situations" e.g., what would you do
group members before using this if you had $1 million to spend in 24
activity; could be incorporated with hours.
trust building activities
Variations: A quicker, less intrusive
• Allow plenty of time version of this activity is People
• Consider making the activity Bingo or the Signature Game.
optional and/or allowing small People Bingo can be used earlier on
groups to do the activity when and in a program as an icebreaker.
where they feel like it; this
increases the sense of owning the
experience and takes seriously the
level of honesty and potential
intimacy the activity can generate
• Adapt and edit the questions to suit
your particular group
Everything You Ever Wanted to Know about One
Another

1. If you were to choose a new name for yourself, what

would it be?

2. If you were given an extra $10 in change at Walmart,

what would you do with it and why?

3. What’s the biggest lesson you’ve learnt from your past

relationships?

4. What’s one of your worst habits?

5. What was the best day of the past week for you - why?

6. What are you wearing today which is most reflective of

who you are?

7. Choose a unique item from your wallet and explain why

you carry it around.

8. If you could change one thing about your physical

appearance what would it be and why?

9. Share one of your most embarrassing moments.

10. If you were given a million dollars and 24

hours to spend it in, (no depositing it in the bank or investing
 it) what would you buy?

14. Fear in a Hat

Psychological Exercises:

Fear in a Hat James Neill

Description of a Group Interpersonal Understanding Exercise Last updated:

Fear in a Hat
• Set an appropriate tone, e.g., settled,
attentive, caring and serious.
• The tone could be set by introducing the topic
of fear and explaining how it is normal and
natural at this stage of program that people
are experiencing all sorts of anxieties,
worries and fears about what might happen.
A good way of starting to deal with these fears is have them openly
acnkowledged - lay them on the table, without being subject to ridicule.
Having one's fears expressed and heard almost immediately cuts them in
half.
• Can be done as the first activity in a program, during the initial stages or
well into the program. When used early on in particular, it can help to
foster group support and be helpful for alerting the group to issues they
may want to respect in a Full Value Contract.
• Ask everyone, including the group leaders, to complete this sentence on
a piece of paper (anonymously):
"In this trip/group/program, I am [most] afraid that..." or "In this
trip/group/program, the worst thing that could happen to me would be..."
• Collect the pieces of paper, mix them around, then invite each person to
a piece of paper and read about someone's fear.
• One by one, each group member reads out the fear of another group
member and elaborates and what he/she feels that person is most afraid
of in this group/situation. No one is to comment on what the person
 says, just listen and move on to the next person.
• If the reader doesn't elaborate much on the fear, then ask them one or
two questions. Avoid implying or showing your opinion as to the fear
being expressed, unless the person is disrepecting or completely
misunderstanding someone's fear. If the person doesn't elaborate after
one or two questions, leave it and move on.
• When all the fears have been read out and elaborated on, then discuss
what people felt and noticed.
• Can lead into other activities, such as developing a Full Group Contract,
personal or team goal settings, course briefings which specifically tackle
some of the issues raised, or into other activities in which participants
explore their feelings and fears (e.g., see the Fear in a Hat description at
www.nurturingpotential.net)
Variations
• Likes and dislikes - in two separate hats
• Worries
• Complaints/gripes
• Wishes
• Favorite moments

15. Mirror Image

Mirror Image James Neill

description of a Physical Warm-Up Last updated:
& Get-to-know-you Body Movement Activity

Mirror Image
• This activity involves people in pairs, with one
person mirroring the actions and movements of
the other person.
• Body movement exercises can be most
revealing, confronting and rewarding. "Human
sculpting via mirroring" brings body movement
exploration into the dyad. By reflecting body
movements of another, several subtle but
 complex processes are activated, heightening self- and other-
awareness. Immediate non-verbal feedback exercises in the right
time and place have the potential to be transformational. Other
times this can simply be a fun loosen-upperer.
• Works with any size group; split into pairs/couples.
• Although it is simple, the activity can be confronting, and requires
mature leadership and a well chosen moment/sequence/program.
• Usually make sure the social ice is well and truly broken, and that
there have been other body movement and physical
warmup/stretching exercises, with some laughter and some
seriousness.
• Offer a demonstration. Invite a volunteer to stand facing you about
half a metre apart. The instructor initiates action, with the other
person following in "mirror image".
• Make your movements interesting and slow enough for the other
person to mime as if they were a full length mirror.
• Also include zany stretches/contortions to get a few laughs,
especially facial gymnastics. Include action sequences for tasks like
brushing your teeth. The demonstration helps to loosen up
conceptions and inhibitions.
• In pairs, one person stretches, the other follows. Then swap after
some time.
• Debrief as you see fit.

Notes
• Variation: Reverse-mirror image. Try following partner's movements
in reverse-mirror image (i.e., swap left <-> right)
• The exercise can be done in different ways to emphasize difference
aspects, e.g., for trust-building, drama warmup, ice breaker, etc

16. Gotchya! (Grab the Finger)

 Gotchya! (Grab the Finger) James Neill
Description of Icebreaker Activity Last updated:

Gotchya! (Grab the Finger or Cheese) Equipment: None.

• Handy icebreaker and attention-grabber for Time: ~5-10 minutes
kids thru corporate group programs.
Brief Description: Fast-
• Stimulating group activity to get people moving 5 min. group
together, focused, challenged, having fun and activity to get people
ready for action. Useful to get focused together and focused. In
attention when people arrive, get off the bus, a circle, right finger on
or to fill 5-10 minutes. next person's left palm.
Try to grab a finger
• Works with any size groups, indoor and
before yours gets
outdoor.
grabbed.
• Participants stand in a
circle, arms out to the
side. Left hand palm up,
right index finger
pointing down and
touching on neighbor's
outstretched palm.
• "When I say the word go, do two things....
grab the finger in your left hand, and prevent
your right finger from being grabbed... 1 ...
2 ... 3 ... [add suspense] ... Go!".
• Repeat several times.
• Tom Leahy advises "put big energy, and your
own style to it...it never fails to grab
everyone's attention, bringing them
immediately to the present...Provides perfect
off the bus spark for the day....Good for 10
minutes".
• The trick is dramatizing
the "Go!", the build up of
suspense, and most will
jump the gun, adding to the
fun.
• Try a different trigger
word, e.g., "Cheese", and mention lots of
other "eeze" words for humor - peas, sneeze,
 wheeze, please and freeze.
• Or use the word/theme of the day e.g.,
"outdoor" to help get people listening to every
word.
• Can transition to talking about "assumptions"
and "temptation", etc.
• Acknowledgement: This game was discussed
by Tom Leahy, Mike Anderson and others on
the ROPES discussion list, February, 2004.