UGA Challenge Course
Low Course
Facilitators Training Manual
(Revised 02/14)
Department of Recreational Sports
The University of Georgia
201 Ramsey Student Center for Physical Activities
Athens, GA 30602-6502
(706)542-5060
Fax: (706) 542-5590
Introduction & General
Information
“Take a chance! All life is a chance. The man who goes the furthest is
generally the one who is willing to do and dare.” ~Dale Carnegie
Introduction to the University of Georgia
Challenge Course
The Challenge:
The University of Georgia Challenge Course is a combination of high and low elements, various
activities, and games located in the trees and fields of the Oconee Forest Park. The Course provides
University students, faculty, staff and others the opportunity to participate in a series of outdoor
activities involving mental, physical and emotional risk-taking and challenge. These activities and
challenges require a combination of teamwork, skill, and individual commitment.
The Reward:
Each Challenge Course experience is unique; thus, anyone can benefit and learn from a Challenge
Course experience at the University of Georgia. Challenge Courses are used by people of nearly all
ages and abilities; the challenges a course offers have proven useful to people seeking to enhance
esteem, confidence, communication skills, cooperation and trust in both themselves and within their
group. Organizations, both within and outside of the University community, can use this resource
to better meet their needs and special interests. The University of Georgia Course provides a
wonderful experience for University student and staff groups, local corporations, human services
agencies and schools.
Goals:
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To increase the participant’s sense of personal confidence by meeting physical, emotional
and personal challenges throughout the day.
To increase mutual support within a group; to understand that each person has a definite
role in the group’s experience creating a cooperative and supportive atmosphere where each
person can be challenged, accept a challenge and feel good about the experience.
To develop an increased joy in one’s self and in being with others by acknowledging each
person’s strengths and weaknesses and celebrating the uniqueness within their group.
The University of Georgia Challenge Course seeks to allow groups to confront challenges while
exploring solutions and working as a team, developing trust and support within a group, and
fostering a feeling of personal worth and accomplishment. Our hope is that each group that comes
through this course will learn to work as a team, take care of themselves and others, stretch beyond
their personal limits, and most importantly will have fun.
Standards:
Standards of the University of Georgia Challenge Course should be discussed at the start of the
program, and should be agreed upon by all participants. We ask that participants refrain from the
use of tobacco, alcohol or non-prescription drugs, that they commit themselves to stretch and
develop in new ways, and that attendance is required for each element; however, individuals can
participate by their own choice, i.e. “challenge by choice.”
Preparation
“Life is an adventure or nothing at all.” ~Helen Keller
University of Georgia Challenge Course
Group Preparation
Reservations & Cancellations:
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Groups interested in the University of Georgia Challenge Course Program must fill out a Facility
Request Form or submit an online request form, and then return that request to the office of
Recreation Sports in person or by email: rsreserv@uga.edu.
Participation dates on the course will be weekend days (8:30 AM until 5:00 PM). Weekday
participation must be approved by the Challenge Course staff prior to making a reservation.
Tentative reservations may be made in advance; however, payment must be made within 30 days
from date of reservation.
Reservations for the course must be made at least 2 weeks (14 days) prior to participation. Payment
by cash, check, intra-University charge or credit card is accepted and must be paid at this time.
If you must cancel your reservation, only groups canceling 2 weeks (14 days) prior to intended
participation date will be considered for a refund.
In the case of inclement weather the course facilitator will have the responsibility of canceling the
day’s activities. (This does not include light rainfall.) Upon such a cancellation the group may
reschedule or receive a full refund.
Rain backups will only be made for corporate, leadership training, and out-of-town groups. Student
groups will need to reschedule if they have inclement weather. Rain backups are not automatically
made.
Ropes Questionnaire:
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A ropes questionnaire form should be sent to the group contact person to better gauge the needs of
the group and their purpose for participation in the Challenge Course Program.
Release/Assumption of Risk & Health History Form:
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The UGA Challenge Course involves a variety of activities that often include warm-ups, games,
group initiative problems, high and low Challenge Course elements and other rigorous physical
adventure activities. It is required that every participant sign a University of Georgia release and
assumption of risk form and a health history form before participating. It is responsibility of the
group contact person to return these to the Recreation Sports office before participation date or give
them to the facilitator on the day of participation.
Due to the inherent risk and danger involved in this program, tobacco, alcoholic beverages and other
mind-altering substances are not allowed.
What to Expect:
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Participants should wear comfortable, weather appropriate clothing, loose fitting pants or shorts,
sneakers or climbing shoes. They may also want to bring sunscreen and bug spray.
Water will be provided to participants, although lunch must be provided by the group. Unless
otherwise requested, one hour will be allowed for a meal.
Important Things to Remember
The lead facilitator will be responsible for picking up keys to the shed and porta-potty, as well as the radio
from the University of Georgia Recreation Sports office.
Cellular Phone Procedure:
 The lead facilitator must carry their personal cell phone with them at all times while on the course.
 In the event of an emergency, call 911.
Porta-Potty:
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The porta-potty is located on the course and is frequently cleaned by an outside vendor.
Only Challenge Course participants are allowed to use the porta-potty facilities.
Please unlock the door for participant use, and lock the door when the day is complete. Return the
key to the Recreation Sports office.
Shed:
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Please see Shed Contents page for contents.
Please lock the door when the day is complete and return the key to the Recreation Sports office.
Closing Form:
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Please fill out the Closing Form when the day is complete and return to the Recreation Sports office.
Ropes Log:
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Once the day is complete, please write down all rope usage made during the day in the ropes log.
This will help other staff keep track of when to replace old, worn rope.
Evaluations:
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Make sure you have more than enough evaluations for each participant.
Allot enough time during debrief for evaluations to be completed.
Please return completed evaluations to the Recreation Sports office.
General Information for
Facilitators
“Progress always involves risk; you can’t steal second base and keep your
foot on first.” ~Frederick Wilcox
Challenge Course Staff
Staff Selection and Training:
Each staff member will have a file in the University of Georgia Recreational Sports Office
containing a completed staff application, training certifications pertaining to adventure education
including first aid and CPRO, participant and staff evaluations. Each staff member must fill out
additional paper work in the Recreation Sports Business Office in order to be paid. It is the
responsibility of the staff to attend all scheduled training sessions set up through the Recreation
Sports Office. Additional training sessions may be available throughout the year and may consist of
short practice sessions scheduled at a time convenient to staff. Assisting another facilitator may also
be considered training time. Staff should be familiar with general operating procedures and policies
of the University of Georgia course as well as specific first aid and emergency procedures. Staff
members are encouraged to attend training sessions in addition those set up by the Recreation
Sports Office.
Job Description:
Challenge Course Facilitator
A Facilitator for the UGA Challenge Course will be working in a co-instructor position, working
closely with the lead facilitator and Challenge Course management to cover and share the
instruction, supervision, safety, and debriefing responsibilities associated with the UGA Challenge
Course. The facilitator will use the UGA course to provide an opportunity for groups to recognize
and safely reach their potential. This will include promoting self-confidence, positive group
dynamics, and the expansion of their problem solving abilities. These individuals must be well
organized, experienced, compassionate, and exceptional communicators when it comes to teaching
others.
Qualifications:
Must have current certification:
 American Red Cross CPRO, First-Aid, AED or ability to acquire within first month of hire
 Requires a minimum of 20 hours training in Challenge Course facilitation. Outside training
must be approved by Outdoor Recreation Coordinator
Essential Requirements:
 SAFETY: The facilitator will be responsible for insuring the safety of each client
participating in the course. Work will include properly setting up the course, inspecting the
course and equipment and properly instructing the use of the same to the clients.
Understands emergency procedures and is comfortable responding to situations in a
professional AND calm demeanor.
 LEADERSHIP AND PLANNING: Be a positive role model. Directs activities.
Empowers clients utilizing "Challenge by Choice". Aids in developing the full potential
of the facility. Deals calmly and efficiently with stressful situations and people.
 PHYSICAL: Able to tie specific knots, belay (rope technique) clients, move from element
to element and climb structures as needed.
 SUPERVISION: The facilitator will be responsible to supervise all activities connected
with the course elements. Work will include directing activities and debriefing
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participants. Able to work independently.
COMMUNICATION: Excellent communication skills are required. Facilitators should be
adept at effectively communicating to a broad range of individuals from varied backgrounds
and encouraging communication between others.
JUDGMENT: Uses good judgment while making independent decisions
regarding all facets of the safe and effective use of the course.
TEAMWORK: Works as a valuable team member with others in scheduling,
facilitating and operating the course.
DEPENDABILITY: Available on a regular basis to lead programs. Arrives on site on time.
Maintains a commitment to the success of the course. Follows procedures.
EXPERIENCE: Fully trained on the UGA Challenge course local operation procedures
TEACHING: Cultivates learning among the individuals and the groups, including the
technical skills as well as the experiential aspects of the course.
DEBRIEFING: Promotes constructive discussion processing the participant’s
experiences in order to integrate what has been learned.
Physical Requirements (must be able to):
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Stand/walk for long periods
Use of ladder
Bending/stooping
Kneeling/squatting
Reaching/grasping
Overhead work
Pushing/pulling
Repetitive use of hands
Lift at least 35 lbs.
Customer interaction (strong verbal, written, and listening skills)
Ability to quickly and confidently tie all necessary knots
Capability to set up and take down each and every low and high course element.
Ability to safety belay participants
Successfully demonstrate a high course rescue
Ability to prepare (front-loading) and follow-up (debriefing) of the group
Lead Facilitator Requirements:
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Obtain Basic (Solo) Facilitator status.
Minimum 40 hours working as a full solo facilitator.
Receive Outdoor Recreation Coordinator's approval by successful completion of a written
evaluation, demonstration of skills, and face-to-face interview.
Ability to conduct a pre-course orientation with participants.
Ability to appropriately review and interpret medical forms.
Superior working knowledge of all safety gear used on Challenge Course.
Ability to develop a schedule that will address the group's issues and goals.
Maintaining Lead Facilitator Status:
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Work with at least two different facilitators per semester.
Facilitate a minimum of one group per month (This guideline may be influenced by
the experience level of the facilitator).
Regaining Lead Facilitator Status (after an off-period of 3 months or longer):
To regain lead facilitator status, a person must work with a current lead facilitator for a minimum of
three days and receive his/her approval. In addition, s/he must have a face-to-face interview with
Outdoor Recreation Coordinator.
The Participant – Facilitator Relationship
A key aspect of adventure programs is the right of the individual to ‘pass’ on an experience
until they feel confident enough to try the task set ahead of them. Once an individual has become
committed to a task, though, it is expected that they participate fully until the task is complete, the
group decides to take another attempt or direction at the task, or if the facilitator stops the task due
to safety concerns in emotional, intellectual or physical aspects. It is important that the individual
follows through on commitment and that they accept the personal and team responsibility for
whatever the consequences may result. Individuals are expected to learn to accept their own roles
and choices in the successfulness of the task, and not to focus on external factors in which to put
blame. All tasks have the fundamental focus of success – and failure is acceptable and a learning
tools in life. Mechanisms and electronics fail, starting a fire is not always easy in the rain; a
homemade compass will be affected by the wind. Once an individual is committed to a task,
thought, it is expected that they follow through and try and complete the task to the best of their
abilities. They will be learning to take their personal responsibility for their own feelings, whether
they are joy, relief, fear, or frustration. The facts that the consequences of a commitment are often
very closely linked to the initial commitment and make adventure programs a superb learning
experience, and it often takes up to 7 years to understand and apply all of the learning from one
moment to the daily life.
Specifically, the role of the facilitator is a challenging one to elucidate. The facilitator must
help each individual to discover his or her own potential as an individual and as a member of a team.
At times this may mean appearing insensitive, un-caring, not allowing a participant bow out of an
activity or commitment, and holding them to the levels of respect, communication and other goals
set forth during a full value contract. At other times, the facilitator’s sympathy, empathy and
encouragement alone are needed to bring out the best in an individual or group, allowing them to
halt or stop an activity to debrief and refocus the individual and team needs before continuing. The
facilitator must hold the participants to their goals and objectives, yet also have the awareness of the
individuals within the groups safety needs, while also maintaining the compassion needed for
individual support and directives to facilitate the necessary tools for the completion of the task, be
that as it may. When is the stress too much? When are the interpersonal or intrapersonal skills
interfering with a successful task completion or a positive learning experience? This is when
experience and sensitivity come into play; these seem to be the guide here. Ultimately, the facilitator
seems to be called on for these qualities: skills in a particular area, compassion, flexibility, and a
strong sense of humanity, with a desire to assist individuals in personal growth, and the acceptance
of the direct consequences of any action.
What Makes a Good Facilitator?
 Passion
 Attention to Detail
o Listening to needs and goals
o Planning to meet needs
 Sequencing activities to build familiarity/trust
o Providing good framework to begin the experience
 Introduce yourself and the day
 Provide logistical info for the day
 Always talk about Challenge By Choice, Full Value and Safety
o Knowing the rules of the program, facility and games
o Observation of group in process (includes listening) – Don’t laugh at them!
o Making good judgments
 When and how far to push someone
 When to stop or change plan
o Taking action
o Making SAFETY concerns a priority at all times!
 Adaptability
o With the plan for the day
o With the rules/parameters of the games
 Creativity
o Making up new games or rules
o Finding new ways to engage participants in discussion to hear from everyone
 Asking open ended questions when facilitating discussion
 Creating Learning Moments that lead to some sort of change
o In the course of the day
o Inspiring application afterwards
 Get out there to get experience
o Work with different people to see different styles
o Observe the games/activities for rules, impact and safety issues
o Steal games/activities from others
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o USE the Staff Manual
Debrief with staff after a session
o Ask for feedback from participants
o Ask for feedback from fellow staff
Find a mentor and become a sponge
Have a great time!
First Aid, Emergency Procedures & Safety
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All facilitators must be certified in first aid and CPRO and have copies of these certifications
on file in the Recreation Sports office.
Facilitators should demonstrate knowledge of the principal factors leading to emergency
situations, and techniques for avoiding them.
Facilitators should demonstrate knowledge of first aid kits and their use.
A first aid kit is available in both outdoor sheds on the challenge course. If you use any
supplies while you are out there, please note those on the closing form so that the Outdoor
Rec. Coordinator can bring out additional supplies
The following accidents should be documented in written form:
o Any accident requiring professional medical treatment; these forms will be kept in
the first aid kit. An incident report should be filled out for this.
o Any “near miss”, which is an incident where there was no injury, but there was a
potential for a serious injury. An incident report should be filled out for this.
o Incident forms are kept in the main challenge course shed.
o If the accident is severe enough that it requires someone going to the hospital, please
contact the Outdoor Recreation Coordinator immediately via cell phone: 706-2969626. If it is a near miss that you are unsure of whether you should call, always err on
the side of caution and call. Minor first aid should just be documented on the
accident report and closing form. No need to call.
During activities requiring either specific or general supervision, the facilitator should be
immediately accessible.
Staff should periodically review evacuation and emergency procedures.
What to Do in the Event of an Emergency (Outdoors)
Major or Life threatening emergency
1. Activate 911 system with cell phone. If call is dropped by cell phone, try to call again. If
second fails send a Rec Sports employee to the office to have them call 9-911 from the land
line phone. Make sure they know details of the injury and the location before sending them
to the office.
2. Call 706-542-2200 (University Police department) and tell them situation.
3. Call Ramsey Center Admissions Desk at 706-542-1454. When you call the Ramsey Center:
This is ______ (your name), a Challenge Course Facilitator, calling from the UGA Outdoor
Challenge Course. We have called UGA Police and EMS for an injury at the Rec Sports
Complex Challenge Course. If they show up at Ramsey, please direct them across College
Station.
4. Provide care as needed
Post emergency procedures
1. Notify Outdoor Rec Coordinator (Susan) and if life threatening (Lance).
2. Complete an Incident Report
3. Submit report to Outdoor Rec Coordinator
Non-Life Threatening Situation
1. Provide care as needed
2. Compete Accident Report
3. Submit to Outdoor Rec Coordinator
Severe Weather
WATCH: Conditions are favorable for severe weather to occur.
- Alert staff to watch conditions. Review emergency procedures for warning condition.
WARNING: Severe weather has been spotted. Take cover immediately!
- Leave the facility or find the nearest building to wait for the storm to pass.
TORNADO WARNING: Move to safety immediately. Do not seek shelter in an automobile.
Suggested Safe Areas: IM Building (Restrooms), Tennis pavilion (Restrooms), Parking Deck.
LIGHTNING/THUNDER: Each time lightning is detected within 8 miles, the Rec Sports Staff
must evacuate the fields and direct patrons to suggested safe areas. Staff must wait 30 minutes
before returning to challenge course.
Lightning can be detected by the following:
- Rec Sports staff seeing lightning or hearing thunder
Fire Evacuation 1. Activate 911 system
2. Dial 911 and 706-542-2200
3. Clear Area
4. Keep patrons at safe distance
5. Visual Check of all areas
6. Direct police or fire personnel to fire area
Bomb Threat 1. Activate 911 system
2. Dial 911 and 706-542-2200
3. Clear Area
What to Do in the Event of an Emergency (Indoors)
MEDICAL EMERGENCY
Non-Life Threatening Emergency
(sprains, abrasions, contusions, etc.)
- Provide care as needed according to CPRO/First-Aid/AED training
- Ice bags can be found in the room where time clock is located, behind Equipment Checkout
- Ask participant if they would like for us to call EMS; there is a minimum of $175 for this
service; if they choose to have EMS called, the Facility Manager is the only person that
should do so
- Notify Facility Manager (542-1454) if assistance is needed
- Complete Incident Report and submit to Assistant Director/Coordinator (see example in
binder)
Life Threatening Medical Emergency
For the Climbing Wall/ORC/Indoor Challenge Course, this would be in the form of a choking,
unconscious participant, cardiac arrest, severe bleeding, etc.
Provide care as needed according to CPRO/First-Aid/AED training
AED is located on wall next to Graduate Assistant office and at the Equipment Checkout
desk
- Notify Facility Manager (542-1454) of situation; if EMS needs to be called, the Facility
Manager will do so
- Assist with crowd control
After emergency
- Notify Assistant Director or Coordinator of Outdoor Recreation
- Complete Incident Report and submit to Assistant Director/Coordinator (see example in
binder)
- All employees involved report to Rm. 226 for debrief
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SEVERE WEATHER – these responses will be announced by building staff
Tornado Warning/Severe Storm
 Clear ORC or Indoor Challenge Course Area
o Go to respective men’s and women’s locker rooms until building staff give the
“All Clear” announcement
o Contact Assistant Director/Coordinator of Outdoor Recreation by phone
BOMB THREAT, FIRE, and ACTIVE SHOOTER
 Evacuate ORC or Indoor Challenge Course areas through the Emergency Exits and
keep patrons across the street from Ramsey
 Contact Assistant Director/Coordinator of Outdoor Recreation by phone
Lance Haynie, Assistant Director for Outdoor Recreation
205-291-8585
Susan Powell, Coordinator for Outdoor Recreation
678-485-3519
Challenge Course First Aid Kit List
Easy Access:
 Athletic tape (1 roll)
 Band-Aids:
-Large (5)
-Regular (10)
-Butterfly (5)
 Moleskin (6 large pieces)
 Burn Cream (5)
 Hydrocortisone packets (10)
 Triple anti-biotic ointment (10)
 Alcohol wipes (15)
 Antiseptic wipes (10)
 Hand sanitizer packets (10)
 Sting relief wipes (10)
Help Card (1)
Incident Report Form (3)
Pen/Pencil
Nitrile Gloves (4 pair)
Trauma:
 50 ml syringe (1)
 Bio-hazard bags (2)
 Cold pack (1)
 CPR breathing barrier (1)
 Elastic wrap (2)
 Flexible splint (1)
 Heat pack (1)
 Iodine (1)
 Triangular bandage (2)
 Utility scissors (1)
 Sterile absorptive material (6)
 Cuticle scissors (1)
 Tweezers (1)
Medications:
 Epi-pen (1)
 Aspirin (6)
 Acetaminophen (8)
 Ibuprofen (8)
 Bismuth (8)
 Diphenhydramine (12)
 Laxatives (6)
 Cough drops (12)
 Tampons (3)
Use of Epi-pens
• Epi-pens are available for emergency situations and are kept in the outdoor challenge course key
bag.
• These may be administered by any staff when the situation calls for it. No special training is
required to administer it. It can also be provided to a participant for self-administration when
appropriate.
• The most common reason for using an Epi-pen is when a person has been stung by a bee, and
they are having an acute systemic reaction. The onset of symptoms typically occurs within a few
minutes of being stung.
• Signs and symptoms may include: shortness of breath, weakness, dizziness, victims also frequently
complain of a sense of impending doom, a metallic taste in the mouth, or generalized itching
(particularly in the armpits and groin area.) Physical finding include: rapid heart rate, evidence of
shock; upper airway obstruction (stridor) and lower airway obstruction (wheezes) with labored
breathing; generalized skin redness, hives, and swelling of the mouth, face and neck.
• Epinephrine should only be administered to patients having symptoms suggestive of an acute
systemic reaction (i.e. generalized skin rash, difficulty breathing, or facial swelling). Local swelling, by
itself, at the site of a sting is not considered a systemic reaction.
• Initiate evacuation protocol – to transport the patient to the hospital.
• Inject Epi-pen into the anterior (front) aspect of the thigh (either subcutaneously or
intramuscularly) by pushing the pen firmly against the thigh and holding it there for a few moments.
• It is okay to administer 50-100mg. of Benadryl (diphenhydramine) by mouth if the patient is awake
and can swallow.
• Maintain an open airway, assist ventilations if necessary, and put patient in a position of comfort.
Initiate CPR if necessary.
• Repeat injections every 5 minutes if conditions worsen or every 15 minutes if condition does not
improve, for a total of up to three doses.
• Record the time of any injections or tablets given.
• Transport patient to the hospital or Student Health Center
• Because a rebound reaction can occur, all victims of an anaphylactic reaction should be evacuated
to and evaluated by a physician. Rebound reactions should be treated in the same manner as the
initial reaction, using epinephrine in the same dosage.
Shed Contents
There are two sheds on the University of Georgia Challenge Course, which includes all the
preparation materials needed for a program. The “Field House” contains equipment for the field
games and hardware/ropes for the Tower activities. The “Tree House” contains equipment for all
low and high elements found in the upper forested region, defibrillator, forms, etc. Keys to the
sheds are kept on the outdoor key ring set in the black bag in the Recreation Sports office, and
should be picked up prior to the program. The following is a list of materials that are contained
within the sheds.
High Element Equipment:
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The hardware for each element is exclusive to the element. The rope and hardware are housed separately from
the other elements.
Ropes—please use only the rope assigned to the element. This helps keep track of use.
Hardware—Check hardware daily for wear. Return the hardware to the respective element.
Belay Devices
o ATC’s
o Stitch Plates
Carabiners
o Steel
o Aluminum
Rapid Links
Gloves
Lows Element Hardware:
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Mohawk Walk Ropes—hanging on the wall, please return
Nitro Crossing Ropes—hanging on the wall, please return
Initiatives Hardware:
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Tug-of-war rope
Blindfolds, Noodles, webs and ropes
Box Puzzle
Bag of Tricks
Safety Equipment:
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Harnesses
o Seat—located in the big bins, Royal Blue
o Full Body—located in labeled bins
o Small—located in labeled separate bag in big bins, Forest Green
o XXL—located in labeled separate bag in big bins, Navy Blue
Helmets
Crab Claws—rope for static
Facilitator Claws—red PA claws
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Rescue Bag—located on the right wall,
o Rescue 8
o Rope Scissors
o Etrier
o Belay rope
o Carabiners
First Aid:
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First Aid Kit
AED
Maintenance Hardware:
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Staples
Hammers
Wrenches—used to release locked hardware
Wasp Spray
Paperwork:
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Rope Logs—posted at each shelf, this document logs the use of the rope.
Pay slips—located in the bin, these should be turned in with the keys and radio.
Health History Forms—located in the bin, these are available for use when groups do not
have forms.
Release Forms—located in the bin, these are available for use when groups do not have
forms.
Evaluation Forms—located in the bin, groups should be given evaluations at the end of each
day. Groups can complete on site or mail in later.
Closing Forms—located in the bin, one should be filled out upon the completion of the day.
Miscellaneous:
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Igloos—each group should have at least one cooler of water.
Cups
Trash bags
Table
* The contents list is subject to change on a yearly basis.
Experiential Learning
“The core of mans' spirit comes from new experiences.” - Jon Krakauer,
Into the Wild
Teambuilding Overview
Teambuilding activities are exercises that help teams build cohesion and work through common
group issues. They are used as educational tools for a variety of individuals, groups,
and organizations. In addition, teambuilding activities provide opportunities for participants
to combine individual talents and abilities with an awareness of the need to develop cooperation and
trust within the group. Teambuilding also provides participants with opportunities for selfexploration and growth. As individuals push themselves beyond their comfort zones, they are able
to grow and learn about themselves. Because everyone has a different level of comfort regarding
emotional and physical challenges, each person is encouraged throughout the program to set their
own challenge goals. This notion of “Challenge by Choice” should be emphasized at the
beginning of each teambuilding program. This helps to ensure that while individuals are pushing
their levels of comfort they are also being safely challenged. At the end of each activity,
participants are given the opportunity to reflect on their experiences and relate them to daily life.
This reflection transforms the one-time experience of teambuilding into a method for bringing
about long-term, positive changes.
Teambuilding Objectives
 Increase each participant’s sense of confidence and create a feeling of accomplishment.
 Increase participants’ understanding of themselves and one another.
 Develop the initiative and responsibilities necessary to accomplish a task through group
planning and teamwork, brainstorming, and problem solving.
 Help facilitate group growth, ease a group through a difficult period or process, and develop
cohesiveness among group members.
 Develop respect and acceptance for the abilities and limitations of each individual.
 Use effective communication skills in group interactions.
 Develop the skills necessary for group interaction.
 Develop leadership skills.
 Clarify the way participants behave in various situations and what effects these behaviors
have on the group.
The Full Value Contract
The Full Value Contract (FVC) is the process in which a group agrees to find positive value
in the efforts of its members. This positive value is expressed in encouragement, goal setting, group
discussion, confrontation with a positive intent, a spirit of forgiveness, and taking ownership for
behavior and outcomes individually and as a group. In other words, as individuals succeed, the
group succeeds.
The FVC is the foundation of encouraging the success of any group, whether it is in
education, business, or recreation. A FVC is a set of values, norms, ground rules, or rules of conduct
for the day that it is established (or the group establishes) and agrees to use for their time together at
the challenge course. It is a personal and interpersonal agreement built on valuing each person in
addition to the group. The FVC allows each member of the group to have an equal voice. This will
empower participants and help the group work toward their common goal. It ensues a group’s
success in attaining goals, regardless of setting or objectives.
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What is a Full Value Contract good for?
Full value contracts are useful for bringing together both groups that have difficulty working
together and those that already have great working relations. Regardless of the demographics of the
group, it helps all group members to feel a sense of ownership in the process of solving any
challenge.
How are they used?

It should be established at the beginning of a challenge in order to provide clear expectations


and regulations for all those involved.
It then serves as a reference to as the group attains their goals.
It is used to help the Challenge Course Facilitator to recognize struggles within the group
and to guide changes in sequencing of activities.
Model 1: 5-finger FVC
o Pointing Finger – take responsibility for personal actions and don’t blame
others
o Middle Finger – no put downs
o Thumbs up – celebrate our efforts
o Pinky Finger – Physical and emotional safety
o Ring Finger – Participation & Commitment
Model 2: Project Adventure Full Value Contract
There are many variations to the Project Adventure Full Value Contract, but one model is:
1. Be here - Be present mentally, physically, and emotionally
2. Be safe - Create a level of safety so that people are able to relax and feel comfortable.
3. Speak the truth - Share your thoughts and opinions openly and honestly
4. Pay attention - Listen to what others say and focus on understanding their ideas.
Minimize distractions.
5. Be open to outcomes - Try not to prejudge what is happening. Recognize your
preconceived notions about what you will learn or experience.
Other places may add to it:
6. Set goals – focus on your achievement, and carry tasks through to completion
7. Let go of negatives – Release yourself from negativities (in CPT E’s terms, use some
leadership over your mouth
8. Care for self and others – help one another in all situations
Model 3: The Play-Fair Full Value Contract
Play-Fair asks everyone to:
9. Play Hard (be involved, give it your best)
10. Play Fair (be respectful and considerate of others)
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11. Play Safe (lookout for your own and other’s safety)
Physical Safety
At all times there will be an emphasis on the importance of physical safety for the group. Part of
introducing each activity should include safety guidelines for participants. This includes spotting all
participants as they move on any elements. It may also involve clarifying the rules regarding
jumping, throwing, and so on. Group members are to use behaviors that are safe for themselves and
for the group, and to speak up if they are not comfortable with something, or if another person is
doing something (or is about to do something) that is dangerous.
Emotional Safety
Although stress is fundamental to adventure activities, Challenge Course Facilitators use strategies
that encourage and provide support to participants without pressuring
them. Group support encourages a participant’s willingness to challenge
themselves, to take risks, and to realize personally that “success” is an
individual reward that is celebrated by the group whether or not the
event is “executed” fully or well. “Challenge By Choice” should be
emphasized because everyone has a different level of comfort regarding
emotional and physical challenges. Each participant is encouraged
throughout the program to set their own challenges and goals. Goal
setting helps to ensure that while individuals push themselves beyond
their Comfort Zone, they are safely being challenged in their Growth Zone avoiding the Panic Zone.
Challenge By Choice
What is Challenge by Choice?
Challenge by Choice is a philosophy on how to encourage participants to achieve their goals &
provide them with a safe environment where they can go beyond their comfort level:
 It is not our place to push participants further than they are ready for or capable of.
 It’s great however, to offer helpful advice and encouragement that the participant may need
in order to step outside of their comfort zone.
What is the difference between helping a participant and pushing them too far?
 Participant on Pamper Pole only wants to go half way up. Fellow participants are shouting at
them to go higher.
o DO NOT: Join in or encourage the banter in any way or ignore the participant. Also,
do not keep telling them they can go higher and they will be fine. Participants are
learning to set their own limits and they will not thank you for this. They need
empathy, support and to be heard.
o Challenge by Choice: Reiterate to the participants that we believe in Challenge by
Choice and that their friend/co-worker needs encouragement and support. Talk to
the participant directly, give them educational praise and tell them that they can go as
high as they like. Ask them once again, “how much higher would you like to go?”
and let them know that coming down is always an option. With no pressure they are
likely to relax and feel more comfortable making a decision which will push them as
far as they are willing to go. That participant may have only gone half-way up, but
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that may be much higher than s/he intended on originally. They just reached a
personal goal.
When does Challenge by Choice NOT Apply?
 Safety Issues – in some circumstances where safety is compromised it is necessary to not
offer choice. E.g. Belay commands
Facilitation Preparation
Program Planning and Sequencing
All teambuilding programs should be designed to meet the needs and objectives of the group. An
assessment should be done in advance so that the facilitator knows what to expect in regard to
the needs and qualities of the group. As a facilitator, choosing the activities that you feel will
best meet the group’s goals is an important first step in developing a teambuilding program.
Program Length
The program length and amount of time available will vary depending on your group.
Group Size
One facilitator per 12 participants (occasionally one facilitator per 15 participants) is the ideal
group size.
Setting the Stage
 Talk about the group members’ expectations for the program. What do they want?
 Help participants generate goals and expectations for the program.
 Challenge by Choice
 Set the mood and tone: upbeat, confident, compassionate
Choosing Activities
After gaining an understanding of the group you will be working with, begin to plan the
program. Keep the following general information in mind as you select activities:
 Ages 8–12. You may want to choose activities that require physical activity to keep
them interested. Experiential debriefs will work best.
 Ages 12–16. You may need to plan more activities for this age, as they will spend less
time on debriefing than older students and adults.
 College-aged and older. Alternate physical and cognitive challenges.
 Adults. They like to spend time processing each activity. Therefore, don’t be surprised if
you don’t get through all the activities that you had planned. See activity pages for
ideas.
Sequencing Activities
After you have chosen the activities that you feel will help the group meet its goals and
objectives, arrange them in a sequence that will be comfortable for the group.
Adjusting the Plan
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Deciding whether to make adjustments to the activities you plan is a skill that takes practice. As
a facilitator, watch how the group works together and be prepared to substitute activities that will
help them to better meet their objectives. The following are some general questions that may be
helpful as you make your decision to readjust:
 Are there any resistant members?
 Are they comfortable with physical contact needed for some activities?
 Are they being sufficiently challenged?
 Do they plan and listen to one another?
 Do you have a participant that is injured or unable to participate in your original plan of
activities?
 How’s the weather? You may need to adjust your plan from outside to inside.
For example, if one or two members are resistant, you may not want to begin with activities that
require a high degree of support and trust. If the participants are not comfortable with physical
contact, you may need to move gradually into activities that require them to physically
support others. If they seem to be disinterested, increase the challenge of an activity to spark
their enthusiasm. If you find that they are not planning or listening, you might try some
introductory communication exercises.
Program Planning Outline
Step 1 – Assess Group Demographics
Step 2 – Facilitator Planning and Preparation
Step 3 – Pre-Activity Checks
Step 4 – Orientation
Step 5 – Challenge Course Sequence (Readjust plan according to the dynamics of the group and
continually process the experience)
Step 6 – Debrief
Step 7 – Follow-Up
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Half Day Sample Schedule
9:00 AM:
Welcome Group

Meet group by the parking lot and walk them out to the field for an
introductory name game activity.
9:15 AM:

Challenge by Choice

Full Value Contract
Housekeeping

“Leave no trace”, remove jewelry/pockets, restroom location, Staff role;
course etiquette
Standards

Cell phones off

No drugs, alcohol or smoking

Pay attention to the Staff

Remain positive

Tell Staff if injury occurs
Goals

Have fun, but be safe

Challenge yourself, but “challenge by choice”

Take care of yourself
9:30 AM:
Large group activity
10:00 AM:
Spider Web
10:45 AM:
Break
11:00 AM:
Trust Fall
11:45 AM:
Wall
12:45 PM:
Debrief Day
1:00 PM:
Depart
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Full Day Sample Schedule
9:00 AM:
Welcome Group

Meet group by the parking lot and walk them out to the field for an
introductory name game activity.
9:15 AM:

Challenge by Choice

Full Value Contract
Housekeeping

“Leave no trace”, remove jewelry/pockets, restroom location, Staff role;
course etiquette
Standards

Cell phones off

No drugs, alcohol or smoking

Pay attention to the Staff

Remain positive

Tell Staff if injury occurs
Goals

Have fun, but be safe

Challenge yourself, but “challenge by choice”

Take care of yourself
9:30 AM:
Large group activity
10:00 AM:
Spider Web
11:00 AM:
Trust Fall
12:00 Noon:
Lunch
1:00 PM:
Harness & Belay School
1:30 PM:
Pamper Pole
2:30 PM:
Catwalk
3:30 PM:
Zip Line
4:50 PM:
Closing Remarks; circle up
5:00 PM:
Depart
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What is Experiential Learning?
Experiential Learning may be defined as education that occurs as a direct participation in the events
of life. It includes learning that comes about through reflection on everyday experiences. Education
has created models to describe the learning that goes on in an attempt to understand how the
process works why it is so effective. We will discuss four models.
1-Stage Model
The 1-stage model (experience) is simply that experience alone is
sufficient for learning; and in many cases this is true. This underlying
philosophy traces back to the oft-used Confucius quote (from around
450 BC):
Tell me, and I will forget. Show me, and I may remember. Involve me, and I will
understand.
The goal of education from this point of view then would be to
Confucius
structure and organize learning activities in which experiences
themselves facilitate learning.
2-Stage Model
The 2-stage model (experience – reflection) is that experiences followed by periods of reflection
are an effective way to structure and facilitate experiential
education.
3-Stage Model
The 3-stage model is experience – reflection – plan, which
suggests that following an experience and reflection, it is helpful to
develop a plan for future experience.
4-Stage Model
The fourth model, a 4-Stage Model is experience–
reviewing – concluding –planning.
Application
The 4-Stage Model can sometimes feel abstract and thus is
not particularly student-friendly. I've found that a simple, 3stage model, do – review – plan appealing due to its
simplicity. The most direct application of the model is to use
it to ensure that when facilitating activities you need to give
full attention to each stage of the process.
This may summarized by stating your job is to "chase" the learner round the cycle, asking questions
which encourage reflection as a means of testing new ideas. Although the “Do” is often used in the
initial stages, rather than “Plan,” the learning cycle is continuous and so the starting point can be
arbitrary.
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The Experiential Learning Cycle is the underlying process of challenge course programs, based
on the axiom: “Tell me & I forget, show me and I remember, involve me and I understand.” It
involves four steps as follows:
 Experience: a concrete experience – an activity or exercise in which the learner actively
participates (e.g., get everyone through the spider web without touching any strands of
the web)
 Reflection: Allow opportunity for participants to think about and reflect upon the
experience, focusing on what happened, how s/he felt about it, in what ways (if any) the
exercise was valuable, etc. (e.g., “At first I didn’t think it could be done, but once we got
into it, my doubts left me.”)
 Expansion: After reflection, expanding on the original experience/activity and identifying
principles, theories, and other ideas. (e.g. If at first you don’t succeed, try, try again.)
 Application: This involves applying lessons learned from the experience to real life
situations (e.g., At work I am sometimes reluctant to try things that I think might not
work.)
When engaging in Experiential Activities/Exercises:
 Be sure to know what participants want to accomplish/achieve (e.g., ascertain why they
are there, are you focusing on their minds, will, or physical abilities?)
 Design lessons and experiences that meet their needs and wants (e.g. when we leave here
today, I want us to be more of a “team.”)
 Identify desired outcomes (e.g., I want to be more of a risk taker)
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


Allow time for small and large-group discussion and interaction
Summarize, or allow participants to summarize (collectively and/or as individuals) the
lessons learned
Celebrate completion of the activities/exercises (i.e. direct participants to give themselves
a “pat on the back.”
Group Life Cycle
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Games & Warm-Ups
“Life is a song - sing it. Life is a game - play it. Life is a challenge - meet it.
Life is a dream - realize it. Life is a sacrifice - offer it. Life is love - enjoy it.”
~Sai Baba
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Warm-up Exercises: Some type of icebreaker activity should be done prior to doing course
elements in order to help you assess the group and to set the tone - fun, supportive, get people
touching. This is commonly a name game or a trust walk, but does not need to be. For adults,
morning groups, or groups that have had a long vehicle ride, or groups that will be doing the more
physical activities (Mohawk, Wall) stretching after some initial activity is strongly recommended to
avoid injury from exerting cold, tight muscles.
Stretches
•
•
•
•
•
Individual stretches of isolated body parts (do not bounce, hold position)
Partner stretches: isometric pushing against partner's hands and shoulders, holding legs, etc.
Stand Off: lock elbows back-to-back and sit down, then stand up; also can then do in 4s, 8s,
etc.
YMCA Stretch – Motion out YMCA without participants knowing
Mrs. O’Grady – Caller: Hey, did you all hear about Mrs. O’Grady? Group: No, what
happened? Caller: She died. Group: Oh no, how did she die? Caller: She died doing this
__________. Stretch, dance move, etc. Go around the circle until everyone else had a chance.
Name Games
 Motion Name game—Go around and say name and do a stretch or motion; group repeats all names
and motions.
 Name Tag/Name Bopper—One person in middle of circle. One person says someone else’s name.
When your name is called you have to say someone else’s name before the person in the middle tags
you (by hand or with a bopper). No running away (can only move one foot) to avoid being tagged.
Additional challenge- must say your own name and then someone else’s.
 Funderbird—everyone says their name when they whack the Funderbird
 Toss a ball—Group passes a ball around randomly in the circle. Usually do each stage for several
minutes. 1) Say your name when you throw it 2) Say name of person you are throwing it to 3) Say
name of person you are throwing it to and the receiver says “Thank You, _____(passer’s name)”.
This can lead easily into Group Juggle: just add an increasing number of balls.
 Adjective Name Game—each person picks an adjective beginning with the first letter of their name
or an adjective describing how they feel that day/moment. Group repeats both as they go around
circle.
 Produce Name Game—Use a fruit or vegetable which starts with the same first letter of your first
name ( i.e. Cucumber Cathy, Apple Annie, Tomato Tommy)
Tags (High Energy, Open Space Required)
 Blob Tag—Establish a square boundary using cones or ropes or natural boundaries. Have one pair
lock arms. The pair's free arms on either side can be used to tag other participants. Once a
participant is tagged he/she must lock arms with the ever-growing blob. If the blob breaks apart it
cannot tag anyone. Participants cannot go through, under or over the blob to prevent from being
tagged. Participants who leave the boundaries are automatically joined to the blob. When all
participants are part of the blob the game is over.
 Monarch Tag—Introduce a soft object that is easy to catch. This object is designated as the royal
scepter. Establish the royal boundaries using 4 cones. Ask 2 participants to volunteer to represent the
32




Royal family (i.e. king & queen, prince & princess, etc.). The goal is for the 2 original family members
to bring all participants into the royal family by tagging group members with the royal scepter. Royal
family members must stand still when they are holding the royal scepter. They can however throw
the scepter to another family member who has positioned himself/herself close enough to a nonfamily member to be tagged. Game is over when all are Royalty.
Toe Tag—partners hold hands, try to tag each other’s toes with their feet; can then do in 4s, 8s, etc.
Wicky, Wicky,Woo—Establish the boundaries of the enchanted forest with 4 cones. Living within
the enchanted forest are the happiest individuals in the world known as Ben-nek-ba- nocks
(Facilitator should demonstrate). Request 2 or 3 volunteers to play role of evil wizards. The evil
wizards are the only people who can ruin the day of a Ben-nek-ba-nock. If an evil wizard tags
unfrozen Ben-nek-ba-nocks the Ben-nek-ba-nock stands frozen until 2 unfrozen Ben-nek-ba-nocks
join hands around the frozen unfortunate one and screams Wicky, Wicky, Woo. The game continues
until all Ben-nek-ba-nocks are frozen. Safety issues: Discuss appropriate place to tag each other and
appropriate speed for alluding wizards (i.e. fast walk please)
Auto Tag—Establish the parking lot boundary with 4 plastic cones. Have group members find a
partner and request for them to interlock arms (just one i.e. right /left, left/right). Ask pairs to agree
on a type of car that they both like. Ask pairs then to imitate the sound that this automobile makes.
Have each pair find another pair to play tag with then decides who will be "it" first. The "it" pair tries
to tag the other pair with whom they are playing. When a pair gets tagged, they must count to 5, and
then they are the "it" pair. When the facilitator says, “go”, the noisy auto pairs maneuver around the
congested parking lot until the group runs out of gas.
Popcorn Tag—Have the group divide itself in two. Have the 2 sub-groups form a line and have the
lines facing each other. Request 2 volunteers, 1 to be a popper and one to be it. The object is for the
"it" person to tag the popper before the popper pops (or touches) the back of a participant standing
in line. When the popper pops the back of another participant that person becomes the new popper
and attempts to elude the "it" person. If the "it" person tags the popper the popper becomes it. The
game continues until all are pooped.
Icebreakers/ Energizers
 Ah-Saw-You Brief: AH-SAW-YOU is a fun concentration game. Have group stand in a circle.
 AH: Facilitator says “AH “and places his /her hand under his/ her chin. Note the
direction that the hand is pointing.
 SAW: If the hand is pointing right, the person to the right of the facilitator says
“SAW” and he/she places his/her hand on top of his/her head. Note the direction
of the hand.
 YOU: If the hand is pointing right, the person to the right gets to say “YOU” while
pointing his/her finger at anyone else in the circle except for the person next to him
/her.
 This hand point starts the AH-SAW-YOU cycle over again. Remember that the
hand under the chin (“AH”) or on top of head (“SAW”) can point either right or
left. The direction of the hand point directs the direction of the game. Let the group
practice this a few times and then increase the speed. When the first person makes a
mistake the group places one thumb in the center of the circle and yells “you’re
outta here”(in unison). Participants "excluded" from the circle are not really out of
the game- they then take on the fun and exciting role of hecklers. Hecklers walk
around the outside of the circle chanting “Ah-Saw-You” in any order they see fit,
trying to distract the players. Once the group shrinks to 2 participants the game
starts anew.
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 Line –ups Group Task: To line up, according to a wide range of criteria, with or without talking.
Brief: Depending on the goals of the group, request them to line up according to almost any
criterion. For example, alphabetical order by name, alphabetical order of their mother’s maiden
name, chronological order, personal characteristics (level of outgoingness, ability in ___) etc.
Facilitators can increase the level of difficulty by asking the group to not speak while attempting to
communicate where they belong in the order. Leadership: Did someone take on the task of helping
the group create an order? Shared information: Depending on the line-up criterion, participants will
learn information about each other.
 People to People - Have group in circle standing next to a partner (need an even number). Person in
the middle (staff first) calls out two body parts for partners to touch, for example: head to shoulder.
The middle person calls out several more parts to touch and then says “people to people.” Everyone
must find a new partner and the person left without a partner comes to the middle to start again.
 Loop the Group Materials: Hula-Hoops or circles of rope Set-up: Have the group stand in a circle
holding hands. Have one or more pairs break their grip, and rejoin with their hands going through
the loop.
o Task: For the group to pass the loop around the circle, without breaking handgrips (i.e. the
loop has to pass over/around each person). It is more interesting if you send two loops in
opposite directions around the circle.
 Back Writing
o Materials: Paper, markers, several simple line drawings.
o Set-up: Divide group into subgroups of 4-5 people. Have them sit on the ground with each
group in a separate line facing forward. Give the person in the front of the line a piece of
paper and marker.
o Briefing: Have the back person from each group come to a central place (away from other
members of the group) and show this group a simple drawing. Have each person go back to
their group and without talking; this person must draw the picture on the back of the person
in front, using one finger. One drawing is allowed. No one may repeat any part of the
drawing a second time. Each person interprets what is drawn on his or her back and draws it
on the next person. Once the front person receives a drawing, they draw this onto their
paper. When each first person has finished their drawing, they hold it up so others may see.
Repeat with various line drawings moving from simple to more complex: suggestions are
percentage sign (%), smiley face, sun with bird, simple house, star, etc. Rotate the line each
time to change people's positions.
 Paper Tear Give each person an 8 1/2 by 11 sheet of paper. (The next part may be done by asking
individuals to follow the instructions with eyes open or closed.) Tell participants that if they are
unsure what to do, just use best judgment:
o Hold the paper up in front of you and fold paper in half. Tear off a small piece in the top
left corner. Fold the paper in half again Tear off the top right corner
o Fold the paper in half again. Tear off bottom middle Open eyes, unfold paper. Hold them
up high and look around.
o Get together in groups of 4, and compare your results. What does this exercise reveal?
 Balloon Volleyball Place a string across the playing area at a 7-foot height. Blow up 1 balloon per
person. Start with only 1 balloon. The balloon must be hit by at least 3 people before going to the
opponent’s court. Add another balloon into play every 5 seconds. One point is scored for each time
a balloon touches the ground on one team's side. Option: Follow the above directions, except do
not place a string across the playing area. Divide into 2 teams. Each team makes a line facing the
other team. Sit on the ground, still facing each other and with legs straight move in until feet touch
(i.e. player A’s feet and touching with player B’s feet). Players must remain seated at all times. Points
are scored with a balloon touches the ground.
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 Have You Ever?
o Materials: Have available one paper plate or one piece of paper per person. Set up: Give
one plate or piece of paper to each person (excluding facilitator). Stand in circle.
o Group Task: Disclose information to the group about an experience that they have had or
something that they enjoy.
o Brief: Request group members to stand on their paper. Facilitator (who is also participating)
should enter the center of the circle and instruct group regarding task of game, i.e. the
person in the center of the circle will complete the phrase, “Have you ever...” (Example:
Have you ever brushed your teeth?). If what the person in the center is true for any or all
participants, then those participants are required to move to another paper plate/piece of
paper, but it cannot be the one next to them. The participant without a plate to stand on is
required to take his/her place in the center of the circle and complete the dreaded phrase,
“Have you ever...” this time with a new question. The question needs to be true for the
asker, so that they can move out of the center.
o Safety Considerations: Since for many, the fear of public speaking is greater than the fear
of death, participants may be tempted to run or dive to another plate. Discuss this
phenomenon with the group and require that they move during the activity with a fast walk,
no pushing or shoving please.
 Variations:
o Butts Up Replace the paper plates in the above activity with chairs. Replace the “Have you
ever...” question with “if you like... (fill in the blank). Butts up, butts up, butts up. After the
last spoken "butts up", participants move to another chair (not the one next to them) if the
question is true for them also. Same safety considerations apply.
o All My Neighbors Complete the sentence, "All my neighbors who...." ("Like..." or "are...")
finish with anything that is true for you. This is a more open-ended question than "Have you
ever...?" so the possible topics are greater. It is also a little harder for people to think of
something, since it is less specific.
 Ask One Question This activity works best with groups of 10 or more. Each participant writes one
question on an index card that would ask something to get to know another person. All participants
find one person they do not know, introduce themselves to them, ask their questions, and then
exchange cards. Participants then find another person, introduce themselves, ask the question you
have, exchange cards, etc.
 Find a Partner or Incorporations
o This activity is best for large groups of 20 or more; can be done with several hundred.
Sample Briefing: For this activity I will be asking you do something and then find a partner
based on what you do. Such as, I might ask you to raise your hand and then find someone
raising the same hand (right or left). The goal is to find a partner, so there is a rule called the
"rule of threes". If 3 seconds after I tell you how to find your partner, you can't find
somebody who matches, disregard the hands and find anyone, even forming a group of 3 if
necessary. Everyone clasps your own hands together: find someone else who has is the same
(Right thumb on top, left on top, or thumbs side by side) Answer some question designed to
begin conversation, such as "Tell your partner where you are from originally and what you
liked or disliked about that place." Repeat with new pairing method and new question. You
need to find a new partner each time. Other pairing methods (or make up your own): Cross
arms in front of you (which forearm on top) Imagine you are putting on your pants (which
leg first) Clap and keep your hands together – which hand on top (right, left, equal) Get into
bed (from right side, left, bottom) Kind of bed (spring, futon, water)
 Variation:
o Categories Gather in a large group of people with the same characteristic, group up; get
close (if appropriate hold up dominant item and chant the key word to help others find you.)
35



Try to meet at least one person- name, where from and something about them while waiting
for next.
Hula Hoop Pass -Pass a hoop around a circle without using hands. Have the group form a circle
holding hands. Place the hoop in-between two people and have them grab hands again. Now without
using thumbs to grab the hoop, pass it around the circle. Any time the hoop is on you, talk about
yourself. Have the hoop go around the circle at least twice.
Me Switch – Like a version or Rock, Paper, Scissors. Each player can make one of three signals: (1)
hands angled above the eyebrows (in a double salute); (2) one arm bent at the elbow, hand pointing
up, the other hand touching the bent elbow; and (3) arms crossed over the chest. Player one begins
by saying "Me...Switch!," at which point both players quickly make a signal. If the signals match,
player one gets a point and starts the game again. If there is no match, player two begins. The first
player to get three points wins. Then they take on another winner from another pair. This goes on
until there are only two people left and everyone is cheering for whoever beat them on the way to the
final round.
Captain’s Coming - Obey orders from the Captain. Set up boundaries that make up your ship and
give directional names to your ship (bow, stern, starboard, port). Whenever a command is called by
the captain (start with Captain’s Coming), everyone has to abide by the command. They must stand
at attention until the leader yells “At Ease.” When call a directional command, people must run to
that part of the ship. Commands: Captain’s Coming – everyone stands at attention in a salute. Man
Overboard! One person drops to one knee the other stands behind them, puts a hand on their
shoulder. Both scan the ocean for the overboard man. Seasick – everyone pretends to vomit over the
side of the ship. Swab the deck – everyone pretends to use a mop to clean up the vomit. Mermaid –
everyone stands on one leg, wave’s hand, and yells “Hi Sailor” in their prettiest voice. Captain’s Table
– Group of 4, everyone forms a square, facing each other and pretends to eat very quickly. Porthole
– Group of 3, two people form a “porthole” with hands interlocked in a large circle and the other
person puts their head through the circle, looking out.
Giants, Wizards, and Elves - A creative team variation of Rock, Paper Scissors. Teach everyone the
following three characters:

Giant - Tip-toes, raise hands above head, curl fingers, growling sounds

Wizard - Crouch slightly, wave and point a magic wand, shouting "kazaam!"

Elf - On haunches, hands cupped for big ears, shrill screeching noises
Give people plenty of practice by calling out the characters and having them instantly become that character offer lots of positive encouragement for dramatic effort. Form two teams - each team convenes to decide on
a character. Teams then line up facing each other (use a rope on the ground to separate teams). Have ~ 4
feet between teams. Facilitator dramatically announces "1....2.....3.....", then teams adopt their poses, revealing
their identity. Immediately, the winning characters (team) must chase the losing team and try to capture (tag)
as many as possible

Giant wins by 'squishing' an Elf

Elf wins by 'outwitting' a Wizard

Wizard wins by 'zapping' a Giant

Identical characters are a draw
The losing characters try to reach a "safe zone" (e.g., over another rope) about 30-60 feet away without being
captured. Teams then reconvene and decide on their next character. Continue until one team entirely
consumes the other.
36
Introductory Initiatives
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Blindfold Polygon - A challenging problem-solving initiative that casts light on the team's listening
skills, roles, meeting dynamics and problem-solving processes. The objective is for the blindfolded
group to form a perfect square (or triangle, or hexagon if you're somewhat sadistic ...) with the rope.
o Directions: Blindfold the group, lay a rope on the ground somewhere in their midst, then
cryptically tell them that there is something in their midst that they will need to find, that they
will know it when they find it, and that you will give the group further instructions when each
person is holding the prop. Instruct them to move slowly and with their hands out in front of
them to prevent bumps. After the group finds the rope, tell them to make it into as perfect a
square as they can, and that they will have up to twenty minutes to do so. When the group
decides that it has made a square, they can remove their blindfolds and check their work.
Pipeline - This is a group problem solving & communication exercise. This activity involves moving
marbles or different sized balls or even water down lengths of half pipe or 1"/2"gutters. The trick?
Each participant has only one short length of pipe each, and the start and finish points can be
separated by an obstacle course! Choose this activity when you need to energize the group into a
team, or to emphasize the importance of each member's actions in a team.
o Directions: Brief the participants on the start line and the finish point (a distinctive container is
helpful), and give them any extra rules you may wish to add to the task, such as: every person
must carry the marble at least once; participants need to take turns in a certain order; or both feet
must remain on the floor at all times-get creative if you want to add challenge. Give the group
the pipes and the marble and 5 minutes planning time. Allow the group several attempts if you
have the time and they have the motivation, or keep it to one attempt and draw out the key
points in the debrief.
Keypunch - A powerful exercise for learning how to work together, communicate and seek to
improve performance in medium sized groups. Participants must touch the randomly placed
numbers, in sequence, within a given time frame in multiple attempts.
o Directions: Randomly lay out up to 30 numbered markers or spots in a set area. This forms the
keypad. Create a starting/finish point up to 10 yards beyond the set area- the group must
assemble here-hence they do not have clear view of the keypad either before the first attempt or
in between attempts. Briefing: The group must touch all the numbered spots as fast as they
can. The team is given five attempts and must complete all attempts within a 30 minute window,
whilst seeking to A/ complete the task and B/ if possible better their time. The group is
penalized when a number is touched out of order and if more than one person is inside the
boundary of the set area. The penalty may be, for example, that the group must start the attempt
again but the time keeps ticking for that attempt. Give the team 5 minutes to plan, then begin the
30 minutes count down, and then start the timer for the first attempt. Time each attempt when
they say they are ready to begin the next one. The team will eventually arrive at a variety of
solutions including giving each member of the team a number (or several numbers) to step on in
sequence as they run through the set area. After several attempts this 'ordering' will become
more fluid.
GeoCrossing/Space Portal – Need to have the GeoCrossing assembled and balanced before the
activity starts. The goal is to pass all members of the group through the GeoCrossing without
touching the structure.
o Directions: Tell the group: “Your group has been traveling through space for many months. You
have decided that it is time to return home. The structure that you see in front of you is a portal
that will return you to planet earth. For all of you to return safely to your homes, each of you
must pass through the portal in a different way.”
o The goal is to pass all members of the group through the GeoCrossing without touching the
structure. Once a person has passed through the GeoCrossing, they are encouraged to actively
37
spot and support people as they pass through. A valid pass is defined as: in through one side
and out through a different opening. Unlike the Spider's Web, each opening of the GeoCrossing
can be re-used BUT, each person who passes through the GeoCrossing must take a different
route. Going through a side or a combination of sides in a different direction counts as a new
route. For example, given that there are six sides to the structure, if a person enters through side
1 and exit through side 2, another person could enter through side 2 and exit through side 1.
These would both be legal moves. Spotters and people being passed through may not touch the
structure. If any person touches the GeoCrossing while a person is being passed through, the
person who was being passed through must make another attempt. Spotters may step inside the
GeoCrossing to spot group members who are being passed through the structure.
 Circle Up with Numbers
o Materials: Sets of numbered cards. You need several more cards than the number of people
you have in the group.
o Set-up: Have group stand in a circle. Remove a few cards at random. Pass out cards face
down, so no one sees what is on them. For groups of 20 or more, create 1 circle for every
10-12 people.
o Group Task: For the group to arrange themselves in chronological order based on their
cards as quickly as they can, while remaining in the circle shape.
o Brief: When facilitator says go, turn cards over and arrange people in chronological order.
When are finished, yell, "done." This will be timed and you are going for the fastest time
possible. Once completed, have each person turn their cards over (so you can’t see the
numbers) and trade cards with another person (but not someone directly next to them).
Trade two more times (3 total). Repeat the same task again. If desired, trade cards three
more times. This time, the task is to arrange the group in alphabetical order of the spelling of
the number on the cards, remaining in a circle, as before.
o Variation: This could be done without allowing talking (much harder).
 Moonball The group hits beach ball around the group, trying to get as many hits as possible before
it touches the ground. Can be done with the Funderbird as well (it is harder).
 Willow in the Wind (Trust Circle)
o Briefing:
o Form a circle of spotters, with individuals standing shoulder to shoulder.
o Group assumes the spotting position, focusing attention on person in center.
o One faller stands in the center of circle, standing up straight, body stiff, arms folded across
chest (eyes closed is optional), check to see that the faller is the very center of the circle.
o Use same communication system as in spotting practice to be clear before person falls:
 Faller “READY?”
 Group “READY”
 Faller “FALLING?”
 Group “FALL ON”
o Faller falls and allows group to pass him/her around the circle and/or back and forth across
the circle.
o Emphasize importance of passing faller gently. Faller is the willow tree being blown by the
wind. Spotters are a soft breeze, not a hurricane or gale force wind.

Trust Walk
o Materials: blindfolds
o Set up: none
o Group Task: For sighted partner to safely guide blind partner on the exact path that
facilitator walks
o Briefing:
38

 Have group divide into pairs.
 One of the pair is given a blindfold and asked to put it on.
 Explain what will happen on the blind trust walk.
 Sighted people are responsible for their blind partner's safety.
 Let them know they will switch after a while and the sighted folks will be blind then.
o Safety Considerations:
 Monitor group to ensure they are being responsible toward safety of blind partners;
intervene
 and stop the activity if appears to be getting out of hand or any individuals are not
taking it seriously.
o Options/ Variations:
 Be creative and safe and have fun with the path and obstacles: vary the difficulty of
obstacles with the trust, support, and communication level of the group.
 Possible obstacles at the course: through spider’s web, walk telephone pole, up onto
all aboard platforms, walk along trolleys laid on the ground, etc.
 After a short time, continue without talking; usually give them a minute to plan
communications.
 After a short time, continue without touching.
o Common Issues:
 Trust, support, responsibility for others, communication (verbal and non-verbal),
empathy with blind (real or metaphorically), relating experience to other situations
where one feels “blind”.
Mine Field (Similar Activity)
o Set up: Establish a rectangular boundary area, about 10 feet wide and 15-30 feet long. Place
numerous small objects randomly throughout this space (tennis balls work well).
o Group Task: For each blind person to navigate the obstacle course to reach the other side
without touching any of the objects (land mines)
o Brief: Each person gets a partner and one of them closes eyes or wears a blindfold. The
sighted partner must stay outside of the boundary and give verbal directions only. If a person
touches a "mine" they must start over. After 1 partner is successful, switch roles.
o Safety Considerations: Blind participants should move slowly and have "bumpers up"
(both hands up in front of them, palms facing forward) to protect them if they bump
into someone.
39
Low Elements
“Don’t wait for extraordinary opportunities. Seize common occasions and
make them great.” ~Orison Swett Marden
40
All Aboard
Equipment

Three Nested platforms placed on the course (taken from tree house shed)
Set Up

No extra set-up required.
Operation

The objective is to have the team participate in a group balancing act on the exposed
platform; sing their favorite song while balanced before they come off on purpose, or if they lose
their balance and come off.

Ask participants to remove jewelry (watches, bracelets, rings, etc.), cell phone/clips, wallets,
and ball caps.

Facilitator(s) should be spotting the group on the outside of the platform.

Select a platform size to challenge the group, or nest them prior to the group arrival so they
do not realize the extra resources hidden underneath!
Safety

Platforms should be stable and not wobble on the ground.

No sitting, standing on shoulders.

If wet, check to see if platforms are slippery
Note

Good way to get group “close together” and get more comfortable physically supporting
each other.
41
Islands
Equipment
 3 wooden platforms (2 large, 1 smaller, under the bush)
 2 boards (2x6, 1 longer than other)
Set up
 Place small platform between the larger 2 squares.
 The distance between each square is up to you, but for a challenge, the space should be greater than
the longest board by a bit.
 You may choose to keep the 2x6 planks hidden or not.
Operation
 Have the entire group stand on the first island altogether.
 Set up the challenge by getting participants to realize they cannot touch the ground between each of
the islands/ platforms/ squares.
 This can be done by telling a story about how they came to be in this situation:
o Caught in a canyon with endless drops to oblivion on each side.
o Lava flow erupted cutting off only means of escape except for…
o Poison peanut butter river.
o You get the idea, it depends on the group.
 Set consequences (something strange and wonderful) of touching or falling or have the team set their
own. Some examples:
o Mute a person (I like to mute the talker/ leader).
o Can only speak by using own name to communicate.
o Blindfolds (only with the utmost safety).
o Starting over from beginning, you get the idea, it depends on the group.
 When you feel the team is ready, give them one or both of the planks of 2x6. This is to be a tool to
help them in their quest. They must respect this tool or risk losing it to the lava, or peanut butter.
 The team must collectively traverse the islands to arrive safely altogether on the other side, on the
last island using their cunning, problem solving skills, each other and the planks of 2x6 we offer as
help.
Safety
 No jumping from square to square.
 Be mindful of the weather, cold or wet wood can be slippery.
 Be mindful of physics as the weight and plank ratio may not be safe.
 Don’t take yourself too seriously, have some fun!
Debrief:
 How successful was the group? e.g., consider: How long did it take? Were there any participants that
“fell in”? (Often in the euphoria of finishing participants will overlook their errors and
seem unconcerned about obstacles caused by carelessness along the way. Make sure there is an
objective evaluation of performance - it is rarely 'perfect'.)
 How well did the group cope with this challenge? (e.g., out of 10?)
 What was the initial reaction of the group?
 What did each group member learn about him/herself as a group member?
 What lessons did the group learn from this exercise which could be applied to future situations?
42
Mohawk Walk
Set Up
 This low course element is permanently attached to the trees. No set up of equipment is required.
Each participant should mount the wire from only one of the two outer support trees, and only oneat-a-time.
Operation
 Participants try to balance their way along a cable suspended 24 inches off the ground, anchored by
four trees. The first segment is 5 feet long, the second is 10 feet long, and the third segment is 20 feet
long.
 This element challenges the participants to maintain their own (and their fellow wire-walkers)
balance, and is more difficult with unfocused participants. Suddenly losing balance and falling off the
wire is probable. This element should be used only after the participants have been trained in the
correct spotting techniques, and have the ability to maintain concentration and focus for extended
periods of time.
 Each participant must have two dedicated spotters on the ground moving with the participant; one
on each side of the wire, in order to catch the falling participant from either side. Therefore, only
one-third of the entire group should be on the element at a time. The facilitator should not be one of
the spotters.
 Once a participant has been a participant, he/she should rotate to the spotter’s position, so that
everyone gets a chance to walk the wire.
Common Stories
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Safety

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Indian burial ground - can’t touch the sacred ground.
Crossing a deep chasm- there is fog rising out of chasm so eyes are closed while on the wire.
High voltage across the space so each person needs to be grounded (i.e. either touching a pole, or
touching a person who is touching a pole. Anyone not grounded at any time needs to start over.
Customize metaphor: each span represents a different aspect of group’s task, journey, or goal.
Surviving the week: Each section can represent a day of the week (5 total) finishing Friday night.
Participants must wear closed-toe shoes or heavy-duty sandals; no flip-flops, socks only, or bare feet
allowed.
Participants must recognize their two dedicated spotters by announcing “spotters ready?” before
mounting the wire. Spotters assume the correct spotting position (see below) and respond with
“Ready” before assisting the participants up on the wire and helping them gain their initial balance.
Spotting technique: hands up, one foot in front of the other, knees slightly bent. This spotting
position should be maintained at all times through the course.
From that point on, spotters must be focused on the participant in case the participant suddenly
loses balance. The spotter should not be hands-on the participant, but hands-close in case of a
sudden loss of balance.
Participant must never interlock fingers with other participants while on the element.
Participant should be told to simply step down off the wire if they feel they cannot maintain their
balance and not to “flail” or otherwise compromise their own personal safety or those of other
participants and spotters. Spotters can, at that point, be hands-on to assist their participants back up
onto the wire so that balance is regained, and then be hands-close again.
Participants should be told not to hug a tree with bare arms. Scrapes and abrasions caused by the
rough bark may result.
43
Debrief



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

Support-giving
Receiving
Asking for help
Communication in small groups
Passing on information to those behind you
Roles people chose to play
Trial and error
44
Nitro Crossing
Equipment
 Nitro rope
 Hula hoops (between 3 and 4 - depending on size of group)
 Cup with water
 Bucket to sit cup on
Set Up
 Put Nitro rope onto wire underneath ``Catwalk''.
 Place Hula Hoops on ground about 1 body length away from nitro rope.
 Place two wooden stumps with stick about 1 body length away from nitro rope (opposite from Hula
Hoops).
 Place cup with water on bucket or wooden stump beside center of nitro rope, but offset about 3/4
body length.
Operation
 Group has to get everyone from starting zone to hula hoops, without touching outside of either the
hula hoops or the starting zone, also must do this without spilling any water, which is generally
placed outside the starting zone.
 The landing zone is the hula hoops, and no one in the group can step out of them until everyone is
over.
 May not pick items up of the group to use (i.e. Sticks, etc).
 Consequence if don’t make it over:
o Send that Participant back
o Send the whole group back
o Let group come up with own consequence
 Consequence if fall out of hoop:
o See above
Common Stories
 Mission found the fountain of youth, Nitroglycerin, cure for cancer or other disease. Have to get to
helicopter pick up pad, across swamp of Piranha fish.
 Water represents your reputation- don’t “diminish” it.
 Serum Crossing - deliver a lifesaving serum to an isolated community in order to prevent the spread
of a deadly disease or the extinction of the community. Middle is contaminated with the disease, so if
anyone touches, the entire group must return to original position. Those who touched are treated
with the serum, which leaves less for the community.
 Avalanche/ flood wiped out a crossing, must use swing to get home or to go rescue others
Safety
 Encourage participants to grab the highest knot they can reach.
 No jumping or diving for rope - this can lead to dislocated fingers.
 No throwing people – this can lead to injuries.
 No putting a head through the noose – this can result in a broken neck.
 Putting a leg through the noose can be painful.
Debrief
 Individual strength and weakness.
 Individual contributions to group.
 Group strength weakness of too large a party.
45
Spiders Web
Set Up
 This low course element is permanently attached to the trees. No set up of equipment is required
(minor adjustments to the web are sometimes needed). The group needs to have experienced events
previously involving appropriate touching, lifting and supporting.
 This element challenges the participants to plan and organize their attempt from start to finish, and
then safely execute their plan.
Operation
 The objective is to move the entire group through the web openings so that each person goes
through a distinct opening without ever touching the web or any of its supports. Any web opening
can conceptually be closed off to eliminate use.
 The entire team begins from one side of the web only.
 Each participant must move through a chosen web opening before another participant may begin.
 Every lifted participant should explain, and be in control of, how the team lifts and supports
him/her. No one should be lifted until three people are on the side the lifted person is being passed
to. The lifted persons head should always be facing the side with the most participants.
 Once a participant has gotten to the far side of the web, he/she should participate in assisting others
through. Participants should not return to the starting side of the web, unless the facilitator
recognizes a safety concern.
 The facilitator should not volunteer to lift, but should be available for spotting if necessary.
Sample Story Line: Explain to the group that they were exploring caves, looking for treasure, in a remote part
of the world. (You'll notice a lot of "remote" locations in our activities). Fortunately, they were able to find
the treasure in the last cave they were looking in. Unfortunately, a giant poisonous spider has spun a web
across the entrance to the cave while they were inside. There are no other ways out of the cave. The group
must help each other through the web without touching it; else that person would become stuck in the
extremely sticky web. Really! Just brushing against a strand ever so slightly would cause someone to become
stuck. Although very strong and sticky, the web is very sensitive. The vibrations from someone passing
through a hole causes it to close, making it impossible to pass another full body through the hole. For some
unknown reason, it is still large enough to put hands through. The entire group must get through, because
each member of the team has a special piece of the map needed to get back to safety. You can't just give the
map pieces to save the others, either, as it is tattooed on your body.
Safety

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
Participants using ground-level openings should not dive through openings, but step or wheelbarrow through with group assistance. No diving through higher openings as well.
At least three participants should step through to the far side before anyone is lifted through.
Conversely, no final participants may be initially lifted by fewer than three others.
Participants should not step on other’s backs in order to “step through” higher openings.
Each lifted participant must be spotted (supported) the entire time that he/she is off the ground.
At no time should a lifted participant’s head be below any other part of the body.
On the far side, feet should first be brought to the ground and then the participant rose to the
vertical.
Debrief:
 What skills did it take for the group to be successful?
46
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What would an outside observer have seen as the strengths and weaknesses of the group?
How did the group come up with its best ideas?
Was it uncomfortable to be in close proximity to your peers? Why or why not?
What lessons from this activity can you apply to future situations?
47
TP Shuffle
Equipment
 Horizontal telephone pole on Challenge Course, which is there permanently.
Set Up
 No extra set-up required.
Operation
 The objective is to have participants standing balanced on a horizontal telephone pole, switch ends
of the pole without touching the ground.
 Divide group into two teams. Ask each team to stand beside the pole facing the opposite team.
 Explain the objective to the teams. The participants can go around or under each other, but cannot
step off the pole. If successfully completed, the teams will be on opposite ends in opposite order (i.e.
person closest to center will be last person on pole at the opposite end).
 Ask the teams to step on the pole and begin.
 If participants touch the ground, ask the team to start over (everyone back to original positions).
 If desired, time the team to establish a record that the same team can attempt to beat during a second
or third time.
 If desired, ask the team to do this activity non-verbally.
Rescue
 None
Safety





Check for branches or tree limbs on ground around telephone pole.
Check for ants/bees on or around pole.
Jump on pole to make sure there are no snakes underneath.
If wet, check to see if pole is slippery.
Remind participants to be cautious of turning ankles, stepping/falling off pole.
Common Story

2 tribes from separate cultures meet on a bridge; can’t go back because they would lose face in their
cultures.
Debrief
 How do you feel you worked as a group?
 Who were the leaders? What makes a good leader?
 Who were the followers? What makes a good follower? What is difficult about being a follower?
 Why is it important to have both leaders and followers?
 Did you have a plan? If not, why not? How well did it work?
48
Trolleys
Equipment
 Wooden Trolleys
 Marking Cones (optional)
Set Up
 Use the cones to lay out a course or use them to simply mark the start and finish lines.
Operation
 Divide group into two teams and have them race against each other through the course or simply
from point “A” to point “B”.
Safety
 Warn that if a Participant is about to fall be sure to let go of the trolley rope and step off.
Debrief
 Group cooperation (everyone “pulls together”).
 Group communication.
49
Trust Fall
Equipment
 Platform permanently on Challenge Course near the Pamper Pole.
Set Up
 No extra set-up required.
Operation
 The objective is to have the team participate in a group trust activity, by having each team member
fall backwards off a platform into the arms of other participants.
 Ask participants to remove jewelry (watches, bracelets, rings, etc.), cell phone/clips, wallets, and ball
caps.
 Present the task and objective to participants; review spotting techniques.
 Teach proper catching position:
o Feet are about shoulder width apart, with one slightly in front of the other.
o Knees are bent; arms are extended and bent at the elbows with palms facing up.
o Arms alternate with the spotter opposite, and each spotter’s fingertips extend to the opposite
spotter’s elbows. (Zipped like a zipper).
o Ask participants to keep their chests and heads back.
 Remind catching team to keep attention focused on the faller at all times.
 Upon catching the faller, spotters need to pay close attention to the faller until she or he is in an
upright position, standing on the ground. Remind catching team to make sure faller’s feet are on the
ground before clapping or cheering for faller.
 Encourage the participants to move around the catching line, in order to prevent a couple of people
catching in the middle the entire time.
 Make sure the team is lined up in a straight line.
 Teach the proper techniques for the faller.
o Faller will climb up the staples onto the platform, while team members spot.
o Once on platform, faller will draw their hands, fingers interlocked, into their chests in a firm
grip. Faller will maintain a rigid body position, with head slightly back, standing with feet
together and heels at edge of platform.
o Remind the faller to keep body rigid/stiff during fall, to prevent going into a pike position.
o If faller is wearing glasses, ask him or her to remove the glasses while falling.
o When ready, the faller will say “Ready?” The team (if ready) will respond by saying “Ready.”
Faller then says, “Falling” and the team will respond with “Fall Away.”
 One facilitator should be at the end of the catching line, assuring the participants are lined up
properly. Another facilitator should be on platform, assisting the faller.
Safety
 Check for branches or tree limbs on ground
 Check for ants or bees on platform or tree
 If wet, check to see if platform is slippery
Note


Evaluate your group, and only do this activity if you think they are appropriate/ready.
If this activity must be done early in the day, make sure to lead participants through several trust
exercises (e.g. willow in the wind, trust walk/run, trust drop, etc.) before doing the actual trust
fall.
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The Wall
Equipment
 12’ High Vertical wall with lifting platform on back
Set Up
 No extra set-up required.
 Once lifted over the wall, participants can no longer lift, only spot
Operation
 The objective is to have the team participate in a group teamwork activity, by having each team
member be supported and lifted over the wall safely.
 Ask participants to remove jewelry (watches, bracelets, rings, etc.), cell phone/clips, wallets, and ball
caps.
 Present the task and objective to participants; review spotting techniques.
 Teach proper spotting positions:
o Feet are about shoulder width apart, with one slightly in front of the other.
o Knees are bent; arms are extended and bent at the elbows with palms facing up.
o Participants encircle the holders and climber to form good spotting cushion
o Remind spotters to make sure faller’s feet are on the lifting platform before clapping or
cheering for climber.
 Make sure the team fills in all spotting holes.
 One facilitator should be on the lifting platform, assuring correct procedures up top. Another
facilitator should be on ground, assisting the team in correct lifting/spotting procedures
Safety









No fingers in wall cracks
No use of belts, clothing in the lifting process; only arms, legs, etc.
No bicycling up wall; head always up, feet down
Hook arms on wall, lift leg to teammates to lift over top of wall
Lifters must have both feet on lifting platform at all times
No more than two lifters and one climber on lifting platform at a time (with facilitator)
No rib cages on top of wall
Remind participants to protect sensitive body areas on the lift and over the wall
If wet, check to see if platform is slippery
Common Story: Metaphor for overcoming walls (obstacles) in your life.
Note



Evaluate your group, and only do this activity if you think they are appropriate/ready.
This element should be saved for last, after the team has evidenced good teamwork and cooperation.
If this activity must be done early in the day, make sure to lead participants through several trust
exercises (e.g. willow in the wind, trust walk/run, trust drop, etc.) before doing the wall.
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Whale Watch
Equipment
 1 Whale Watch, which is permanently on the course
 1 long rope
Set Up
 Depends on how you want to run it
Operation
 Get everyone to balance the platform to level using a variety of methods here’s 2:
1) Everyone on, align on edges of watch, balance it. Now everyone carefully scoots the circle (rectangle)
of people so that the people on the opposite corners switch corners without letting the watch touch the
ground on either side.
2) Create a zone with the rope in the middle of the watch to be an entry. As participants get on, one at
a time, they must all maintain the balance of the whale watch at all times. It ends when all participants
are on and no one is in the middle entry zone.
Entry
Variations and consequences
 Let everyone choose their own consequences.
 Starting over, singing, blindfolds (only with utmost safety).
 Only 3 points of contact with the platform, or in the zone, or facing out.
 Getting on in various ways with balance as long as a song.
 Defining what is a touch to the ground, by sight or by feel etc.
Common Stories
Whale Watch: The group is boarding a ship to go whale watching. The goal is to have all the passengers
board the ship and then maintain a balanced boat for at least 10 seconds. A ground touch means hitting a reef
with whatever appropriate consequence your leadership skill deems necessary.
Balance of Life: Before doing the event, ask participants to think about balance in their own lives. What
aspects are they balancing? How balanced do they feel? Do a round to share these if appropriate. Then do the
event, and reflect on how learning relates to balance on their own lives.
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Safety
 Watch out for toes!
 This thing can slam to the ground.
 Try not to break the element.
Debrief: Leadership, communication, role in the team, planning, balance
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Wild Woosey
Set Up
 No equipment setup needed. Element remains permanently on the course.
Operation
 Two diverging cables that originate from the same support and are connected on the far end into two
separate supports. Participants traverse the apparatus away from the apex using only one another.
 Two participants, each on a separate cable, move along the traverse, maintaining physical contact
with one another. The goal is to traverse as far as possible without falling from the cables or losing
contact.
 Rules
o Minimum one outside spotter per partner.
o Minimum one inside spotter.
o No interlocking finger.
o Participants cannot touch spotters.
 Possible issues
o Potential: who succeeded the most? Those that got the farthest or those that maxed their
potential?
o Synergy: metaphor for collaboration is pulling method, cooperation is pushing method,
synergy is tucked hips, straight bodies.
o Give and take: was it 50/50 or 60/40?
 Secrets
o Hips should be tucked “imagine that there is a penny in your butt cheeks. Pinch the penny”.
o Palms should not have gaps.
o Elbows and shoulders should be locked out.
o The bigger person should be on the left side as you look at the apex.
 Variation
o Triangle Traverse: also listed in the manual.
Safety
 Spotting
o Outside: Each person on the cable must have at least one (preferably two) spotters behind
them. These folks should exhibit proper spotting technique (bumpers up, knees bent).
o Inside: There should be at least one spotter on the inside of the apparatus. This person
should walk with the pair as they progress. The spotter should walk with knees bent and
their elbows on their knees to provide a flat landing space for the participants. It is vital that
the participants catch the force of the fall with their knees and not their back. Additional
spotters should be added inside as the participants move further away from the apex.
 Hands: Most hand positions are acceptable. Interlocking fingers are unacceptable. Rings and watches
should also be considered.
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Processing
“Experiential learning” can be defined therefore in terms of a learning
model "which begins with the experience followed by reflection,
discussion, analysis and evaluation of the experience. The assumption is
that we seldom learn from experience unless we assess the experience,
assigning our own meaning in terms of our own goals, aims, ambitions and
expectations. From these processes come the insights, the discoveries, and
understanding. The pieces fall into place, and the experience takes on
added meaning in relation to other experiences. All this is then
conceptualized, synthesized and integrated into the individual's system of
constructs which he imposes on the world, through which he views,
perceives, categorizes, evaluates and seeks experience." ~Albert Wight
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Processing
Processing Defined:
Processing is an important part of being a Challenge Course facilitator and involves assisting the
progress of participants as they integrate what they have learned from each activity. The facilitator’s
responsibility is to create and foster a positive environment for the participants. If the Challenge
Course activities and elements are processed correctly, it can point out to participants how their
experiences can be applicable to everyday life situations.
Processing Skills:
Processing or debriefing skills develop with time and experience, and stems from a sense of care and
empathy to all participants. In order to effectively process, the facilitator should ask open-ended
questions based upon the group’s goals for the course. The facilitator should allow for open
dialogue between all members, and may ask the group to sit in a circle so everyone is on the same
level. Terry Borton came up with a three part model for facilitation: “What?”, “So What?” and
“Now What?”
“What?” pertains to the essence of the group relationships and what happened to the individuals.
The activity is viewed in relation to the objective or objectives of the processing session.
“So What?” pertains to the difference the experience made to the individuals, and what those
experiences meant to them. This term refers to transforming information and experience into
relevant patterns of thinking.
“Now What?” pertains to the difference the experience made to each individual participant. It asks
the individuals how they can take what they learned on the course and apply those experiences to
other situations.
What…So What…Now What
There is often resistance and a hesitancy to speak up in a debrief. It may be easiest to get people
talking first about: what happened (what), then to talk about the meaning of what happened (so
what), and finally, how to apply that information (now what).
Group discussion questions might include:
• What: Who did what? (Who was last, who was first, who suggested ideas, who were the leaders,
whose idea was used? When the group seemed stuck, what happened that got the group moving
again? Were there times when there was a general group feeling of frustration, euphoria, etc.? As a
group, what were you especially good at, where could you improve?
• So what: How do you feel about your own or the group's performance? What significant issues did
you notice? (Or you can ask about specific issues- see below)
• Now what: In the next initiative what do you want to do differently based on what you've learned?
In your workplace (or class), how can you apply these lessons?
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Funneling
This is a more targeted or direct way to apply the "what, so what, now what" to specific issues that
seem important at the time.
Filter 1: Get examples of whatever issue you want to look at.

Can someone remember a particular instance of effective ________?" (Communication, for
example)
 "Can you recall a time when....?”
Filter 2: Look at the effect of the behavior or occurrence.


"What impact did this have (or how did this affect) on the group (or on an individual)?"

What can you generalize (summarize) about effective _________ (communication) from this
"How did this make people feel?"
Filter 3: Generalize/ Summarize
situation?
 Can you sum up what you have learned here about _______?
Filter 4: Application


Do you see a connection between this learning and your "real" life?


What will you do differently at home, work, or play?
Can you apply this learning in any way?
Filter 5: Commitment
Can you commit to making a specific change?
Some typical major issues:
1. Group needs vs. individual needs - task completion vs. the needs & feelings of individual
members - examples: people telling others what to do, group not hearing or ignoring individual's
suggestions.
2. Level of involvement and commitment - some individuals being uninvolved, passive, and not
contributing to group decision making - either because they are left out or they hold back. Are vital
or "hero" roles being dominated by a few? Are decisions being made by a few? What is the
individual's and the group's responsibility for changing this.
3. Group climate - is communication open and participatory or closed and guarded? Is support and
encouragement provided for all? Is the expression of feelings recognized and accepted?
4. Conflicts. How are conflicts expressed? Are disagreements being passed over?
5. Reinforcement of gender stereotypes particularly around physical strength - men deciding to or
being asked to: go first or last or do all the lifting (gender issues also in leadership- see below).
6. Organization and planning - not thinking ahead, lack of communication, poor recognition or
utilization of resources, not regrouping and modifying original plans after seeing things not working
or inefficient, lack of understanding or agreement about procedures or goals, ineffective use of time
7. Leadership - who leads? How? (Due to physical strength or agility, loud voice, confident speaker,
best ideas,) are many involved? Does the leadership change? Why? How does the group feel about
its leader's leadership style? Is the approach democratic, is it involving of others?
Processing Tools
Talking Stick
Type of Activity: Debriefing Tool
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Props: Talking Stick
Directions: The Talking Stick can be used for those groups who talk over each other and don't
really listen to what their teammates have to say. The Talking Stick is just what it sounds like-whoever has the stick gets to talk! And everyone else listens. As the Facilitator, you will have to be
creative as to who gets the stick next, maybe a finger system of holding out the number in which the
next person is to talk, i.e. The next person to talk holds out the number 1 on their fingers, the
person after that holds out the number 2, and so on. I sometimes let the group carry on until they
get frustrated enough to ask for the Talking Stick. (that is, if they've seen it before.) That way they
are more in control of their process. Sometimes that works and sometimes you have to intervene.
Play with it and make it your own!
Freebie
Type of Activity: Facilitator Tool
Props: One Freebie Disc
Directions: The Freebie is genuinely whatever you want it to be. I like to introduce it at the
beginning of the day and show it to the group. Tell them that this is a "Freebie" and that they, as a
group, can use it up to 2 times throughout the day. (Or however many times you see fit.)
They can use it if they need some help during an activity, assistance in resolving a conflict, etc.
Whenever they want--except the group has to come to consensus on when the use it. Before they
can 'turn in' their Freebie, everyone in the group has to agree that they want to use it. You will see
that the decision on whether or not to use up the Freebie becomes a process all in itself.
Deck of Cards Debrief
Props: A deck of playing cards
Directions:
• Designate a meaning to each suit within the deck of cards. For example hearts could represent
successes, spades could represent situations individuals had a difficult time with, diamonds could
represent something they noticed about themselves and clubs could represent something they
noticed about one of the other group members.
• Shuffle the deck and deal each individual a hand (up to 8 cards). For each card, the individual
shares with the group an example of what the suit represents. The numbers on the cards and face
cards can be involved also. For example, Jacks are wild cards that can be traded for another card in
the deck and the numbers on the cards represent how many thoughts that individual may share with
the group, etc.
• You may want to "stack the deck" with specific cards or adapt the rules so that the person who
draws a "10" does not have to share 10 items--this could get a bit lengthy!
Carabiner Connections
Props: 8 Carabiners
Directions: This closure experience has several valuable features. It takes advantage of the
analogous similarities between a carabiner's functions and a participant's functions as a group
member. Ask the group to sit in a circle and place the carabiners in the center of the circle.
Have the carabiners interconnected with one another in a "necklace" style fashion. Unclip a
carabiner and begin talking about its qualities and how these may often relate to people.
• *carabiners (like people) are incredibly strong when taking a load in certain positions and directions
(e.g., 2200-2800 kg) and in other positions are much weaker and can break;
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• *carabiners are incredibly strong when they (their gates) are closed, but will only work with others
(pieces of equipment like ropes) when they are open, which is when they are most vulnerable.
• *while strong as an individual piece of equipment, carabiners are often used in pairs, in
complimentary positions, in order for them to be truly capable of accomplishing their tasks.
• *different types and shapes of carabiners (e.g., locking, nonlocking, dogleg) work well in different
situations, and it is not so much which carabiner is "better," but which carabiner works best in a
particular situation.
Ask participants to consider how the carabiners, like themselves as group members, become
connected, disconnected, and reconnected in their lives. Some connections are long term while
others are only for a short time.
Post Cards
Type of Activity: Debriefing tool
Props: Post Cards
Directions: This is a great way for people to express their feelings. Spread the cards out before the
group and have them pick a card that best represents an experience or a feeling that they have had.
Go around the group and ask each participant to share why they picked the card they did and why
that card represents them or an experience they have had.
You can also use these at the beginning of the day, spread out the cards and ask them to pick out the
cards representing the "tools" they are going to need to be successful as a team.
You can also use these as an intervention tool, when a group is having a hard time during an activity.
Stop the activity and spread out the cards before the group. Ask them to think about the role they
are playing within the activity and then pick a post card that would best represent the role they are
playing. You'll be amazed at some of the responses.
Dry Erase Board and Markers
Type of Activity: Debriefing Tools
Props: Small Dry Erase Board and Markers
Directions: This is an excellent tool for facilitators to use for things like Goal Setting before or after
activities, Time Keeping if an activity requires continuous improvement in times, and other general
information keeping. A great tool to help process a number of experiences.
Squishies
Type of Activity: Debriefing Tool
Props: Squishies Bag
Directions: Get out your Squishies bag and set out all of its contents before the group. Let the
group pick up individual items that metaphorically represent an experience they had during the
activity/day/program and then share them with the group. Sometimes it's fun and less intrusive if
you let participants partner up or do this in small groups.
Raccoon Circles
Type of Activity: Debriefing tool
Props: A piece of webbing 15 feet long
Directions: Knot Around, Feeling Knotty, Knot Feelings! Or whatever you want to call it! This is a
good way to debrief any experience.
• Tie the two ends of your webbing into a knot.
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• Have the group stand or sit in a circle.
• Wherever the knot is in the circle, have that person start.
• Whoever has the knot can share a thought, experience, compliment, etc.
• As the facilitator you can designate what can/should be shared when the knot is received.
• Pass the knot around the circle until everyone has gone.
Body Part Debrief
Type of Activity: Debriefing tool
Props: Eye ball, Stomach ball, Brain ball, Heart ball, Hand ball, Ear ball, Smiley ball
Directions: There are a couple of ways you can set this one up. I like to use it to end the day.
Present each ball and explain the different metaphors they could talk about when they receive that
ball. Once you describe it, toss it randomly to someone in the group. Then as you describe the other
balls they have time to think about what they want to share. Once all of the balls are out in the circle
go back to the person that you first tossed the ball to. Let them share with the group and then have
them toss the ball randomly to someone else in the group. That way that person has time to think
about what they want to share as the other people ahead of them are sharing.
• Another way to set this up is to describe each ball and then leave the balls in the center of the
circle. Then a person can choose what they want to share. Have them come forward and pick up a
ball that relates to what they want to share.
o
"Eye" ball-- something new that you saw in yourself or someone else, a vision you have for the
group.
o
o
o
o
o
o
"Stomach" ball--something that took guts for you to do, or something that pushed you outside your
comfort zone.
"Brain" ball-- something new that you learned about yourself, the group, a teammate, a thought that
you had.
"Heart" ball--a feeling that you experienced, something you felt.
"Hand" ball--a way that the whole group supported you, someone you would like to give a hand to
for a job well done.
"Ear" Ball--something you listened to, a good idea you heard
"Smiley face" ball--something that made you smile.
Final Debrief / Closing Circle Suggestions
It is always a good idea to try to leave time for a final discussion of the session as a whole- a wrap up
of the entire experience. You can use a go around (in which each person in turn around the circle is
given an opportunity to respond) or an open discussion. Here are a variety of ways to structure this
final debrief.
Self-disclosure questions - what was significant for you:
• A significant moment that I experienced during this activity was....
• My high point was... My low point was...
• The specific point when I felt best about my contribution to the group was...
• What I paid the most attention to during this experience was...
• How was your involvement typical of you? Atypical? If you were going to train someone to
respond as you do in these situations, what would you train them to do?
• Did you extend yourself beyond usual-in what ways? -Why? -How felt?
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Feedback to the group:
• The most significant lesson I learned from these activities was...
• One thing I would like to say to the group at this point that I have not previously said is...
• One thing I would like to take away from this experience to nourish me in the future is...
Feedback to individuals:
Tell the person on your left (or right):
• Something you appreciated about his/her contributions to the groups' success, or
• Something you learned about him/her, or
• Something you'd like to give that person (something they could use) and
• Something you'd like to take with you from that person (something they have that you like)
• (Or other questions that provide direct feedback).
We've had some success with these closings:
• The photo exhibition: "Close your eyes. Imagine an art gallery with an exhibit of photographs
taken of this group going through the course today. I want you to look at the pictures carefully,
notice who is in them, the expressions on their faces, and the positions of their bodies. You see a
picture entitled" (pause for a few seconds after each title): "help, unity, ingenuity, apprehension,
cooperation, struggle, success" (add or exchange words that seemed particularly relevant to the day’s
experience). "Open your eyes. Share with us what you saw.
Describe the pictures."
• The slide show (Variation on photo exhibition): each person gets the “clicker”; describes their
slide(s) up on the screen and then passes the clicker on to the next person.
• Headlines: Similar to above. Instead of visual picture, "think of a newspaper headline that would
summarize or capture your experience out here today (or what you have learned today."
• Performance awards: "If awards were to be given for today's effort, what would they be and who
would be the nominees for those awards for example" (pause after each award to get names of
nominees - add others or ignore those that seem inappropriate). " Best verbal encourager, most
willing to initiate actions, best synthesizer of different ideas, most willing to push through their fears,
most willing to sacrifice their body for the group, most creative solution suggestor, best reliever of
tensions, best at helping to ensure that everyone got heard...etc. What are some other awards and
who are the nominees."
Contributors
Thank you to Jim Crouch, Susan Powell, Valerie McGuiness, Jonathan McCoy, Mallory Anderson
and Michael Hopkins, for co-authoring sections of this manual.
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