COOPERATIVEACTIVITIES

Page Activity

1. Name Game2. Group Juggle3. Shopping Mall Tag4. Raid5. Turn Another Leaf6. Car & Driver7. Human Knot With Ropes8. Four Letter Words9. Object Retrieval10. Hog Call11. Peek-A-Who12. Cooperative Jump Rope13. Duck and Cover (Name Game)14. One Less Board15. Group Resume16. Relay Tag17. Select Raccoon Circle Activities19. Ketchup20. Open to Outcomes Processing Questions21. Group Body Parts Debrief

Compiled by Elaine Hatala

1

Name Game

(Here… Thanks…)

TASK: To toss toys back and forth across the circle using each other’s names

SET-UP: -Standing in a circle, ask students what they call someone if they don’t know the person’s name-Briefly discuss: do you ask people their name if you don’t know it? Why? Why not? You can also discuss the value of calling people by their right names instead of teasing names or labels-Each person state their name-Have a pile of SOFT toys near the leader-demonstrate calling a name before tossing, tossing the toy underhand, and being thanked by name

-Start with just one toy for a couple rounds make sure the group understands the rules and uses each other’s names; then add more toys

RULES: -BEFORE you throw a toy to someone, call him or her by name; if you forget their name, ASK!-Make sure you get some eye contact or other body language that indicates they are ready to catch-When someone throws you a toy, thank him or her by name; if you forget their name, ASK!

DEBRIEF -did anyone throw to or catch things from someone they usually don’t talk IDEAS: with or get along with? Did it work out ok?

-what kinds of things did we toss? Why (soft) things? Why not hard things?-did we use caring restraint?

2

Group Juggle

TASK: For the group to toss several toys at once through an established pattern

SET-UP: Instruct the group that their task is to toss the toy back and forth across the circle so everyone gets it once; the leader starts the toss and gets it last.-instruct the group to remember who they threw it to-using names, like in the name game (here…thanks…) may be helpful and reinforce names-when the group establishes a pattern, toss the toy through the same pattern again, to make sure everyone remembers who to throw it to-when the group knows the pattern, start it again; this time, when the original toy is two or three people through the pattern, toss in another toy-remind the group to always throw the toys to the same person

VARIATIONS:-add in as many toys as the group can maintain (or just add a few and more another day)-you can reverse the pattern, and go back and forth between original pattern and reverse-have everyone move to a different place in the circle and then start the juggle again

RULES: -always toss the toys to the same person (except reverse, then always to that person)-using names can be a rule*make sure students toss toys safely

DEBRIEF -what made that challenging? Are those some things that can make classroom/school/working together/ challelnging?-what did we do to be successful? Are those some things we can do to make our classroom/school/… successful?-when did we add more toys in…before or after we established and practiced our pattern?-what are some patterns we can use in our classroom/…to help us be successful there?

3

Shopping Mall Tag

TASK: For partners to tag each other without running or bumping into others

SET-UP: -each person get a partner-designate boundary areas (more structured with younger students, less structured with older students)-at GO! partners tag each other-play a round, ask some of the debrief questions below, then play another round to give students an opportunity to improve resisting running, not bumping into others and staying in bounds (self awareness, self control, judgement, etc.)

RULES: -partners only tag their own partner (or decide a tagging cycle for triad)-Resist running (no running)-avoid bumping into anyone-if you bump into someone, say EXCUSE ME-partners high five each other at the end of the game

DEBRIEF -who ran? why? Do sometimes we do things just out of habit?-what are some ways you treat people out of hai-did you bump into other? Why? Why not?-did you stay in the boundaries? Why? why not?-did you do better at resisting running, not bumping into others and staying in boundaries the second round? Why? -what are some other things it is important for you to practice and monitor yourself ?

4

Raid

TASK: For ITs to freeze everyone in the group

SET-UP: -Choose two students to be IT-Designate boundaries-Demonstrate frozen position (arms waiving in the air)

RULES: -resist running (no running)-when a person is tagged, they stay frozen in that spot with their arms waving in the air until (a) the end of the game or (b) they get unfrozen-players can unfreeze each other by two players giving each other a high five around the frozen player-players that are unfreezing others can be tagged and frozen while helping unfreeze others-if a player goes out of bounds, he/she if frozen until the end of the game

DEBRIEF -how did people get unfrozen? Did automatically help each other? Did IDEAS: you ask for help when you needed it?

-did anyone give someone a high five or help someone they usually don’t interact with or wouldn’t usually help? Did that work out ok?-can you continue to help each other in the classroom/school/community?-did anyone get frozen helping others? Is it important to try and help others and at the same time take care of ourselves? -Is it possible to be so busy helping others you forget about yourself?

5

Turn Over A New Leaf

TASK: For the group to turn the tarp over that they are standing on, without stepping off the tarp.

SET-UP: -Have the group all stand on a tarp-Perhaps use a story line about starting a plan that wasn’t working and

needing to change the plan around, or paint the school logo on the face- down side of the tarp

-perhaps set a time limit and give the students planning time between each effort

`

RULES: -no one can step off the mat except for safety-use judgment whether it makes sense for kids to sit on each others’

shoulders or backs or hold each other up in some fashion. Make sure you spot safely if kids are off the ground.

DEBRIEF -how did you get the process of turning the tarp over started?IDEAS: -can that be a way to start changes in yourself?

-who had the ideas? Did the group listen to those ideas? When they were offered or much later?

-How did you keep from stepping off the tarp? Can those techniques help you accomplish your goals?

6

Car and Driver

TASK: For partners to walk around the designated area, with the “car” blind, the “driver” giving directions, and not bump into anyone.

SET-UP: -Each pair determine what kind of car (or any kind of transportation) they are and one at a time, demonstrate how their horn works.

-One partner stands behind the other; the person in the front is the “car,” and closes his or her eyes; the partner in the back is the “driver”.

-The “cars” put their hands up in front of themselves for “bumpers”-Designate an area the group must stay in-At “go,” all the pairs walk around the designated area at the same time,

making an effort not to bump into anyone.-Switch roles after several minutes

RULES: -The “cars” walk around the designated area without stopping or changing direction unless:1. the “driver” taps the right shoulder for a right hand turn2. the “driver” taps the left shoulder for a left hand turn3. the “driver” taps both shoulders simultaneously to stop

-The driver may tap their partner on the head (or some other determined signal) for the “car” to beep-”Drivers” keep their hands off their partner’s shoulders except to signal right, left, stop or beep.-”Cars” maintain continual walking unless signaled by their driver

DEBRIEF -What did you like better, being the car or the driver? Why?IDEAS: -What was it like to be the car? The driver?

-Did people have “fender benders (bump into each other)?” Why?-What are some skills it took to walk around together safely? (trust,

cooperation, self-control, responsibility, awareness, judgment...)

7

Human Knot With Ropes

TASK: Similar to the traditional Human Knot, the task is for the group to untangle itself so it the group is in one large circle (sometimes several circles).

SET-UP: -Have the group stand in the circle-Each person has a 2` piece of rope (or yarn, or a bandana, etc.) in their

right hand-Holding their rope in their right hand so others in the circle can grasp hold of it, each person reach across the circle and grasps another rope (or yarn...) *Be sure

that no two people are holding each others’ ropes (i.e., make sure that the person at the end of the rope in your right hand is not the same person at the end of the rope in your left hand)

RULES: -once everyone in the group is holding the end of a rope in their right and left hands, no one can let go of their rope

-If a group gets really stuck, you can allow the group to let go of and re- grasp one rope connection to help them

DEBRIEF -what were some strategies you used to untangle your group? Are theyIDEAS: strategies you can use to problem solve other things?

-Did you always know what was going on throughout the circle, like on the other side? Did you need to know? Would it have helped to know?

-When others gave you directions, did you always understand what you

were doing? Was it ok to follow others’ suggestions?-How did you manage a whole lot of ideas at once?

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Four Letter Words

TASK: For the group to spell words with letters randomly drawn from the ‘deck’ of letters.

MATERIALS: 100 index cards

SET-UP: Write one letter on each index card based on the following scheme (found on a Scrabble board):

A-9 E-12 I-9 M-2 Q-1 U-4 Y-2B-2 F-2 J-1 N-6 R-6 V-2 Z-1C-2 G-3 K-1 O-8 S-4 W-2 Blank-2D-4 H-2 L-4 P-2 T-6 X-1

GUIDELINES: -With letters facing down, have each person pick two index cards;-Each person keeps the cards that he or she picks; cards cannot be traded or new ones picked;-Have the group spell 4-letter words (not THOSE words!) using as many of the group’s letters as possible;

VARIATIONS: -The letters Q, X and Z must be used if they are picked (helps keep those individuals involved);

-Have the group spell words according to a theme (wellness, recovery, nutrition, leisure activities, etc.)-Have the group spell words that describe their group;-Have the group spell feelings;-Have the group spell 5-letter, then 6-letter words; then sentences;-Have participants pick one letter or more than 2 letters;-Using two ‘decks’ of letters, split the group into 2 groups and

conduct the same activity; allow groups to combine, share, or trade letters if they ask (promotes cooperation vs. competition);

DEBRIEF -What types of words did the group come up with? Why?IDEAS: -Were there any letters that were not used? Why?

-Did anyone feel like they got ‘stuck’ with letters that were difficult to use? How did individuals manage the difficult letters? How did the group manage the difficult letters? Can other difficulties in life be managed in a similar manner?-Are the words a good representation of the theme? Which ones are most representative? Why?-Who were the leaders of the group? How did they become the leaders? What positive leadership qualities did they demonstrate?

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Object Retrieval

TASK: To retrieve an object in the middle of the circle without stepping inside the circle.

SET-UP: -Mark (with a rope or tape) a large (20`) circle on the ground-Place an object in the middle of the circle-Place another long rope (50`) on the outside of the circle

RULES: -No one can step inside the circle (or walk on hands)-The long rope can be inside the circle, but it can not touch the ground-No one can be tied to the rope in any fashion-You may allow the object to be swept out of the circle and challenge the

group to find other ways to get the object as a progressive activity, or you can state that the object can not be swept to the outside of the circle

DEBRIEF -When did the idea how to retrieve the object first come up?IDEAS: -Did you try the first ideas that were offered?

-What is a goal or aspiration that you would like to achieve? Can some of the strategies used to get the object be helpful in achieving your goals?

-Who were the group leaders? Why?

10

Hog Call

TASK: For unsighted partners (or groups) to find each other, using their designated sounds, words, or phrases.

SET-UP: -Each set of partners come up with two words that go together (i.e., peanut butter & jelly); you may choose a theme for them to come up with words/phrases about (i.e., states, cities, countries for social studies)

-Instruct students not to tell anyone what their words/phrases are-Partners split up, so one partner is on one side of the room and the other

partner is on the other side of the room-Each group, at each end of the room, gets in a huddle and closes their eyes

(or you can use blindfolds). Be sure one person from each partnership is in each huddle.

-At GO, with their eyes closed (or blindfolded), partners try and find each other using the words/phrases they came up with

-When they find each other, they stand together until everyone has found their partners

RULES: -you may use groups of three instead of partners, and establish 3 huddles-You may randomly assign students to animal groups, and then a group of

students (rather than pairs) have to find each other by making a sound representative of that animal (i.e., dog, cow, chicken, duck,

rooster, pig, frog ...or for more fun, dolphin, moose, elephant...)

DEBRIEF -What made it difficult to find your partner/group?IDEAS: -Are those some of the things that make achieving goals, focusing in

school, etc. challenging or difficult?-How did you find you partner/group?-Can some of those strategies help you achieve your goals/help you to be

successful in school?

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Peek-A-Who

TASK: To identify a person by name before he or she identifies you by name

SET-UP: -Split the group in half-Each group sits on the floor, close together, and faces the other group-Two people hold a tarp (or blanket) between the groups, so the groups

can not see each other. *Make sure the edge of the tarp rests on the ground so the players can not see underneath it.

-One person from each group moves up and sits right in front of the tarp, facing the other group

-On GO, the two people holding the tarp drop the tarp so the two people sitting close to it can now see each other, and they shout out each others’

names-Raise the tarp again, and one person from each group move in front of the

group, close to the tarp. -On GO, the two people holding the tarp drop the tarp so the two people

sitting close to it can now see each other, and they shout out each others’ names

-Play several rounds, so each student has a chance to try to shout another’s name first

RULES: -The first one to shout out the other person’s name wins that round-No player except the two that have moved forward can shout out the

others’ name

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Cooperative Jump Rope

TASK: For the group to run through the jump rope in different size groups and specified numbers of times the rope can hit the ground between each group.

SET-UP: -Have the large group stand together-Spin the rope towards the group-Direct the group to run through the rope, without jumping in the following sequence:

1. everyone just run through the rope in any order2. one at a time; the rope can hit the ground once between each person3. two people at a time; the rope can hit the ground up to two times between each group4. three people at a time; the rope can hit the ground up to three times between each

group5. four people…four hits, etc. maybe skip a number or two and go from 4 people at a

time to 6 to keep it a bit unpredictable for the students6. the whole group at once; the group determines the number of hits7.

RULES:-No diving through the rope-The large group has to run through the rope with the specified number of people in each small group that runs through (i.e., if the task if for the group to run through the rope 2 people at a time, and there is an odd number in the group, the students may say they cant’ go through 2 at a time because there is an extra person or not enough people to go through 2 at a time; they have to figure out to send one person back to run through again with the person that hasn’t gone through yet. Often the group will just leave that person there and say they’re extra or add that person to the last pair and make a threesome)-You may enforce Group Errors (poor communication, no planning) where if a group makes a mistake, that group or the whole group has to try again-You may enforce Human Errors (bad timing, counting wrong) and if anyone makes a Human Error it doesn’t matter, just keep going…we all make mistakes-If an individual or a group has to go back and try again, have them run behind the rope turners, not through the rope

DEBRIEF -Did the group leave anyone out at the beginning? Why? How did youIDEAS: include everyone in the activity?

-What made that activity challenging?-How did you manage those challenges?-How important was planning? Within the small groups? Within the large group?-Who were leaders during the activity? What did they do that was good leadership?-Did it/Would it have helped if everyone in the small groups counted together?Did it/Would I have helped if people that ran through the rope helped count for the other groups or all the groups helped count for each other?-What were the major Group Errors?-Was it ok to make Human Errors? How do you usually treat yourself or people in your class/school/family/community when you or they make a Human Error? Tease? Make fun of? Get mad at? Support? Help?

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DUCK and COVER(Name Game)

TASK: To shout out a person’s name before they shout yours out

SET-UP: -Have the group stand in a circle, spread out a bit-One person (or 2 or 3) stand inside the circle-The person(s) inside the circle walks around the inside and stops in front of someone and says “Duck” and points to that person (designate a pointing technique that is not aggressive or intrusive, like pointing with hands folded and not pointing directly to a player’s face; or toss a ball instead of pointing)-the person that is pointed to ducks, and the players on either side of him/her shout each other’s name

RULES: -the player that shouts the other player’s name first wins the round-the player who does not win the round exchanges places with the player that was in the middle, and continues the game, pointing and saying “Duck”

VARIATIONS:-use words or categories that are thematic (i.e., for social studies, instead of saying “Duck” say a state capitol; for math, say a times table equation, the player pointed at ducks, and the two on either side race to say the right answer first)-the player in the middle can fake “duckers” out by saying something other than the designated word or theme (i.e., may say a city that is not a capitol) *agree upon this rule at the outset of the game or announce a variation is starting with the next round

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One Less Board

Each person is handed a mat of sorts, a paper plate works fine.Instruct the group (the words you use are very important in the activity): “Using only yourselves and the resources provided (i.e., your paper plate) your task is for the entire group to be simultaneously off the ground for a count of five.”

Everyone then attempts to get off the ground. Most groups usually stand individually on their own plate. And yes, you can tell them that standing on the plate counts toward being off the ground. At this point you can congratulate them on an excellent job and then reward them by removing two or three plates (group size dependent). Then, announce the same goal: “the group’s task is to be simultaneously off the ground for a count of 5 using only yourselves and the resources provided.”

And once again, after another successful attempt with one or more people usually sharing plates, the group can be rewarded by taking away additional plates.

This can continue down to one plate if necessary, but eventually you’ll notice some member in the group will suggest jumping and will be ignored or denied a chance to try because “no one can jump up and stay off the ground for 5 seconds.”

With a little nudging, if necessary, you can help coach the group into re-evaluating their goal and eventually you may find that your group will jump all together while yelling “5!” or counting super fast.

This a great exercise to help look at goals and the definition of it. Most of the time the group will not bother to define the goal because the task is too easy and there are plenty of resources. It’s only when the resources start to dwindle that they may start to look at other options. “When do teams great teams look at evaluating their goals??”

Also, it’s about defining the goal. What was the group really trying to do? Were they trying to get everyone on the last plate or trying to get all off the ground? What was the goal? And what stipulations did they put on themselves? How many thought the group needed to be off the ground for 5 seconds as opposed to a count of five like you instructed? And what does that mean to the group? Who defined the goal of the group? Again, what constraints to we put on ourselves when we don’t define goals or don’t re-evaluate them? Do we go in wrong directions or use energy and resources that don’t really take us where we want to go or to what we want to accomplish?

What critical skills in advanced leadership did you experience or observe during the activity?

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Group Resumé

TASK: For a group to share and describe common experiences and accomplishments.

GUIDELINES: -Break a large group into smaller groups;-Have one person in each group volunteer to be the recorder;-Based on the group participants:

What is the total age of the group?How many hobbies does the group have all together? List.How many years of school has the group completed?How many siblings does the group have?How many years/days of recovery does the group have?How many animals does the group have at home?How many different kinds of animals did the group have in their lifetimes?How many children does the group have?How many different states has the group visited?How many different states has the group lived in?How many different countries has the group visited/lived in?How many years of military service does the group have?How many different activities has the group participated in at school?How many different jobs or professions has the group had?How many awards has the group received?

-Each group reports out to the other groups

VARIATIONS: -Allow each group to add 3 of their own categories;-Ask questions to the large group rather than in small groups;-Focus the questions on a theme (e.g., Group Leisure Resumé)

DEBRIEF -Were any of the totals surprising? Which ones? Why?IDEAS: -Did people have many things in common? What?

-Was anyone reminded of past experiences or accomplishments that they forgot about? How did it feel to be reminded about them?-What is impressive about the group resumé?-How did the group decide which ‘extra’ items to add? Why are those items important?-Does anyone have anything they wish they could contribute to the resumé? What? Why can’t it contribute to the resumé at this time? What

needs to be done in order to be able to contribute it to the resumé?

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Relay Tag

TASK: For groups of 3 participants to tag each other one at a time

GUIDELINES: -Have the group form a large circle by lining up in groups of 3-The first person in each group starts in the middle of the circle;

-On ‘Go’ the second person in each group goes to the middle of the circle

and tags the first person in his or her group (the first person tries to avoid being tagged);-RESIST RUNNING!-When the first person is tagged, he or she goes to the outside of the circle where the third person in the group is waiting, and tags him or her (the third person does not try to avoid being tagged);- The third person in the group goes to the middle of the circle and tags the

second person in his or her group;- When the second person is tagged, he or she goes to the outside of the circle where the first person in the group is waiting, and tags him or her;-This cycle continues until the game is ended -The game ends when participants look tired, or have been through the cycle of tagging each other several times.

VARIATIONS: -Change the size of the group from 3 to a larger number; -Have groups of 6, and have the same cycle of tagging in pairs (in this

case, add the guideline that partners always have to be holding hands or in

some other form of contact).

DEBRIEF -Did people run during the activity? Why? Does that happen in life?IDEAS: -Were there any instances where there was disagreement whether someone

got tagged or not? How was it resolved?-Did people bump into each other in the middle? Why?-What could people have done to avoid bumping into each other? Would that work for avoiding other ‘obstacles’ in life?

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Select Raccoon Circles 2001Inside Out II

This is a great initial problem solving activity. Begin with a RC on the floor. Have the entire group step inside the circle. The task is for the entire group to go from the inside of the circle to the outside, by going underneath the RC without anyone in the group using the hands, arms or shoulders.After completing the task, debriefing questions include asking the group if they had a plan, and did they change the plan during the completion of the activity, and if so, why. Also, ask the group to go Outside In, again without using their hands, arms or shoulders. Did they plan their work before working their plan?

The Bus

Get on the bus, standing between the two lines. At the first stop, participants get off the bus, according to what is most true for them on the left or right side of the bus. First stop, chocolate ice cream off to the left, vanilla off to the right; look around and notice who you have this in common with. Back on the bus; next stop….

Cats DogsLoud QuietWalking RunningSave Money Spend MoneyBus Driver Bus RiderSky Diving Deep Sea DivingProblem Solver Problem MakerBurgers, Dogs Chicken, Salad

See Ya!

Have 4-5 people stand in a circle on the ground. The group discusses some things they might have in common. Decide which person has the most, least, etc. of these (e.g.: find out who has the most brothers and sisters). The facilitator says, “one, two three…” and the rest of the group says, “See ya!” as they wave goodbye to the person with the most brothers and sisters. This person moves to another circle, learns names of the people there, and a new question is given to the group, such as, “who has visited the most different countries,” which typically brings about some stories, so give time for stories. After a few minutes, “one, two, three….see ya!”

Traffic Circle

In the center of a group, lay a raccoon circle on the floor, roughly the size of a hoola hoop. The task is for each member of the group, and their opposite partner,, to exchange places, by passing through the middle of the circle, each touching one body part (foot, hand, nose…) in the

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Raccoon Circle, at the same, time, and then continuing on to stand in the place where their partner was. All this must be accomplished without touching their partner, or the RC, and both participants must be in contact with the grounds inside the RC at the same time. Perform this task as quickly as possible. Set a mouse trap in the middle or on a small table in the center of the group?

Moving Towards Extinction

Start with about 12 RCs. The task is for each member of the group to find a “safe place” to be when a “shark” is spotted in the surrounding water.

Begin by spreading out the RCs on the floor. These will be the safe islands. Ask members of the group to swim, boat, jet ski or snorkel about in the surrounding waters, but be cautious. If the lifeguard (facilitator) should yell “shart” members of the group can become safe by placing their feet within the perimeter of the RC islands. After the first sighting of a shark, the facilitator removes one of the islands, and the participants again venture into the murky waters.

If you begin this activity with the RCs untied, but simply placed in a circle- you will leave open the possibility for the participants to combine islands. This will produce a collaboration rather than a competition effect as the resources continue to diminish.

A final possibility, as the number of islands reduces to one or two, is for the members of the group to combine islands (thinking outside the box), sitting on the ground so that their feet ARE within the perimeter of an island (even though their body is not), or (really outside the box) with ZERO islands, by placing their feet in a CIRCLE.

Photo Finish

Have the team line up, shoulder to shoulder. The task is to cross over the finish line (piece of webbing on the floor) at the EXACT same time. Use a digital camera to check. Give about 15 minutes to plan, and 5 attempts.

Racing Car RacesHave the group stand in 2 circles, with everyone holding on to the group’s raccoon circle. On START YOUR ENGINES, each group start their engines with a nice loud roar (be sure to give the engine lots of gas!). On GO, the group passes the knot around the circle to the right; the first team to get the know back to the original starting place wins the round. Next, have the group pass the knot to the left; then once to the right, then once to the left. Have the group make up races (e.g., hold the webbing in the air and pass around).

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Ketchup

TASK: For one participant to ‘ketch up’ to the other by completing successful exchanges of a ball (or other object) back and forth to other participants in a circle around them.

MATERIALS: Two similar objects (e.g., balls)

SET-UP: -Two people volunteer to go first; these two people stand back-to-back;-The rest of the group stands in a circle around these two participants;

-The two participants in the middle of the circle each have a similar object

(e.g., a ball);

GUIDELINES: -On ‘Go’ each person in the middle tosses the ball to the person in the circle that is directly opposite him or her; that person tosses it back to the person in the middle;-When a person in the middle successfully completes an exchange (a successful exchange occurs when the ball is tossed back and forth without

being dropped), he or she moves to his or her right and begins an exchange with the person that is now directly in front of him or her;-the two people in the middle continue moving to the right with each successful exchange, trying to ‘ketch up’ to the other person;-the person that ‘ketches up’ the other person wins the round and two other people take their places in the middle of the circle.-NOTE: Be sure that there are the same amount of people to the right of where each person in the middle is starting; if there is an odd number of participants, individuals can take turns sitting out of the circle to start rounds, monitor exchanges, and declare the winner of each round.

VARIATIONS: -Change the object each round;-Allow people in the middle to choose the object they want to use;-In hot, summer weather, use wet sponges or water balloons;-The people in the middle can keep their eyes closed;

-Increase the weight of the objects and/or the distance of the circle from the people in the middle to increase fitness

DEBRIEF -Was everyone cooperative in helping the people in the middle?IDEAS: -Did anyone purposefully drop the ball or hold a person in the middle up?

Why? -How did the person in the middle feel when the ball was dropped?-Why did the ball get dropped?

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-Who did you feel more inclined to help…the person about to ‘ketch up’ to the other person or the person trying to get away from the other person? Why?

Open to Outcomes Processing Questions

From: Jacobson, M. & Ruddy, M. (2004). Open to outcomes: A practical guide for facilitating & teaching experiential reflection. Oklahoma City, OK: Wood N’ Barnes Publishing and Distribution.

To order copies of this book, please call: Jean Barnes Books/Creative Solutions (405)946-0621 ● (800) 678-0621 www.creative solutionscatalog.com

1. Did you notice...?2. Why did that happen?3. Does that happen in life?4. Why does that happen?5. How can you use that?

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From: Training Wheels Group, LLC http://www.training-wheels.com/Toll Free: 1-888-553-0147 | E-Mail: info@training-wheels.com

Group Body Parts Debriefs

With SeniorsGroup Juggle is a common teambuidling activity and easy to use with any prop.  Using the Body Parts as the juggling props enable you to tie wellness and the body to what we do everyday.  Introduce each body part as you begin and the ramifications of that part associated with exercise.  For example, the brain for instance, new cells in the hippocampus for learning, thinking more clearly, etc., the heart could mean being stronger, more fit, etc. 

Then ask them to do a group juggle. After the activity you use the parts to talk about the activity.  Some topics to talk about would be:1.      Trying to pay attention to too many things at once, versus focusing on one or two or three.  2.      Or why people have such a hard time making lifestyle changes.3.      How to get organized in such a way that it really is possible to work on all facets of wellness. Another way to use them is to use each part to represent part of the wellness wheel, i.e., brain (intellectual); heart (spiritual), hands (social), stomach (emotional), physical (eyeball).  Have these categories set in circle (sort of like a wheel), to represent the different areas of wholistic health an individual needs to focus on. This is very useful to use to get seniors to focus on their individual needs and what they need to do from here. 

General Debrief

Heart- Name something you felt, or a feeling you experienced.Brain- Tell the group something that you learned.Stomach- What took guts for you to do, or pushed you outside of your comfort zone.Hand- How the group supported you, or someone you would like to give a hand to.Ear- Describe something you heard, or something that was hard to hear.Eye- A vision you had for the group, or something you saw.Smiley Face- Tell the group something that made you smile, or name some positive attributes of yourself or the group.

Spine: What do you consider the backbone of your family/business is?Foot: Did you stick your foot in your mouth and say something you wish you hadn't? or What direction would you like to see the group go?

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Bone: What strengths do you have? or Have you ever felt broken?Nose: Have you ever stuck your nose in somebody else's business? Did you think that performance stunk?Lips: What did you say that made an impact on the group?Liver: Where did things break down?Lungs: Could be used to talk about breathing, screaming, taking deep breaths,

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