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Dear Volunteer Leader,

It is with a mixture of pleasure and sorrow that I present you with the Play Based

Life Skills Activities in Disasters Manual, which has been developed in response tothe flooding disaster now on-going in Bangkok this month of October, 2011. This

resource, and the activities and tools found within it, has been developed with

contribution and insight from Right To Play staff and partners from Thailand and

around the world. This resource can be used by anyone looking to engage children

and youth with fun activities that results in important life skills development and

learning, while also being specifically catered to a humanitarian response situation.

Right To Play Thailand would like to express our sincere gratitude to the Office of the

Basic Education Commission (OBEC) of the Ministry of Education for their efforts

in promoting Life skills Development and in their contribution to the flooding reliefefforts. Their work and partnership with Right To Play is a tribute to their dedication

to developing key life skills to students in and out of schools and to the Thai people.

This work will provide children and youth across Thailand with the skills they will

need for the 21stcentury.

Right to Play would also like to acknowledge the incredible contribution of DKSH

(Thailand) Limited and Cummins Inc. that are sponsoring this program. As a not for

profit development organization, Right To Plays work would not be possible without

their generous support and dedication to Thai communities.

Finally, and most importantly, as a volunteer, choosing to implement this program,

YOU are demonstrating your dedication and contribution as a mentor and Leader in

your community. Without your contribution, the children and youth in the emergency

shelters could not benefit from this program. We would like to thank you for your

dedication and support and wish you the best of luck in your efforts to engage

children and youth in your emergency shelter!

Sincerely,

Michael Albert

Country Manager

Right To Play Thailand


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Life Skills Activities Manual for Disaster Response Right To Play Thailand 1

Table of Contents

Introduction Implementing Activities . ReflectConnectApply .

2

4

Managing Emotions

1. Action Relay ..2. Gathering Relay .3. Throwing Anger and Fear ..4. Decision Time 5. Follow the Leader ..6. Spider .7. Hope is in the Air ...8. Tossing for Confidence ..

5

7

9

11

14

16

18

20

Developing Healthy Relationships with Others

9. Barking Dog ...10.Blind Gorilla ..11.Elbow Tag ..12.Chain Reaction ...13.Blind Goal Quest 14.Sheet Volleyball .15.Bridge .16.Flip the Blanket ..17.Human Knot ...18.Animal Farm ..19.Catching the Dragons Tail20.Line Ups .21.Over and Under ..22.Snails Race23.Blindfolded Partner Running .24.Three-legged Race .

22

24

26

28

30

32

35

37

39

41

43

45

47

4951

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2 Life Skills Activities Manual for Disaster Response Right To Play Thailand

Implementing Activities

1)Before beginning your activity:It is important to ensure that children have a safe area to move around in. Before your

session begins, check the play area to ensure that any obstacles are removed so that children

can have a safe and enjoyable experience.

It is also important to have your equipment ready before the activity begins. You will find the

list of the needed equipment under each activity.

2)Your role as a leader:It is the responsibility of leaders of activities to set the tone and environment of the activities.

It is important that as a leader you model the following behaviours:

Promote fair play Promote team play Encourage and support the children Promote inclusion Act as a role model Emphasize that participation, teamwork and encouragement are more important than

winning

3)Opening discussion:

Ask the children whatthe emergency situation mean to them. Encourage all of your

students to contribute to the discussion if they feel comfortable doing so. Next, state the Key

Learnings of the activities you are about to lead. The Key Learnings are all related to

managing emotions and building healthy relationships with others.

4)During the activity:Right To Plays games and activities are all designed to be inclusive, promote fair play and

encourage fun. During the activities it is important that you do the following:

Praise and support children to develop their self-confidence Include all children in activities regardless of gender, race, religion, ability, culture,

family structure or social background

Provide clear and simple instructions. When possible, demonstrate or ask for a volunteer to model the instructions. End the session when all children have completed the activities or when you feel it is

appropriate.

Acknowledge that there are no winners or losers. Activities are designed to be non-competitive and therefore should not end with one team or child winning over

another.


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5)Closing discussions:For successful discussions, children must feel that it is safe and comfortable for them to speak.

It is not advisable to suggest in any way that a childs comment is stupid or out of place.

Encourage children to speak to each other, not just to you. Here are some more tips for

encouraging discussions:

Everyone has a right to speak and should be encouraged to do so. Try to avoid questions that can be answered with yes or no. If that is not possible,

encourage the children to explain their answers. You can ask, Why do you think so?

Try to avoid answering your own questions, give children the time to think about theirresponses and reply.

If the answer is not clear, ask the children to restate it. If the question confuses children, rephrase it or use an example to make it more clear. Do not pass judgment on childrens responses such as no, that is incorrect or yes,

that is correct. Use phrases such as thank you or that is interesting.

To ensure that the discussion is rich and meaningful use phrases such as what else?and who else has a comment? to encourage ongoing discussion.

6)Most importantly, HAVE FUN!Why do learning activities end with a closing discussion?

In themselves, Right To Plays games and activities provide children with opportunities to learn a

wide range of knowledge skills and values. But, much is left to chance. Without encouragement

and guidance, children and youth may not remember or transfer what they have learned to theirpresent or future life.

The design of Right To Plays activities addresses this challenge in the following ways:

Activities are structured so that childrens experiences (and lessons to be learned fromthem) are developmentally appropriate.

Teachers ask children to reflecton their learning, connectit to what they already knowand apply it in their lives outside of play and activities. (See Appendix 1 for more

information)


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REFLECT, CONNECT AND APPLY: AN

EXPERIENTIAL APPROACH TO LEARNING

Reflect-Connect-Apply is a teaching/learning strategy that helps develop a

community of learners who process their experiences through reflection and

dialogue with their peers and others.

ReflectThe learner considers: What did I just experience? What happenedoutside me and inside me? The learner recalls the experience and shapes

it; for example, the learner might order and articulate the experience as a

simple sequence of events, a cause and effect relationship or a problem

and solution relationship, and so on.

Raw experience is given some order.

ConnectThe learner considers: How does this experience relate to earlierones? How does it connect to what I already know, believe or feel? Does it

reinforce or expand my view? Does it challenge or refute my view?

Experience is further ordered and integrated.

ApplyThe learner considers: How can I use what I have learned from thisexperience? How can I use it in similar situations or different ones? Howcan I use my new learning to benefit myself, others, my community?

Learning is transferred and applied.

In simple terms, Reflect-Connect-Apply allows learners, individually and in groups, to

examine their experiences consciously, relate those experiences to what they already

know and formulate plans to use their learning.

Reflect-Connect-Apply is a flexible teaching/learning strategy, equally applicable to

experiences from the playing field, the classroom and daily life. In addition, it is

equally applicable to teaching/learning sessions with children, youth and adults.


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AGES10+

Action Relay

Key LearningTo recognize and

label ones

feelings.

Goal of the Activity

A relay activity in which

each student

contributes by

performing a funny

action.

What You Need

Equipment

Cone or bucket1 per team

Chalk or markers(anything that can

be used to mark a

line in the ground)

No. of players

6 or more

Opening Questions

What are some examples of positive emotions? How do you know when someone is feeling happy or is in a

good mood?

How does laughter unite people? How might it dividepeople?

How To Play

1. Think of a number of different actions the players can

perform. For example:

Walk backward around your team Stomp your feet and bark like a dog Hop like a frog Gallop like a horse Dance Clap your hands behind your back Stick out your tongue and march on the spot

2. Mark a clear start line using chalk or markers.

3. Divide the group into teams of 3-8 players.

4. Ask each team to line up behind the start line.

5. Place a cone at least 5 metres away from each team (see

diagram).

6. Stand at least 10 metres away from all teams (see diagram).

7. Explain and demonstrate that:

The first player in each team, A, will run to you and youwill whisper an action in As ear.

A will then run to the teams cone and perform theaction for 10 seconds (counting out loud).

After 10 seconds, A will run back to the team and tag thehand of the next player so that player can begin.

8. The relay continues until all players have performed at least

one action.Make sure the players do not trip over the cone when

performing their action.


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Action RelayCONTINUED

Watch For

Are players laughing and having fun? Is every player performing the right action?

Discussion

Reflect

What was funny about the relay?Connect

How do you feel when you laugh? Can you think of a time when something funny made you feel

better?

Apply

When you are unhappy, what can you do to make yourselffeel better?

Variations

Think of more actions. Ask each player to perform twoactions.

Ask each player to suggest a funny action for all teams toperform.

Ask the players to repeat the actions of another player inaddition to performing their own action.


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AGES 10+

Gathering Relay

Key LearningTo recognize and

label ones feelings

and emotions.


A relay activity in

which a team has to

gather materials,

adding one piece at

a time, and bring itback to the start line.

What You Need

Equipment

Depends onavailability of

material;

suggestions

include balls,

armbands,bottles, paper,

cups, flags, shirts,

shows, and so on

1 of each willbe needed per

team

Chalk or markers(anything to

mark a start line)

No. of players

6 or more

Opening Questions What experience have you had lately that made you feel

frustrated? Overwhelmed? Embarrassed? Worried?

How did you deal with that experience? Who or whathelped you?

How To Play

1. Mark a start line using chalk or markers.2. Divide the players into teams of 6-8.3. Ask each team to line up behind the start line.4. Place identical piles of equipment approximately 5-10

metres in front of each team (see diagram).

5. Explain and demonstrate that: The first player in each team will run to the pile of

equipment and pick up one item.

The player will run back to the line and hand the item tothe next player in line.

The next player will then run to the pile, while holding thefirst item, and pick up another item.

The player runs back to the line and hands both items tothe next player in line.

6. The relay continues until all the items have been broughtback to the start line.

Make sure the players do not trip over the items they are

carrying.


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GatheringRelay continued

Watch For Is every player taking a turn? Is every player carrying all of the equipment collected by

the players who ran before?

Discussion

Reflect

When we started the relay, how did you feel? How did you feel near the end of the relay when you had so

much to carry?

Connect

Have you ever been in a situation where you have had toomany tasks to do at once? How did you feel?

Apply

What can you do when you are feeling overwhelmed withcertain emotions or feeling bad?

Who can you go to for help?

Variations

Use equipment or clothing that can be worn and have eachplayer wear the equipment or clothing and run back to theline.

Have each player perform an action from the sport oractivity related to the piece of equipment they are picking

up before they run back to the start line.


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AGES 10+

Throwing Anger and FearKey Learnings

To recognize and

deal with ones

feelings and

emotions.

To regulate feelings so

that they help rather

than hinder the

handling of situations.


A team competition in

which the students work

together to clear their

section of balls.

What You Need

Equipment

Soft ball1 per player

Chalk (anything todivide playing area)

No. of players

6 or more

Opening Questions

What are some examples of things that make you angryand/or scared?

What are some ways that you deal with these feelings whenthey arise?

How To Play

1. Divide the play area into 2 equal sides using chalk or markers

(see diagram).2. Ask the players what is the first word/thought/action they

think of when you say the word anger. Repeat the question

for the word fear.

3. Show the players the balls they will be playing with and

explain that each ball represents both anger and fear.

State that this activity is about recognizing and dealing with

ones feelings and emotions.

4. Give each player a ball.

5. Divide the players into 2 equal-sized teams.

6. Send Team A to one side of the play area and Team B to theopposite side.


When the activity begins, each team will gently throwtheir balls to the other teams side.

Players may not cross into the other teams side. The teams are to try to keep their section clear of balls

by throwing them back into the other side. The balls

must stay in the play area.

After 2 minutes, you will call Stop! At that time,everybody stops throwing balls and sits down with arms

folded.

Count the balls on each teams side.8. Continue playing, stopping and counting every 2-3 minutes.

Ensure that the players are not throwing balls at their

opponents or outside the play area.

Watch For

Are the players throwing the balls out of their side of theplaying area?

Are the players working together as a team?


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Throwing Anger and FearCONTINUED

Discussion

Reflect

How did it make you feel when you had many balls inyour side?

Connect

At the beginning of the activity, I said that the ballsrepresented anger and fear. How is this activity similar to

how many people deal with anger and fear in real life?

Apply

How can sports help you to deal with feelings of anger orfear?

The next time you are angry or afraid, what can you doto help yourself deal with these emotions in a positive way?

Variations

The activity can be made more difficult by adding moreballs or increasing the size of the play area.


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AGES10+

Decision TimeKey Learning

To convey and follow

through effectively with

ones decision to not

engage in unwanted,

unsafe, unethical

behaviour.


A tag-like activity in which

players try to run from one side

to the other without being

tagged by the players in the

middle.

What You Need

Equipment

Medium sized stones: 510 Hoop or rope (to enclose

stones)

Small containers (for usedstones): 2

No. of players

6 or more

Opening Questions

What are some examples of things your peers say topressure you into doing something unhealthy?

What are examples of things your peers say if theywant to pressure you into doing something healthy?

How To Play

1. Divide the play area into 3 zones: the Playing Area,and 2 smaller Health Zones.

2. Select a spot within the Playing Area to place the

hoop and the stones (see diagram).

3. Place one used stone container in each Health

Zone.

4. Ask players to line up across one of the Health Zones.

5. Tell players that in this activity, they will play the role of

Positive Peers who can influence their friends in a

positive way by offering Healthy Advice.

6. Ask the players to list some of the risky or unhealthy

behaviours that can have negative consequences

(for example, smoking, stealing, drinking alcohol,

taking drugs, lying to your parents, cheating on a test,

and so on).

7. Explain that negative peer pressure can lead to

someone making unhealthy choices, but positive

peer pressure can do just the opposite. Positive peer

pressure can help people make healthy choices.

8. Ask for a volunteer to play the role of Negative Peer

Pressure.


Negative Peer stands in the middle of the PlayArea.

Negative Peer will try to tag Positive Peers asthey run across the Play Area toward the other

Health Zone.

Make sure the players tag one another gently.

When Negative Peer is ready for the players torun across the field, Negative Peer will yell,

Decision Time.

The Positive Peers will then try to run across thePlaying Area without getting tagged.


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Decision Time, continued Once the Positive Peers have crossed into aHealth Zone, they cannot be tagged. If Positive Peers are tagged, they sit down

where they were tagged and (using only their

arms) help Negative Peer Pressure tag other

Positive Peers as they run by.

At any point after Decision Time is called, aPositive Peer can risk being tagged and pick

up a stone from the Healthy Advice area.

If a Positive Peer is tagged while running with astone, the stone is returned to the Healthy

Advice area and the tagged player must sit in

the Playing Area and help Negative Peer

Pressure.

If a player successfully crosses into a HealthZone with a stone, at the next Decision Time

call, that player may hand the stone to a

seated player who then must get up and run

to the Health Zone.

Once the player reaches the Health Zone,they must place the stone into the used

stone container.

10. End the activity when all players have been tagged.

Watch For

Are the Positive Peers running when Negative PeerPressure yells Decision Time?

Are the players who have been tagged stayingseated while trying to tag others?

Are players putting the Healthy Advice stones into theused container using a stone only once to save

someone?

Discussion

Reflect

How did it feel to go from being a Positive Peer tohelping Negative Peer Pressure?

Why did some of you choose to risk getting tagged tohelp another player?


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Decision Time,continued

Connect

Are there any risks to giving healthy advice tosomeone who is about to make an unhealthy choice?

Apply

What healthy advice would you give to someone whois being pressured to do something unhealthy?

Variations

Challenge players to dribble a ball across the PlayingArea without having their ball taken away by

Negative Peers. If their ball is taken away, they must

join Negative Peers in trying to take the ball away from

others. Balls can be placed off to the side for safety.


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RBCP: AGES 6-9 YELLOW SPIRIT BALL

FOLLOWTHE LEADER

Key LearningTo develop

self-esteem and

self-confidence.

Goal Of The Game

A movement game

where children lead and

follow.

What You NeedEquipment

NoneNo. of children

6 or more

Opening Questions Do you know what the leader is? Give an example of a

leader you know.

What is the role of a leader and a follower?How To Play

Clear the play area of obstacles.

1. Divide the children into groups of 4-6.

2. Ask each group to find a space in the play area. Players line

up one behind the other (see diagram).


The child at the front of the line will be the Leader. The Leader will move around the play area using creative

movements; for example, skipping, kicking, dancing,

hopping.

The other children in the line will imitate their Leader whilefollowing in line.

When you say the word Switch, the Leader moves to theback of the line and the child at the front of the line

becomes the new Leader.

4. Call Switch! every 1-2 minutes.

5. Continue playing until all children have had a chance to beLeaders.

Ask children to be aware of others when moving about the

play area.

Watch For

Is every leader offering creative movements to follow?Are all the children able to copy the Leaders movements?


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FOLLOWTHE LEADERCONTINUED

Discussion

Reflect

What role did you enjoy more, being the Leader or beingthe follower? Why?

What was difficult about leading/following? Why?Connect

When in your life have you been the Leader? How did itfeel?

When in your life have you been a follower? How did it feel?Apply

Why is it important to be a good leader/follower?Why is it important to sometimes be a good and supportive

follower?

Variations

Place obstacles, such as logs or boxes in the play area.Encourage the Leaders to include sound with their physical

movements. The children following must imitate the sounds

as well as the actions.


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RBCP: AGES 6-9, 10+ YELLOW SPIRIT BALL

SPIDER

Key Learning

To develop a sense

of security.

Goal Of The Game

A tag game in which

the spiders try to catch

flies.


Chalk (or anythingto mark 2 lines

between the web

and the forest)

No. of children

6 or more

Opening Questions When and where do you think of when talking about being

safe?

How To Play

1. Divide the play area into 3 sections. Make the middle section

the biggest (see diagram).

2. Explain to the children that the middle area represents a big

spiders web and the areas on the outside are the forest.

3. Ask the children to name things that spiders eat (for

example, flies, bugs).

4. Ask for 2 volunteers to play the role of Spiders.

5. Ask the Spiders to sit in the centre of the web area and

pretend to be sleeping (see diagram).

6. Tell the other children they are the Flies.

7. Ask the children to make the noise a fly makes (for example,

BzzzBzzz).


The game starts with the Flies making Bzzz noises nearthe Spiders.

When you say Spiders wake up! the Spiders will standup and try to tag as many Flies as possible.

The Flies can escape by running into the forest. Oncethey have crossed into the forest the Flies cannot be

tagged.

If a Fly is tagged, that Fly becomes a Spider and joins theSpider team.

The Spiders will then sit and pretend to sleep and the Flieswill Bzzz around them until Spiders wake up! is called

again.

9. The game continues until all of the Flies are caught.

10. Play again and allow new volunteers to start the game as

Spiders.

Ensure that the size of your play area is appropriate for the

number of children.


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SPIDERCONTINUED

Watch For

Are the Flies bzzzing" near the Spiders and staying awayfrom the forest during the spider sleeping time?

Are children laughing and having fun?Discussion

Reflect

How did you feel when you reached the forest?Connect

Why is it important to feel safe?Apply

When you are in the community, what can you do to makesure you are safe?

VariationsYou can sometimes yell Rain shower! instead of Spider

wake up and tell the Flies to chase the Spiders and the

Spiders to run into the forest.


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RBCP: AGES 10+ YELLOW SPIRIT BALL

HOPE IS IN THEAIR

Key LearningTo develop a sense

of hope and

optimism.

Goal Of The Game

A team challenge in

which the children work

together to keep the

balloon of hope in the

air without moving fromtheir designated spot.

What You Need

Equipment

Balloon (for indooractivities) or soft ball

(for outdoor

activities)

1 per team

Chalk (anything todraw squares on theground)

No. of children

6 or more

Opening Questions What is the meaning of hope? Have you ever had hope for something? Could you share it

to us?

How To Play

1. Divide children into teams of 4-6.

2. Draw one square on the ground for each child. Each teams

set of squares must be close together. Each square should

be 1.5 x 1.5 metres (see diagram).

3. Ask each child to stand in a square.

4. Ask each child to think of one thing they hope for in life.

5. Show the children the balloon. Explain that the balloon

represents hope in this game.


The object of the game is for the children to keep theballoon in the air.

The children can hit the balloon with any part of theirbodies to keep it in the air, but they are not allowed to

step outside their squares.

The children are only allowed to hit the balloon oncebefore another player hits it.

Encourage the children to try to keep the balloon in theair as long as possible.

7. Once the balloon touches the ground, the game can begin

again and the children can try to keep the balloon in the air

for a longer period of time.

Watch For

Are the children staying in their squares?Are the children hitting the balloon to each other to keep

the balloon afloat?


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HOPE IS IN THEAIRCONTINUED

Discussion

Reflect

How did you feel when the team successfully kept theballoon in the air?

How did you feel when the balloon touched the ground?Connect

What is the one thing you hope for in life?What do you think the squares represent in real life?How is the balloon similar to feelings of hope?Have you ever hoped for something and then stoppedbelieving it was possible? How did that feel?

Apply

What are some of the things you can do in your day-to-daylife to maintain hope?

Variations

Increase the difficulty of the activity by making the squaressmaller or the space between the squares larger. You can

also allow children to use an implement to hit the balloon if

the squares are farther apart (for example, a racquet or a

stick).Establish a set order that the balloon must be hit in (for

example, player one must always hit the balloon to player

two, and from player two to player three, etc.).


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RBCP: AGES 10+ YELLOW SPIRIT BALL

TOSSING FOR CONFIDENCEKey Learning

To develop self-

esteem, self-

expression and self-

confidence.

Goal Of The Game

A tossing game in whichchildren may need to

act out certain actions.

What You Need

Equipment

Object that can beeasily thrown (for

example, rocks,

beanbags, etc.)

1 per child

Chalk (anything todraw a circle that

will be divided into 4

on the ground)

No. of children

6 or more

Opening Questions

Give an example of anything you feel confident to do. What is a thing you do not have confident to do?

How To Play

1. Mark a clear start line.

2. Draw a circle on the ground approximately 5-10 metres from

the start line. Divide the circle into four parts.

3. Label each part of the circle with an action (for example,

sing,hop,karate,dance etc.) (see diagram).

4. Demonstrate the matching action for each section you

labelled (for example, if a section is labelled sing, sing a

line from a song for the children).

5. Ask each child to collect 5 (small) rocks.

6. Divide the children into groups of 4-6 and ask them to line up

behind the start line.


Each child takes a turn throwing a rock at one of the fourparts of the circle. Before throwing, players call out the

part of the circle they intend the rock to land on.

If a child lands a rock in the section aimed for, the childmoves to the back of the line and the next player takes a

turn.

If a child misses and the rock lands in another part of thecircle, the child performs an action that matches the

label on the part of the circle that was hit. For example, if

the child planned to land the rock in the singing

section but it landed in the dance section, the child

performs 2-3 dance moves. Then the child moves to the

back of the line and the next player takes a turn.

The children should choose a different section of thecircle to throw at each time they throw.

8. After a while, you may choose to change the actions in

each part of the circle.

9. The game finishes at your discretion.

Make sure the children take care when throwing the objects.


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TOSSING FOR CONFIDENCECONTINUED

Watch For

Are the children able to throw the rocks to land in the circle?Are all of the children engaged and participating?Do the children understand what the actions are?

Discussion

Reflect

What was the most difficult part of this game?Was it hard to perform the action? Why/why not?How did you feel when you finished performing?Connect

How do you feel when you successfully perform a difficulttask?

Tell about a task that was once difficult, but is now easier.Why has it become easy?

Apply

What can you do to build your confidence in areas whereyou lack confidence or feel nervous?

Variations

Create a circle with 8 sections and corresponding actions.Ask each child to throw more than one rock at a time and

allow them to choose which action to perform.


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AGES 10+

Barking Dog

Key Learning

To identify and

understand the

thoughts and

feelings of others.


A tag-like activity in

which the players try to

avoid being tagged bythe Barking Dog.

What You Need

Equipment

Pylons or chalk (tomark lines)8

No. of players

6 or more

Opening Question

How does it feel when you are excluded fromsomething?

How To Play

Ensure the play area is clean and free of obstructions.

1. Mark a large play area with safety zones at opposite

ends of the field (see diagram).

2. Ask all players to go to one of the safety zones.

3. Ask for a volunteer to be the Barking Dog.

4. Explain and demonstrate that: At each end of the field there are safety zones. The Barking Dog will stand in the middle of the

field. The rest of the players will stand together at

one end of the field in the safety zone.

The activity will begin when the Barking Dog callsout Barking Dog.

Players run across the playing field and try toreach the other safety zone at the opposite end of

the field without being tagged by the Barking Dog.

When a player is tagged, he or she joins theBarking Dog and tries to tag other players as they

run back and forth across the field.

When players successfully reach the safety zone,all the newly tagged players join the Barking Dog in

the centre of the field. Together, they call out

Barking Dog, and players try to run to the other

side without being tagged.

The activity ends when all players have beentagged.

5. When everyone has been tagged, explain that they will

play the activity again. This time, however, there will be

different rules for different people. Assign some players

to:

only walk use half of the play area jump to the other safety zone leave the activity when they are tagged by the

Barking Dog


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Barking Dog continued

Watch For

Are the players following the asigned rules? Are the players staying in the safety zones instead of

running across the playing area?

Discussion

Reflect

How did you feel playing the activity when differentpeople had to follow different rules such as only walking

or jumping?

What was the most challenging way to play the activity?Why?

How do you think people felt who played the activity themost challenging way?

Connect

Are there some groups in your community that aretreated differently, or stigmatized? How do you think

they feel?

Apply

What are some things you can do to try to understandhow others are feeling?

What can you do if someone is feeling neglected orbeing treated unfairly?

Variations

Make the play area smaller for younger age groups andbigger for older age groups.

*adapted from the Right To Play Live Safe Play Safe resource


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AGES 6+

Blind Gorilla

Key LearningTo identify and

understand the

thoughts and

feelings of others.

Goal

A tag-like activity where

the blindfolded person

must try to tag others.

What You Need

Equipment

Blindfold (or cloth)- 1

No. of players

6 or more

Opening Question What do you think would be most challenging about not

being able to see?

How To Play

1. Draw a large circle (approximately 10 meters wide).

2. Ask for one volunteer to be blindfolded. This player is

Blind Gorilla.


Everyone will stand in the circle. The blindfolded person will try to tag the others.

Players can run anywhere inside the circle.

When the blindfolded person says, Blind Gorillaeveryone else will say, Here I am.

When the Blind Gorilla tags someone, the taggedplayer steps outside the circle.

You will redirect the Blind Gorilla into the circle ifBlind Gorilla wanders outside the circle.

4. After a few minutes, give another player a chance to be

Blind Gorilla.

5. End the activity at your discretion.


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Blind Gorilla continued

Watch For Do the players know how to tag others? Do the players step outside the circle when they have

been tagged?

Discussion

Reflect

How did it feel to be Blind Gorilla? Was it easy to tag others? If you had to help Blind Gorilla instead of running away,

what would you do?

Connect

Who are some people in our communities who might feellike a Blind Gorilla sometimes, for example, lonely, afraid,

isolated?

How can we determine if someone is feeling lonely, afraidor isolated?

Apply

What is one thing we can do to help people who feellonely or afraid?

Variation

Make the circle wider to make the activity morechallenging.


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AGES 6+

Elbow Tag

Key LearningTo identify and

understand the

thoughts and

feelings of others.


A tag activity in which the

players avoid being

tagged by linking elbowswith other pairs.

What You Need

Equipment

NoneNo. of players

6 or more

Opening Question What are some things that you enjoy most about playing

with others?

How To Play

1. Divide the players into pairs.

2. Ask the pairs to spread out across the play area.

3. Ask for one pair to volunteer to start as the Chasers.

4. Ask for one pair to volunteer to start as the Runners.

5. Ask all of the other pairs to link arms at the elbows (see

diagram).


When the activity begins, the Chasers will try tocatch and tag the Runners.

If a Chaser catches a Runner, the players switchroles. (The Chaser becomes the Runner and the

Runner becomes the Chaser.)

A Runner becomes safe by linking arms with a pairon the playing field.

When a Runner links arms with a pair, the outsidepartner (the partner not linked to the Runner)becomes the new Runner.

7. Continue playing until all players have had a chance to

be both a Runner and a Chaser.

Ensure that the players slow down when running toward

a pair in order to link arms.


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Elbow Tag CONTINUED

Watch For Are the players being safe when they attempt to link arms

while being chased?

Are the Runners linking to new players often? Are all players having a chance to run and to chase?

Discussion

Reflect

How did it feel to be able to help a Runner by offering anelbow to link onto? Why?

Connect

Can you think of a time in your life when someone helpedyou when you were in need? How did it feel?

Can you think of a time when you have helped someoneelse? How did that feel?

Apply

How will you know if someone needs help? How can you help others when they are in trouble?

Variations Have the players hop on one foot to make it more difficult.


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AGES 6+

Chain Reaction1

Key Learning

To use verbal and

non-verbal skills to

express oneself and

promote effective

exchanges with

others.


To pass on information

by whispering it from one

team member to the

next in a line until the last

person in the line calls

out the correct version of

the information.

What You Need

Equipment

Cones or rocks 1 per team

No. of players

8 or more

Opening Question

Why is it important to communicate clearly what you arethinking or feeling?

How To Play

o Draw or mark a start line.o About 23 meters away from the line, place an item such

as a cone or a rock across from each place where teams

will line up.

o Divide the group into teams of 45.o

Ask each team to line up across from a cone or rock.o Ask the first member in line from each team to go stand at

the cone while the rest of the team remains lined up

behind the line (see diagram).

o Explain and demonstrate that: When you say Chain reaction! the first person in

each line runs to the team member standing at the

cone.

Once there he or she whispers a question to theperson standing at the cone such as, Do you like to

play football? or Do you like to eat rice?

After the team member at the cone has answeredthe question, the person that asked that question

runs back to the line and whispers the answer to the

next person in line.

Then he or she turns around and whispers it to thenext person in line. This continues until the last

person in line has heard the answer.

The last person calls out the answer to the personstanding at the cone. If the answer is correct the

person standing at the cone says yes and runs to

the back of the line.

If the answer is no, the first person in l ine mustagain turn around and repeat the answer until it

reaches the last person who has to give the correct

answer.

1

Gibbs, J. (2000). Tribes: A New Way of Learning and Being Together(p. 260). Sausalito, CA:CenterSource Systems. NOTE: Permission to use granted by CenterSource Systems, LLC, publisher ofTribes: A New Way of Learning and Being Together, by Jeanne Gibbs, 2000, Windsor, CA,www.tribes.com.


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Chain Reaction continued Once the person standing at the cone has joined the

end of the line, the next person in line runs to the

cone and the exercise begins again.

o Continue the activity until all of the players have run therelay.

Watch For

Are the players being careful when running? Are the players remembering to whisper? Are players asking appropriate questions?

Discussion

Reflect

What did you learn about the members of your team? How did you feel when it was your turn to be asked a

question?

Connect

Can you think of a time when it was helpful to shareinformation with others?

Have you ever had a situation where peoplemisunderstood what you were saying?

Apply

What can you say to make sure you understand whatsomeone is saying, for example: I just want to check. Do

you mean? or What I hear you saying is

Variations

Make the playing field bigger. Have 2 players at the cone with each giving an answer to

a different question. Both answers need to be repeated toeach team member. Both answers need to be stated

correctly by the last person in the relay.


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AGES 6+

Blind Goal QuestKey Learning

To practice active

and reflective

listening to

understand the

messages of others.


A communication and

trust activity in which theblindfolded child must

find the Goal by

following verbal

directions from

teammates.

What You Need

Equipment

Blindfold1 per group

No. of players

6 or more

Opening Question

What are some examples of times during your daily lifewhen it is important to communicate in a clear way?

How To Play

1. Divide the players into teams of 610.

2. Ask each team to form a circle and hold their hands in

front of them (see diagram).

3 Ask for 2 volunteers from each team. Explain that one

volunteer will be blindfolded (the Searcher) and the

other volunteer will be able to see (the Goal).


Both the Goal and the Searcher will stand in themiddle of the circle.

The Searcher must try to find the Goal. The Goal must try to avoid the Searcher. The players who form the circle will hold out

their hands to form a wall and gently guide the

Searcher back into the centre of the circle.

The players in the circle will use their voices todirect the Searcher to the Goal.

5. Once the Searcher has found the Goal, play theactivity again with different players as the Goal and

Searcher.

Watch For

Are the players around the circle all getting a chanceto give a direction?

Do all the players have their hands out for the safety ofthe Searcher?


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Blind Goal Quest continued

Discussion

Reflect

What did you find difficult about giving directions tothe Searcher?

For the Searchers, how did it feel to be blindfoldedand have to rely on your peers for direction?

Which kinds of words and directions were most useful? What would happen if half of the players werent

allowed to give directions?

Connect

Why is it important to communicate clearly in youreveryday life?

Apply

The next time you meet someone who needs help,what can you do to ensure that you communicate

clearly?

Variations

Ask each child in the circle to take turns giving adirection to lead the Searcher.

Ask for 2 players to play the role of the Goals, andexplain that the Searcher must find the Goals in a

particular order.

Make 2 teams. Partner players (with one playerblindfolded) within each team. Scatter objects in a

designated area for the blindfolded players to find. List

the order in which the teams must pick up the objects.

Only one child from each team is allowed in the

designated area at once. It is a race between the 2

teams to collect all the objects in the proper order.

*adapted from the Red Ball Child Play resource


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AGES 10+

Sheet Volleyball

Key LearningTo practice active

and reflective

listening to

understand the

messages of others.


A ball toss activity where

Team A bounces a ball

off a sheet toward Team

B, which catches the ball

and bounces it back to

Team A.

What You Need

Equipment

Sheets (or tarps)2 Ball1

No. of players

6 or more

Opening Question How is a community like a sports team? ( Explain that in

this activity players will practice working together.)

How To Play

Make sure the play area is large enough for groups to

move freely. The play area should be clean and free of

obstructions.

1. Divide the players into equal groups of 412.

2. Pair up the teams. Call one Team A, the other Team B.

3. Give each team a sheet.4. Ask team members to hold the corners and the edges

of the sheet (see diagram).

5. Place a ball in the middle of Team As sheet.


Team A will work together to bounce the ball off itssheet and toward Team Bs sheet.

Team B will work together to catch the ball in itssheet.

If the ball is caught, the team receives a point.

Team B will then try to bounce the ball towardTeam As sheet.

7. Each team alternates between catching and

bouncing the ball.

8. The challenge is to see how many points each pair of

teams can collect together.

9. In this first round do not allow players to speak. In the

second round allow players to communicate with each

other. Before the third round, allow players to develop

a strategy.

10. Allow teams 12 minutes between rounds for players todevelop strategies for increasing their success.


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Sheet Volleyball continued

Watch For

Is each team working together to catch and bouncethe ball?

Are the pairs of teams (Teams A and B) workingtogether to catch and bounce the ball?

Are the players stopping to create strategies toincrease their success?

Discussion

Reflect

What did you find most challenging about this activity?Why?

How did communication on your team improve duringthe activity?

What were the challenges when you could not speakto each other?

How did taking time to develop a strategy improve theactivity?

Connect

In real life, when have you had to work together toachieve a goal?

What are some of the skills you have used tocommunicate well with others when you are working to

achieve a goal? (For example, speak clearly, actively

listen, offer support and encouragement, share your

ideas, and so on.)


36/57


Sheet Volleyball continuedApply

What are some communication skills you can teachothers? (For example, friends, members of your family.)

How can you teach them these skills?

Variations

Ask each pair of teams to play with more than one ball. Play with smaller sheets or large towels. Ask Team A and Team B to stand farther apart from

each other.

*adapted from the Red Ball Child Play resource


37/57


AGES 10+

Bridge

Key Learning

To establish and

maintain healthy

and rewarding

connections with

individuals and

groups.


To construct a human

bridge.

What You Need

Equipment

NoneNo. of players

6 or more

Opening Question

When was a time in your life when you had to usemany different skills and abilities to achieve a goal?

How To Play


1. Divide the group into even teams of 56 players.

2. Mark a start line at one end of the play area and a

finish line at the other (see diagram).


When you say Go! teams must form a bridge


All the team members must be somehowconnected to each other.

Only the following number of team body partscan be touching the ground: 4 hands, 4 feet and

2 knees.

Each team will then work to move across theplay area (staying connected) as quickly as

possible.

Each team will have 23 minutes to create astrategy.

4. Tell teams that they should discuss their strategy.Observe the ways players interact with each other

during this planning process.

5. After 23 minutes, yell Go! and ensure that playersbegin the challenge.

6. End the activity when all players have crossed the finishline.


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Bridgecontinued

Watch For

Are all players involved in creating a bridge? Are the rules being followed?

Discussion

Reflect

What strategy did your team use to succeed? Howdid you develop the strategy?

Was everyone in your group listened to? Why? Whynot?

If you had the chance to do the activity again, whatwould you do in order to make sure that everyones

ideas and suggestions were heard and considered?

What different skills and abilities did each of yourteammates use to complete the task?

Connect

What are some of the different skills that people in thisgroup have?

When are times when it is better to have manydifferent people with many different skills and abilities

in a group?

Apply

What are some ways that you can learn about thedifferent skills and abilities that people in this group

have?

Why is it important to know about the different skillsand abilities in a group?

Variations

Change the number of hands and feet allowed totouch the ground to make the activity easier or more

difficult.

Increase the number of group members. Increase the size of the play area. Blindfold 2 members from each group.

*adapted from the Right To Play Live Safe Play Safe resource


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AGES 6+

Flip the Blanket

Key Learning

To achieve

mutually

satisfactory

resolutions to

conflict by

addressing the

needs of allconcerned.


To flip the blanket

without any players

stepping on the ground.

What You Need

Equipment

Blankets (orsomething like a

piece of plastic

that teams can

stand on):

1 per group

No. of players

8 or more

Opening Questions

What does teamwork mean? Can you think of a time when you have worked as a team

to solve a conflict?

How To Play

1. Lay blankets out in the play area about 1 metre apart fromeach other.

2. Divide the players into groups of 810.3. Ask each player to stand on top of one of the blankets.4. Explain and demonstrate that:

When you say Flip, each group has to try to flipthe blanket over.

Each player must remain standing on the blanket atall times and cannot step on the ground.

5. Continue the activity until each team has successfullyflipped its blanket.

Watch For

Are the players remaining on the blankets at all times?


40/57


Flip the Blanket continued

Discussion

Reflect

Who was successful at the task? Why? Did you work to help other groups or did you compete to

finish the task first?

Why could it have been beneficial to work with anothergroup?

Connect

Can you think of a time in your life when you competedwith someone when it might have been more helpful to

work together? When can competition become negative?Apply

How can working as a team rather than competing helpyou in the future?

Variations

Record the comments players are making during the task.Read them aloud during the Reflect discussion. Then

discuss as a group what comments were helpful or not.

Have the players perform the task without speaking.


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AGES 6+

Human Knot

Key Learning

To achieve

mutually

satisfactory

resolutions to

conflict by

addressing the

needs of allconcerned.


To work together to

untangle the human

knot.

What You Need

Equipment

NoneNo. of players

8 or more

Opening Question

Show a knot of string. Ask: How is a problem like a knot?(For example, you sometimes cant see where it begins, its

hard to see how to untangle it, and so on.)

How To Play


1. Divide the players into groups of 810.

2. Ask each group to form a circle facing inward.


Each player will reach into the centre of the circleand firmly clasp hands or wrists with 2 different

people.

Without letting go, players must now work togetherand try to untangle themselves and form a circle.

4. The activity finishes when each groups human knot is

untangled.

5. Encourage groups that finish quickly to offer support to

other groups that are still tangled.

Watch For

Are all players actively involved in problem-solving how tountangle the human knot?

Are the players in each group working together?


42/57


Human Knot continued

Discussion

Reflect

What were some things your team did together tountangle the knot?

What do you think would happen if you had to untanglethe knot alone without help from anyone?

Did a leader emerge during the activity? Who? How wasthis leader chosen? What kind of leadership style did he or

she use? Did it work?

Connect

Can you give some examples of times in your daily lifewhen it is important to work together?

What are some things you do to be an active and helpfulmember of a team?

Apply

(Players ages 69) Why is it important to work together toachieve a goal?

(Players ages 1014) How can we work together to addressa challenge or issue in our community?

*adapted from the Right To Play Red Ball Child Play resource


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RBCP: AGES 6-9, 10+ BLUE PEACE BALL

ANIMAL FARM

Key Learnings

To develop

communication

skills. To develop

respect for

similarities and

differences. To

develop empathy

for others.

Goal Of The Game

A team challenge in

which the children

guide a blindfolded

team member to plastic

bottles by using only

their designated animal

noise.


Blindfold1 per team

Empty bottles (orbeanbags, pieces

of paper, balls)

20-30 per team

No. of children

6 or more

Opening Questions

Have you ever had a pet? Do you know how can itcommunicate to each other or to us?

How To Play

1. Divide the children into teams of 2-4.

2. Scatter the empty bottles around the play area.

3. Ask each team to choose an animal they want to play the

role of (for example, goats, dogs, cats, lions, etc.).

4. Ask the children to practice making the noise the animal

makes. Ensure that the sounds from each group are distinctlydifferent.

5. Ask for 1 volunteer from each team.

6. Blindfold this volunteer.


The object of the game is for each blind-folded player topick up as many bottles as possible.

Team members must lead the blindfolded partner toeach bottle by using their animal noise (they cannot

touch or use any words).

Ensure that the children are communicating loudly enough

so their blindfolded teammate can hear them.

Be creative while leading blindfolded team membersthere are many ways to do this effectively.

Ensure that players are guiding the blindfolded child with

care.

When a bottle has been collected, the teams will moveto a new bottle and collect as many as possible.

8. Remind the children that they can communicate using only

animal noises.

9. Conclude the game when all of the empty bottles have

been collected.

10. Allow children to change roles with the blindfolded team

member and repeat the activity.


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ANIMAL FARM CONTINUED

Watch For

Can the children identify their teams noise from the otheranimal noises around them?

Are the children able to hear their teammates?Discussion

Reflect

What did it feel like to complete the task without being ableto see?

How did it feel to only be able to make an animal noise tohelp your teammate?

What strategies did you use to help your blindfoldedteammate?

Connect

What are other examples in your life where it has beendifficult to communicate?

Apply

What does this teach you about what it is like to have animpairment that affects your ability to communicate?

VariationsAllow only the blindfolded children into the play area.

Teammates must direct their blindfolded partners from


All other children have to direct their partners from adistance.


45/57



CATCH THE DRAGONS TAIL


leadership,

cooperative and

team skills.

Goal Of The Game

To work as a team to

keep the Dragons tail

away from the Knights.

What You Need

Equipment

None, potential forusing blindfolds

No. of children

6 or more

Opening Questions Is there anyone who is or used to be a leader of a group?

Do you know what a responsibility of being a leader is?

How To Play

1. Ask 1-3 children to be Knights.

2. Divide the remaining children in groups of 3.

3. Ask each group to form a line.


As a team, each line operates as a Dragon. Together,each child plays a role as the Dragons head, body or

tail.

The children are to remain attached at all times byholding the waist or shoulders of the person in front of

them.

As the Dragon, the group is to work as a team to keepaway from the Knights. The Knight is trying to catch the

Dragon by touching the Dragons tail.

1. Encourage the Dragon to stay attached. If the Dragoncomes apart, the Dragons head becomes the tail.

2. If the Knight catches the Dragon, the Dragons headbecomes a Knight and the Knight becomes the Dragons

tail.

3. The game finishes at your discretion.Ensure the children are comfortable with the speed they

move at as a Dragon.

Watch For

Are all of the children in the Dragon actively communicatingand working well as a team?

Do the children look comfortable running and moving whileattached to one another?


46/57


CATCH THE DRAGONS TAILCONTINUED

Discussion

Reflect

What was it like to have different roles in the Dragon?How did you communicate with your teammates during the

game?

Are you less of a leader if you are in the body or tail of theDragon? Why?

Connect

When else in life do you take on the role of a leader?When else do you take on a different role? Explain.

Apply

What can you do to be an effective leader when you arenot necessarily the assigned group leader or captain?

Why is it important to have people in both roles?Variations

Eliminate the Knight and have the Dragons head try tocatch the tail of another Dragon.

Increase the number of children in the Dragons body anddiscuss how they feel as a contributing team member when

the group is larger.


47/57



LINE UPS


cooperative and

communication

skills. To develop

empathy for others.

Goal Of The Game

A team challenge that

requires children to lineup in a specific order.

What You Need

Equipment

NoneNo. of children

6 or more

Opening Questions How many ways can we communicate? What can we use

to communicate with others?

How To Play

1. Divide the children into groups of 6-10.

2. Tell the children this is a game that requires them to use

different forms of communication.


You will ask the children to form straight lines in a specificorder (for example, from tallest to shortest, from youngest

to oldest, alphabetical by first name, alphabetical by lastname, etc.)

The children will have to work together to form the line asquickly as possible.

4. When the children become comfortable with forming the

lines, challenge them to form new lines without speaking. For

example Get into a line from smallest hands to largest

hands without making a sound.

5. The game ends at your discretion.

Watch For

Are the children organizing themselves quickly?Is every child participating?Are the children using gestures to communicate when they

are not allowed to speak?


48/57


LINE UPS CONTINUED

Discussion

Reflect

What did you find challenging about this activity?How did you organize yourselves into the lines as quickly as

possible?

How did you organize yourselves when you werent allowedto speak?

Connect

When else in life do you have to use different ways ofcommunicating?

Apply

What are some ways of communicating when you cannotuse words?

What can you do to communicate with someone who ismute (cannot speak) or has a hearing impairment (cannot

hear)?

Variations

Ask the children to complete the task with blindfolds on.


49/57



OVER AND UNDER

Key Learning

To develop

cooperative and

team skills.

Goal Of The Game

A relay game in which

the children pass a ball

over and under each

other while racinganother team.

What You Need

Equipment

Ball1 for each team

No. of children

6 or more

Opening Questions

In your opinion, what is the most important thing for workingas a team?

How To Play

1. Divide the children into teams of 6-8 players and have them

line up.

2. Give the first child in each line a ball.


When the game begins, the first players in line pass theball over their heads to the players behind them. Theseplayers pass the ball through their legs to the teammates

behind them. This pattern of over and under

continues until the ball reaches the last child in line.

The last child in line runs to the front of the line with theball to start again. This pattern continues until the child

that started with the ball returns to the front of the line.

4. Encourage any child that drops the ball to pick it up and try

again.

5. The game finishes at your discretion.

To avoid collision, ensure the children have adequate space

between them.

Watch For

Are the children ensuring that the teammate they arepassing the ball to is receiving the ball with ease?

Are the children actively supporting one another bycheering and using positive words?


50/57


OVER AND UNDERCONTINUED

Discussion

Reflect

How did it feel to accomplish this task?What did you do to contribute to your team?How did you encourage your teammates as they played

the game?

Connect

Tell me some words that are encouraging to you?Apply

When can you encourage others at school?Variations

Have the children do this activity with a sponge and twobuckets. The goal is to transfer as much water as possible in

the sponge from the front bucket full of water to an empty

bucket at the back of the line. The children transfer the

sponge down the line using the over/under pattern. The last

child squeezes out the sponge and runs to the front, dips it in

the water bucket and starts the transfer again.

Once the ball gets to the back of the line, the last personruns to the front of the line and starts passing the ball again.This time, instead of over and under have the children pass it

to their left side and then their right. When the game starts

for a third time, have the children go back to over and

under.


51/57



SNAILS RACE


cooperative and

team skills.

Goal Of The Game

To move a certain

distance while

connected as a group.

What You Need

Equipment

Cone1 per team

Chalk (anything tomark a start line)

Stopwatch - 1No. of children

6 or more

Opening Questions What is a goal setting? Why do you think it is so important to

us?

How To Play

1. Divide the children into teams of 3-6.

2. Mark a start line using chalk.

3. Ask each team to sit on the ground in a straight line behind

the start line (see diagram).


The children are to reach behind their backs to grab theankles of the person behind them.

The last row of children place their hands on the groundbehind them.

The challenge is for the group to move forward withoutdisconnecting.

5. Give each team 2-3 minutes to practice.

6. Place a cone in front of each team about 5 metres away.

Ask the group to set a goal for how long it will take them to

get their first persons toes to touch the cone.

7. Have the children choose where they want to place the

cone and set a goal collectively as to how long it will take

them to get there.

Make sure that the children are comfortable in this activity.

This game should be played so that it is not uncomfortable

for the children who are last in line to support themselves on

the ground behind them. Encourage them to let go if they

feel uncomfortable.


52/57


SNAILS RACECONTINUED

Watch For

Are the children working together to be successful?Is everyone actively involved?

Discussion

Reflect

What was easy for you in this activity?What was difficult or frustrating for you?What strategies helped your team complete the game?What did setting a goal in this activity do for your team?Connect

When else in life have you set a goal for yourself?How has setting goals helped you in life?

Apply

What is a goal you have for yourself right now?Variations

After two minutes of the group trying to move forward,appoint a team leader. The leader is the only one that is

allowed to speak.


53/57


RBCP: AGES 10+ BLUE PEACE BALL

BLINDFOLDED PARTNER RUNNING

Key LearningsTo develop respect

for the similarities

and differences of

people. To develop

leadership skills. To

develop empathy

for others.

Goal Of The Game

A race in which pairs

(one child is

blindfolded) move to a

common place and

back to the start.

What You Need

Equipment

Blindfolds1 per pair

Cone1 per team

Chalk or sticks(anything to mark a

start line)

No. of children

6 or more

Opening Questions Is there anyone in your life who you trust? Give example. In your opinion, what is the trust?

How To Play

1. Divide the children into teams of 4-8 (try not to have more

than 5 teams).

2. Ask the children to find a partner on their team.

3. Draw a clear start line.

4. Ask each team to form a line standing in pairs beside their

partners. Everyone must stand behind the start line (see

diagram).

Do not have more than 5 partners start at a time (see

diagram).

5. Place a cone 10 metres in front of each team.

6. Ask partners to link arms.

7. Give a blindfold to 1 child in each pair.


This is a relay. Each pair will get a chance to walk to the cone and

back.

1 partner, A, will be blindfolded during this walk. The otherpartner, B, will help to guide A on the walk.

When one pair returns, the next pair will begin. Encourage partners to change roles so that they both

have a chance to be blindfolded and to lead.

Each team is finished when all members have walked tothe cone and returned twice (once as the guide and

once while blindfolded).

9. Once all children are comfortable with walking, challenge

them to repeat the relay, this time running to the cone and

back.


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BLINDFOLDED PARTNER RUNNINGCONTINUED

Watch For

Are the sighted children being mindful of their blindfoldedpartner and their peers?

Are the children a safe distance from one another?Is the play area free from obstacles that may trip the

blindfolded partners?

Discussion

Reflect

How did you feel when you were blindfolded?How did you, as a leader, gain the trust of the blindfolded

person?

What made being blindfolded challenging or easy?Connect

What are some situations you have been in where you areresponsible for someone else?

How does it feel to be responsible for someone elses safety?Apply

What are some important things you should keep in mindwhen taking care of someone else?

How do you change the way you communicate withsomeone when they cannot see what you see?

Variations

Create an obstacle course for the partners to race through.Create groups of three with 1-2 children blindfolded in each

group.


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RBCP: AGES 10+ BLUE PEACE BALL

THREE-LEGGED RACE

Key Learning

To develop

cooperative skills,

respect for others

and good

relationships with

friends.

Goal Of The GameTo have all of the teams

three-legged pairs

complete the race.

What You Need

Equipment

Cloth or rope to tielegs together

Chalk or cones (tomark start and finish

lines)No. of children

6 or more

Opening Questions

Which one do you choose between travelling alone andwith a friend? Give reasons.

How To Play

1. Set up a start line using chalk or cones at one end of the play

area and a finish line at the other end.

2. Divide the children into pairs.

3. Ask 3 sets of pairs to stand behind the start line.

4. Ask all other sets of pairs to line up behind the first 3 (see

diagram).5. Give each pair a blindfold or piece of rope.


The children will tie the left ankle of one child to the rightankle of the other with the cloth or rope (you may need

to help them). The legs should be tied tightly together so

there is limited space.

Each pair will get a chance to practice moving togetheras though they are a 2-headed person with 3 legs.

Once comfortable, explain that the children will get achance to race to the finish line.

7. Remind the children that they must remain attached duringthe race.

8. The game is finished when all pairs have completed their

turn.

Before starting the race, be sure to give the children

adequate time to walk around slowly to get used to this

feeling. Encourage them to coordinate their legs so that the

legs that are tied together act as one.


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THREE-LEGGED RACECONTINUED

Watch For

Do all participants understand how to comfortably sharepersonal space?

Have the participants had adequate time to get used tobeing three-legged prior to starting the race?

Discussion

Reflect

How did it feel to be dependent on someone else to move?What did you and your partner do to be successful?Connect

Have you ever had to work with someone who wanted todo things differently from you? What was that like?

Apply

How can you work with people who want to do thingsdifferently from you?

Variations

Blindfold one child in each pair and challenge them to walkto the finish line together.

Tie 2 pairs together so there are four people trying to walk asa five-legged person. See how they operate and adapt to

each other. This is not a race but a communication task. See

if you can get your entire group tied together and moving

forward.


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Emergency Resource Eng

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