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Team Building Through Physical Challenges
A Complete Toolkit
by Leigh Anderson, Daniel W. Midura and Donald R. Glover
216 Pages
New and updated materials for this resource include the following:
- Updated content on how to implement the activities
- A new emphasis on social and emotional learning
- A new web resource with video demonstrations, reproducibles, and a sample team-building course outline
Another important feature of the book is the rationale it offers to obtain support and funding for the implementation of team building in schools, organizations, and businesses.
Participants will focus on and build a variety of skills and character traits:
- Trust building
- Conflict resolution
- Leadership
- Self-control
- Collaborative problem-solving
- Effective communication
- Critical thinking
- Creativity
- Optimistic thinking
- Listening skills
- Appropriate risk-taking
- Resilience
- Growth mindset
Team Building Through Physical Challenges is the only comprehensive book of team-building activities that focus on physical challenges. Through the clear instruction and guidance on team building, the useful web resource, and the exciting and challenging activities, participants will learn to become respectful competitors, valuable problem solvers, selfless leaders, and high-character members of their school, team, company, or community.
Emotional Intelligence and Social Emotional Learning
Growth Mindset
Leadership Skills
College and Career Readiness Skills
Building a Safe Community
Adventure Education and Team Building
Summary
Chapter 2. Setting Teams Up for Success
Facilitating Social-Emotional Skills Through Y-Charts
Brainstorming
Reflection
Facilitating a Growth Mindset
Teaching Effective Praise and Encouragement
Encouragement and Growth Mindset
Doing, Practicing, and Reflecting
Forming Teams
Team-Building Roles
Leader’s Role in Team Building
Setting Up Activity Spaces and Equipment
Selecting Appropriate Activities and Challenges
Summary
Chapter 3. Facilitating Growth Through Team Building and Assessment
Reflection
Weekly Reflection
Goal Setting
Portfolios
Summary
Chapter 4. Safety Strategies
General Rules
Spotters and Spotting
Equipment Safety
Safety Issues With Specific Challenges
Creative Ways to Obtain Equipment
Summary
Chapter 5. Icebreakers and Communication Activities
Agadoo
Memory Game
Mexican Hat Rock—La Raspa
Chicken Dance
Group Construction
Moving Team Juggle
Untying Knots
Where Do I Go?
The Great Communicator
Break My Stride
Chapter 6. Introductory Challenges
Construction Zone
Geography Masters
General Hospital, Emergency Room
Atom Transfer
Riverboat
Swamp Machine
The Whole World in Their Hands
The Snake
Get a Grip
Power of Six
Tire Bridge
Toxic Waste Transfer
The Rock
River Crossing
Lifeline
Magic Bases
Let’s Build Together
Building Character
Chapter 7. Intermediate Challenges
Island Escape
Plunger Ball
The Maze
Stepping Stones I
Bridge Over the Raging River
Jumping Machine
Human Pegs
Teamwork Walk
Stomp It
Great Balls of Color
Juggler’s Carry
Frankenstein
Dynamic Barrier
Tower of Tires
Factor In
Team Bean Bag Toss
I See Me
Meteor Shower
Building Blocks
Rainbow Swamp Trail
Character Connection Challenge
Lean on Me
Beanbag Boogie
Chapter 8. Advanced Challenges
Black Hole
Stepping Stones II
Alphabet Balance Beam
Knights of the Around Table
Electric Fence
Grand Canyon
Spider’s Web
Neutral Zone
Thinking Outside the Dots
The Power Line
Indiana’s Challenge
Leigh Anderson currently teaches in White Bear Lake, Minnesota, where she applies many of the concepts in this book. In addition to her elementary classroom and intervention experience, Leigh taught at the graduate level in the teaching and learning master’s program at Saint Mary’s University of Minnesota. This is the third book dealing with best practices in education that Leigh has coauthored, and she has presented both nationally and internationally. Leigh holds a bachelor’s degree in elementary education and a master’s degree in curriculum and instruction.
Daniel W. Midura is a former physical education specialist and coordinator in the Roseville Area School District in Roseville, Minnesota. Now retired, Midura was a physical education specialist for more than 40 years. In that time he has presented at more than 200 conferences and workshops and coauthored four books. He was named the Minnesota Physical Education Teacher of the Year in 1994 and was awarded the 1995 National Association for Sport and Physical Education (NASPE) Teacher of the Year for Minnesota, among other teaching awards and honors. He has served as president of the Minnesota Alliance for Health, Physical Education, Recreation and Dance (MNAHPERD), and he was an adjunct faculty member at Bethel University and Saint Mary's University.
Donald R. Glover has taught physical education, including adapted physical education, since 1967 at the preschool, elementary, secondary, and postsecondary levels. He currently teaches adaptive physical education methods at the University of Wisconsin at River Falls.
In 1981, Glover was recognized as Minnesota’s Teacher of the Year, and he was named the Minnesota Adapted Physical Education Teacher of the Year in 1989. He has written eight books, published numerous magazine and journal articles on physical education and sport, and been a clinician at more than 100 workshops and clinics.
Glover earned his master’s degree in physical education from Winona State University in 1970. A former president of MNAHPERD, he is a member of SHAPE America and the Minnesota Education Association.
Intermediate Team Building Challenges: Frankenstein Challenge
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does.
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does. We do not normally make the challenges competitive in nature, but part of the fun of this challenge is trying to do it as fast as possible.
Participants attempt to put together the skeleton puzzle in the shortest time possible. The team has to earn the right to put parts of Frankenstein together by successfully tossing and catching a deck tennis ring. Each time team members have successfully passed the ring, the team gets to add three more bones to Frankenstein. A minimum of seven trips of tossing the ring will be required to build Frankenstein. The group creates a system of tossing, catching, running, and building the puzzle.
Equipment
- One skeleton puzzle
- One deck tennis ring
- One storage crate or container
- Five indoor bases
Setup
Place the bases 10 to 15 feet (3.0 to 4.5 meters) apart in a straight line. Modify the distance depending on the age and ability of your students.
Five team members each stand on a different base. The remaining team members must be in the building area close to base 1. The storage crate holding the skeleton puzzle should be at the opposite end of the work area, or about 15 feet (4.5 meters) from base 5. See diagram.
Frankenstein setup.
Rules and Sacrifices
- Team members must toss the deck tennis ring from base 1 to base 2. The person on base 2 must catch the ring and successfully turn and toss it to the person on base 3. This process continues until the ring has traveled all the way to base 5 and back to base 1. If a team member drops the ring, it must be sent back to the team member who last tossed it.
- Once the ring gets back to base 1, the medic runs to the storage crate at the opposite end of the gym and brings back three bones. The medic cannot leave the building area (the lab) until the ring gets back to base 1.
- When the medic returns, he or she must give the bones to the doctors, who begin assembling the puzzle. When the doctors receive the bones, all players rotate positions. The medic goes to base 1, the person on base 1 goes to base 2, the person on base 2 goes to base 3, the person on base 3 moves to base 4, and the person on base 4 moves to base 5. The person on base 5 becomes a new doctor, and one of the doctors becomes the new medic. Team members cannot rotate positions until the medic returns to the building area with three bones.
- The ring must make seven successful round trips to get all the puzzle pieces to the building area. After the last medic has delivered the last three puzzle pieces, team members can hustle to the lab and confer about any changes they need to make to Frankenstein to make him complete. When they think that they have put Frankenstein together correctly, the last medic yells, “Lightning.” This is the signal to stop the clock. The instructor then checks the puzzle for accuracy. If the puzzle is correct, the time stands. If it is incorrect, the clock starts again as the team rearranges the bones.
This process continues until the team assembles Frankenstein correctly.
Possible Solutions
The team should communicate before the challenge starts about where teammates should position themselves to start the challenge. Certainly, a team would want the best catchers on the bases, and a teammate who is a good doctor should plan to rotate to the lab when most of the bones are there.
Conclusion of the Task
The group completes the task when the team assembles Frankenstein correctly and the clock stops.
Additions and Variations
- Allow team members to assign permanent roles so that they can match the team members' skills with the challenge.
- Lengthen or shorten the distance of the toss.
- Allow participants to bring back more or fewer bones to shorten or lengthen the time of the challenge.
Safety Considerations
This challenge presents no specific safety considerations other than the possibility that the deck tennis ring may hit someone who is not looking when a teammate tosses it.
Introductory Team Building Challenges: Riverboat Challenge
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space.
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space. This task generally has one basic solution, but groups usually use the better part of a class period to complete the challenge.
Group members transfer themselves from one end of a basketball-court-sized area to the other end without touching the floor with their bodies.
The group uses two tumbling mats (folded) to create a riverboat. The group must move the mats so that they do not come unfolded. The group must also prevent the mats from crashing to the floor.
Equipment
- Two standard-size tumbling mats
- Two small tires (preferably boat trailer tires)
- Two long jump ropes (or sash cord)
Setup
You need a long, open space the length of a standard basketball court. A wide hallway would also provide adequate work space.
Using mats as a riverboat, the team must transfer themselves from one end of the court to the other without touching the floor.
Rules and Sacrifices
- If a group member touches the floor with any part of his or her body, the entire group must go back to the starting position.
- The group must take all the equipment across the river.
- The mats must remain folded. If the mats (riverboat) fall apart, the entire group returns to the starting position.
- If a mat crashes to the floor (explodes), the group must start again.
- Group members cannot use last names or put-downs.
Possible Solutions
Generally, the group places one mat on the floor and then passes the other mat to the front. Group members move to the front mat and then lift, pass, or slide the other mat to the front and transfer themselves to the new front mat in a leapfrog manner.
Often, they use the tires as tugboats to assist in the passing of the tumbling mats. As lifeboats, the tires also offer a less crowded situation on the riverboat. Groups usually tie the jump ropes to the tires to move them more efficiently.
Conclusion of the Task
The group completes the challenge when it has successfully crossed the river with all the equipment.
Additions and Variations
- Make this task more difficult by creating obstacles in the river or requiring the group to perform a portage.
- Create a storm story whereby the group must reach certain points within time limits or risk taking on more baggage (such as additional equipment).
Safety Considerations
Students should be aware that lifting a heavy tumbling mat awkwardly or incorrectly could result in back muscle pain. Students sometimes put their feet in the tires to hop while moving the equipment; in doing so, they could fall forward and injure themselves if they are not prepared to catch themselves.
Setting Teams Up for Success: Personal Reflection
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be.
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be. Writing responses to the following questions will help students internalize how their words and actions impact those around them (see figure 2.3):
Figure 2.3 Reflection worksheet.
- Are you the kind of person others would want on their team? Why or why not?
- What character traits do you have that positively impact others?
- In what ways could you be a better teammate?
- What kind of teammate do you hope to be?
This is a personal process that shouldn't be shared with others. This activity could serve as good baseline data to be recorded in personal journals or portfolios. To measure growth, the same document should be completed at the end of the team-building unit or end of the year.
Intermediate Team Building Challenges: Frankenstein Challenge
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does.
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does. We do not normally make the challenges competitive in nature, but part of the fun of this challenge is trying to do it as fast as possible.
Participants attempt to put together the skeleton puzzle in the shortest time possible. The team has to earn the right to put parts of Frankenstein together by successfully tossing and catching a deck tennis ring. Each time team members have successfully passed the ring, the team gets to add three more bones to Frankenstein. A minimum of seven trips of tossing the ring will be required to build Frankenstein. The group creates a system of tossing, catching, running, and building the puzzle.
Equipment
- One skeleton puzzle
- One deck tennis ring
- One storage crate or container
- Five indoor bases
Setup
Place the bases 10 to 15 feet (3.0 to 4.5 meters) apart in a straight line. Modify the distance depending on the age and ability of your students.
Five team members each stand on a different base. The remaining team members must be in the building area close to base 1. The storage crate holding the skeleton puzzle should be at the opposite end of the work area, or about 15 feet (4.5 meters) from base 5. See diagram.
Frankenstein setup.
Rules and Sacrifices
- Team members must toss the deck tennis ring from base 1 to base 2. The person on base 2 must catch the ring and successfully turn and toss it to the person on base 3. This process continues until the ring has traveled all the way to base 5 and back to base 1. If a team member drops the ring, it must be sent back to the team member who last tossed it.
- Once the ring gets back to base 1, the medic runs to the storage crate at the opposite end of the gym and brings back three bones. The medic cannot leave the building area (the lab) until the ring gets back to base 1.
- When the medic returns, he or she must give the bones to the doctors, who begin assembling the puzzle. When the doctors receive the bones, all players rotate positions. The medic goes to base 1, the person on base 1 goes to base 2, the person on base 2 goes to base 3, the person on base 3 moves to base 4, and the person on base 4 moves to base 5. The person on base 5 becomes a new doctor, and one of the doctors becomes the new medic. Team members cannot rotate positions until the medic returns to the building area with three bones.
- The ring must make seven successful round trips to get all the puzzle pieces to the building area. After the last medic has delivered the last three puzzle pieces, team members can hustle to the lab and confer about any changes they need to make to Frankenstein to make him complete. When they think that they have put Frankenstein together correctly, the last medic yells, “Lightning.” This is the signal to stop the clock. The instructor then checks the puzzle for accuracy. If the puzzle is correct, the time stands. If it is incorrect, the clock starts again as the team rearranges the bones.
This process continues until the team assembles Frankenstein correctly.
Possible Solutions
The team should communicate before the challenge starts about where teammates should position themselves to start the challenge. Certainly, a team would want the best catchers on the bases, and a teammate who is a good doctor should plan to rotate to the lab when most of the bones are there.
Conclusion of the Task
The group completes the task when the team assembles Frankenstein correctly and the clock stops.
Additions and Variations
- Allow team members to assign permanent roles so that they can match the team members' skills with the challenge.
- Lengthen or shorten the distance of the toss.
- Allow participants to bring back more or fewer bones to shorten or lengthen the time of the challenge.
Safety Considerations
This challenge presents no specific safety considerations other than the possibility that the deck tennis ring may hit someone who is not looking when a teammate tosses it.
Introductory Team Building Challenges: Riverboat Challenge
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space.
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space. This task generally has one basic solution, but groups usually use the better part of a class period to complete the challenge.
Group members transfer themselves from one end of a basketball-court-sized area to the other end without touching the floor with their bodies.
The group uses two tumbling mats (folded) to create a riverboat. The group must move the mats so that they do not come unfolded. The group must also prevent the mats from crashing to the floor.
Equipment
- Two standard-size tumbling mats
- Two small tires (preferably boat trailer tires)
- Two long jump ropes (or sash cord)
Setup
You need a long, open space the length of a standard basketball court. A wide hallway would also provide adequate work space.
Using mats as a riverboat, the team must transfer themselves from one end of the court to the other without touching the floor.
Rules and Sacrifices
- If a group member touches the floor with any part of his or her body, the entire group must go back to the starting position.
- The group must take all the equipment across the river.
- The mats must remain folded. If the mats (riverboat) fall apart, the entire group returns to the starting position.
- If a mat crashes to the floor (explodes), the group must start again.
- Group members cannot use last names or put-downs.
Possible Solutions
Generally, the group places one mat on the floor and then passes the other mat to the front. Group members move to the front mat and then lift, pass, or slide the other mat to the front and transfer themselves to the new front mat in a leapfrog manner.
Often, they use the tires as tugboats to assist in the passing of the tumbling mats. As lifeboats, the tires also offer a less crowded situation on the riverboat. Groups usually tie the jump ropes to the tires to move them more efficiently.
Conclusion of the Task
The group completes the challenge when it has successfully crossed the river with all the equipment.
Additions and Variations
- Make this task more difficult by creating obstacles in the river or requiring the group to perform a portage.
- Create a storm story whereby the group must reach certain points within time limits or risk taking on more baggage (such as additional equipment).
Safety Considerations
Students should be aware that lifting a heavy tumbling mat awkwardly or incorrectly could result in back muscle pain. Students sometimes put their feet in the tires to hop while moving the equipment; in doing so, they could fall forward and injure themselves if they are not prepared to catch themselves.
Setting Teams Up for Success: Personal Reflection
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be.
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be. Writing responses to the following questions will help students internalize how their words and actions impact those around them (see figure 2.3):
Figure 2.3 Reflection worksheet.
- Are you the kind of person others would want on their team? Why or why not?
- What character traits do you have that positively impact others?
- In what ways could you be a better teammate?
- What kind of teammate do you hope to be?
This is a personal process that shouldn't be shared with others. This activity could serve as good baseline data to be recorded in personal journals or portfolios. To measure growth, the same document should be completed at the end of the team-building unit or end of the year.
Intermediate Team Building Challenges: Frankenstein Challenge
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does.
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does. We do not normally make the challenges competitive in nature, but part of the fun of this challenge is trying to do it as fast as possible.
Participants attempt to put together the skeleton puzzle in the shortest time possible. The team has to earn the right to put parts of Frankenstein together by successfully tossing and catching a deck tennis ring. Each time team members have successfully passed the ring, the team gets to add three more bones to Frankenstein. A minimum of seven trips of tossing the ring will be required to build Frankenstein. The group creates a system of tossing, catching, running, and building the puzzle.
Equipment
- One skeleton puzzle
- One deck tennis ring
- One storage crate or container
- Five indoor bases
Setup
Place the bases 10 to 15 feet (3.0 to 4.5 meters) apart in a straight line. Modify the distance depending on the age and ability of your students.
Five team members each stand on a different base. The remaining team members must be in the building area close to base 1. The storage crate holding the skeleton puzzle should be at the opposite end of the work area, or about 15 feet (4.5 meters) from base 5. See diagram.
Frankenstein setup.
Rules and Sacrifices
- Team members must toss the deck tennis ring from base 1 to base 2. The person on base 2 must catch the ring and successfully turn and toss it to the person on base 3. This process continues until the ring has traveled all the way to base 5 and back to base 1. If a team member drops the ring, it must be sent back to the team member who last tossed it.
- Once the ring gets back to base 1, the medic runs to the storage crate at the opposite end of the gym and brings back three bones. The medic cannot leave the building area (the lab) until the ring gets back to base 1.
- When the medic returns, he or she must give the bones to the doctors, who begin assembling the puzzle. When the doctors receive the bones, all players rotate positions. The medic goes to base 1, the person on base 1 goes to base 2, the person on base 2 goes to base 3, the person on base 3 moves to base 4, and the person on base 4 moves to base 5. The person on base 5 becomes a new doctor, and one of the doctors becomes the new medic. Team members cannot rotate positions until the medic returns to the building area with three bones.
- The ring must make seven successful round trips to get all the puzzle pieces to the building area. After the last medic has delivered the last three puzzle pieces, team members can hustle to the lab and confer about any changes they need to make to Frankenstein to make him complete. When they think that they have put Frankenstein together correctly, the last medic yells, “Lightning.” This is the signal to stop the clock. The instructor then checks the puzzle for accuracy. If the puzzle is correct, the time stands. If it is incorrect, the clock starts again as the team rearranges the bones.
This process continues until the team assembles Frankenstein correctly.
Possible Solutions
The team should communicate before the challenge starts about where teammates should position themselves to start the challenge. Certainly, a team would want the best catchers on the bases, and a teammate who is a good doctor should plan to rotate to the lab when most of the bones are there.
Conclusion of the Task
The group completes the task when the team assembles Frankenstein correctly and the clock stops.
Additions and Variations
- Allow team members to assign permanent roles so that they can match the team members' skills with the challenge.
- Lengthen or shorten the distance of the toss.
- Allow participants to bring back more or fewer bones to shorten or lengthen the time of the challenge.
Safety Considerations
This challenge presents no specific safety considerations other than the possibility that the deck tennis ring may hit someone who is not looking when a teammate tosses it.
Introductory Team Building Challenges: Riverboat Challenge
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space.
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space. This task generally has one basic solution, but groups usually use the better part of a class period to complete the challenge.
Group members transfer themselves from one end of a basketball-court-sized area to the other end without touching the floor with their bodies.
The group uses two tumbling mats (folded) to create a riverboat. The group must move the mats so that they do not come unfolded. The group must also prevent the mats from crashing to the floor.
Equipment
- Two standard-size tumbling mats
- Two small tires (preferably boat trailer tires)
- Two long jump ropes (or sash cord)
Setup
You need a long, open space the length of a standard basketball court. A wide hallway would also provide adequate work space.
Using mats as a riverboat, the team must transfer themselves from one end of the court to the other without touching the floor.
Rules and Sacrifices
- If a group member touches the floor with any part of his or her body, the entire group must go back to the starting position.
- The group must take all the equipment across the river.
- The mats must remain folded. If the mats (riverboat) fall apart, the entire group returns to the starting position.
- If a mat crashes to the floor (explodes), the group must start again.
- Group members cannot use last names or put-downs.
Possible Solutions
Generally, the group places one mat on the floor and then passes the other mat to the front. Group members move to the front mat and then lift, pass, or slide the other mat to the front and transfer themselves to the new front mat in a leapfrog manner.
Often, they use the tires as tugboats to assist in the passing of the tumbling mats. As lifeboats, the tires also offer a less crowded situation on the riverboat. Groups usually tie the jump ropes to the tires to move them more efficiently.
Conclusion of the Task
The group completes the challenge when it has successfully crossed the river with all the equipment.
Additions and Variations
- Make this task more difficult by creating obstacles in the river or requiring the group to perform a portage.
- Create a storm story whereby the group must reach certain points within time limits or risk taking on more baggage (such as additional equipment).
Safety Considerations
Students should be aware that lifting a heavy tumbling mat awkwardly or incorrectly could result in back muscle pain. Students sometimes put their feet in the tires to hop while moving the equipment; in doing so, they could fall forward and injure themselves if they are not prepared to catch themselves.
Setting Teams Up for Success: Personal Reflection
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be.
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be. Writing responses to the following questions will help students internalize how their words and actions impact those around them (see figure 2.3):
Figure 2.3 Reflection worksheet.
- Are you the kind of person others would want on their team? Why or why not?
- What character traits do you have that positively impact others?
- In what ways could you be a better teammate?
- What kind of teammate do you hope to be?
This is a personal process that shouldn't be shared with others. This activity could serve as good baseline data to be recorded in personal journals or portfolios. To measure growth, the same document should be completed at the end of the team-building unit or end of the year.
Intermediate Team Building Challenges: Frankenstein Challenge
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does.
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does. We do not normally make the challenges competitive in nature, but part of the fun of this challenge is trying to do it as fast as possible.
Participants attempt to put together the skeleton puzzle in the shortest time possible. The team has to earn the right to put parts of Frankenstein together by successfully tossing and catching a deck tennis ring. Each time team members have successfully passed the ring, the team gets to add three more bones to Frankenstein. A minimum of seven trips of tossing the ring will be required to build Frankenstein. The group creates a system of tossing, catching, running, and building the puzzle.
Equipment
- One skeleton puzzle
- One deck tennis ring
- One storage crate or container
- Five indoor bases
Setup
Place the bases 10 to 15 feet (3.0 to 4.5 meters) apart in a straight line. Modify the distance depending on the age and ability of your students.
Five team members each stand on a different base. The remaining team members must be in the building area close to base 1. The storage crate holding the skeleton puzzle should be at the opposite end of the work area, or about 15 feet (4.5 meters) from base 5. See diagram.
Frankenstein setup.
Rules and Sacrifices
- Team members must toss the deck tennis ring from base 1 to base 2. The person on base 2 must catch the ring and successfully turn and toss it to the person on base 3. This process continues until the ring has traveled all the way to base 5 and back to base 1. If a team member drops the ring, it must be sent back to the team member who last tossed it.
- Once the ring gets back to base 1, the medic runs to the storage crate at the opposite end of the gym and brings back three bones. The medic cannot leave the building area (the lab) until the ring gets back to base 1.
- When the medic returns, he or she must give the bones to the doctors, who begin assembling the puzzle. When the doctors receive the bones, all players rotate positions. The medic goes to base 1, the person on base 1 goes to base 2, the person on base 2 goes to base 3, the person on base 3 moves to base 4, and the person on base 4 moves to base 5. The person on base 5 becomes a new doctor, and one of the doctors becomes the new medic. Team members cannot rotate positions until the medic returns to the building area with three bones.
- The ring must make seven successful round trips to get all the puzzle pieces to the building area. After the last medic has delivered the last three puzzle pieces, team members can hustle to the lab and confer about any changes they need to make to Frankenstein to make him complete. When they think that they have put Frankenstein together correctly, the last medic yells, “Lightning.” This is the signal to stop the clock. The instructor then checks the puzzle for accuracy. If the puzzle is correct, the time stands. If it is incorrect, the clock starts again as the team rearranges the bones.
This process continues until the team assembles Frankenstein correctly.
Possible Solutions
The team should communicate before the challenge starts about where teammates should position themselves to start the challenge. Certainly, a team would want the best catchers on the bases, and a teammate who is a good doctor should plan to rotate to the lab when most of the bones are there.
Conclusion of the Task
The group completes the task when the team assembles Frankenstein correctly and the clock stops.
Additions and Variations
- Allow team members to assign permanent roles so that they can match the team members' skills with the challenge.
- Lengthen or shorten the distance of the toss.
- Allow participants to bring back more or fewer bones to shorten or lengthen the time of the challenge.
Safety Considerations
This challenge presents no specific safety considerations other than the possibility that the deck tennis ring may hit someone who is not looking when a teammate tosses it.
Introductory Team Building Challenges: Riverboat Challenge
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space.
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space. This task generally has one basic solution, but groups usually use the better part of a class period to complete the challenge.
Group members transfer themselves from one end of a basketball-court-sized area to the other end without touching the floor with their bodies.
The group uses two tumbling mats (folded) to create a riverboat. The group must move the mats so that they do not come unfolded. The group must also prevent the mats from crashing to the floor.
Equipment
- Two standard-size tumbling mats
- Two small tires (preferably boat trailer tires)
- Two long jump ropes (or sash cord)
Setup
You need a long, open space the length of a standard basketball court. A wide hallway would also provide adequate work space.
Using mats as a riverboat, the team must transfer themselves from one end of the court to the other without touching the floor.
Rules and Sacrifices
- If a group member touches the floor with any part of his or her body, the entire group must go back to the starting position.
- The group must take all the equipment across the river.
- The mats must remain folded. If the mats (riverboat) fall apart, the entire group returns to the starting position.
- If a mat crashes to the floor (explodes), the group must start again.
- Group members cannot use last names or put-downs.
Possible Solutions
Generally, the group places one mat on the floor and then passes the other mat to the front. Group members move to the front mat and then lift, pass, or slide the other mat to the front and transfer themselves to the new front mat in a leapfrog manner.
Often, they use the tires as tugboats to assist in the passing of the tumbling mats. As lifeboats, the tires also offer a less crowded situation on the riverboat. Groups usually tie the jump ropes to the tires to move them more efficiently.
Conclusion of the Task
The group completes the challenge when it has successfully crossed the river with all the equipment.
Additions and Variations
- Make this task more difficult by creating obstacles in the river or requiring the group to perform a portage.
- Create a storm story whereby the group must reach certain points within time limits or risk taking on more baggage (such as additional equipment).
Safety Considerations
Students should be aware that lifting a heavy tumbling mat awkwardly or incorrectly could result in back muscle pain. Students sometimes put their feet in the tires to hop while moving the equipment; in doing so, they could fall forward and injure themselves if they are not prepared to catch themselves.
Setting Teams Up for Success: Personal Reflection
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be.
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be. Writing responses to the following questions will help students internalize how their words and actions impact those around them (see figure 2.3):
Figure 2.3 Reflection worksheet.
- Are you the kind of person others would want on their team? Why or why not?
- What character traits do you have that positively impact others?
- In what ways could you be a better teammate?
- What kind of teammate do you hope to be?
This is a personal process that shouldn't be shared with others. This activity could serve as good baseline data to be recorded in personal journals or portfolios. To measure growth, the same document should be completed at the end of the team-building unit or end of the year.
Intermediate Team Building Challenges: Frankenstein Challenge
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does.
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does. We do not normally make the challenges competitive in nature, but part of the fun of this challenge is trying to do it as fast as possible.
Participants attempt to put together the skeleton puzzle in the shortest time possible. The team has to earn the right to put parts of Frankenstein together by successfully tossing and catching a deck tennis ring. Each time team members have successfully passed the ring, the team gets to add three more bones to Frankenstein. A minimum of seven trips of tossing the ring will be required to build Frankenstein. The group creates a system of tossing, catching, running, and building the puzzle.
Equipment
- One skeleton puzzle
- One deck tennis ring
- One storage crate or container
- Five indoor bases
Setup
Place the bases 10 to 15 feet (3.0 to 4.5 meters) apart in a straight line. Modify the distance depending on the age and ability of your students.
Five team members each stand on a different base. The remaining team members must be in the building area close to base 1. The storage crate holding the skeleton puzzle should be at the opposite end of the work area, or about 15 feet (4.5 meters) from base 5. See diagram.
Frankenstein setup.
Rules and Sacrifices
- Team members must toss the deck tennis ring from base 1 to base 2. The person on base 2 must catch the ring and successfully turn and toss it to the person on base 3. This process continues until the ring has traveled all the way to base 5 and back to base 1. If a team member drops the ring, it must be sent back to the team member who last tossed it.
- Once the ring gets back to base 1, the medic runs to the storage crate at the opposite end of the gym and brings back three bones. The medic cannot leave the building area (the lab) until the ring gets back to base 1.
- When the medic returns, he or she must give the bones to the doctors, who begin assembling the puzzle. When the doctors receive the bones, all players rotate positions. The medic goes to base 1, the person on base 1 goes to base 2, the person on base 2 goes to base 3, the person on base 3 moves to base 4, and the person on base 4 moves to base 5. The person on base 5 becomes a new doctor, and one of the doctors becomes the new medic. Team members cannot rotate positions until the medic returns to the building area with three bones.
- The ring must make seven successful round trips to get all the puzzle pieces to the building area. After the last medic has delivered the last three puzzle pieces, team members can hustle to the lab and confer about any changes they need to make to Frankenstein to make him complete. When they think that they have put Frankenstein together correctly, the last medic yells, “Lightning.” This is the signal to stop the clock. The instructor then checks the puzzle for accuracy. If the puzzle is correct, the time stands. If it is incorrect, the clock starts again as the team rearranges the bones.
This process continues until the team assembles Frankenstein correctly.
Possible Solutions
The team should communicate before the challenge starts about where teammates should position themselves to start the challenge. Certainly, a team would want the best catchers on the bases, and a teammate who is a good doctor should plan to rotate to the lab when most of the bones are there.
Conclusion of the Task
The group completes the task when the team assembles Frankenstein correctly and the clock stops.
Additions and Variations
- Allow team members to assign permanent roles so that they can match the team members' skills with the challenge.
- Lengthen or shorten the distance of the toss.
- Allow participants to bring back more or fewer bones to shorten or lengthen the time of the challenge.
Safety Considerations
This challenge presents no specific safety considerations other than the possibility that the deck tennis ring may hit someone who is not looking when a teammate tosses it.
Introductory Team Building Challenges: Riverboat Challenge
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space.
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space. This task generally has one basic solution, but groups usually use the better part of a class period to complete the challenge.
Group members transfer themselves from one end of a basketball-court-sized area to the other end without touching the floor with their bodies.
The group uses two tumbling mats (folded) to create a riverboat. The group must move the mats so that they do not come unfolded. The group must also prevent the mats from crashing to the floor.
Equipment
- Two standard-size tumbling mats
- Two small tires (preferably boat trailer tires)
- Two long jump ropes (or sash cord)
Setup
You need a long, open space the length of a standard basketball court. A wide hallway would also provide adequate work space.
Using mats as a riverboat, the team must transfer themselves from one end of the court to the other without touching the floor.
Rules and Sacrifices
- If a group member touches the floor with any part of his or her body, the entire group must go back to the starting position.
- The group must take all the equipment across the river.
- The mats must remain folded. If the mats (riverboat) fall apart, the entire group returns to the starting position.
- If a mat crashes to the floor (explodes), the group must start again.
- Group members cannot use last names or put-downs.
Possible Solutions
Generally, the group places one mat on the floor and then passes the other mat to the front. Group members move to the front mat and then lift, pass, or slide the other mat to the front and transfer themselves to the new front mat in a leapfrog manner.
Often, they use the tires as tugboats to assist in the passing of the tumbling mats. As lifeboats, the tires also offer a less crowded situation on the riverboat. Groups usually tie the jump ropes to the tires to move them more efficiently.
Conclusion of the Task
The group completes the challenge when it has successfully crossed the river with all the equipment.
Additions and Variations
- Make this task more difficult by creating obstacles in the river or requiring the group to perform a portage.
- Create a storm story whereby the group must reach certain points within time limits or risk taking on more baggage (such as additional equipment).
Safety Considerations
Students should be aware that lifting a heavy tumbling mat awkwardly or incorrectly could result in back muscle pain. Students sometimes put their feet in the tires to hop while moving the equipment; in doing so, they could fall forward and injure themselves if they are not prepared to catch themselves.
Setting Teams Up for Success: Personal Reflection
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be.
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be. Writing responses to the following questions will help students internalize how their words and actions impact those around them (see figure 2.3):
Figure 2.3 Reflection worksheet.
- Are you the kind of person others would want on their team? Why or why not?
- What character traits do you have that positively impact others?
- In what ways could you be a better teammate?
- What kind of teammate do you hope to be?
This is a personal process that shouldn't be shared with others. This activity could serve as good baseline data to be recorded in personal journals or portfolios. To measure growth, the same document should be completed at the end of the team-building unit or end of the year.
Intermediate Team Building Challenges: Frankenstein Challenge
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does.
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does. We do not normally make the challenges competitive in nature, but part of the fun of this challenge is trying to do it as fast as possible.
Participants attempt to put together the skeleton puzzle in the shortest time possible. The team has to earn the right to put parts of Frankenstein together by successfully tossing and catching a deck tennis ring. Each time team members have successfully passed the ring, the team gets to add three more bones to Frankenstein. A minimum of seven trips of tossing the ring will be required to build Frankenstein. The group creates a system of tossing, catching, running, and building the puzzle.
Equipment
- One skeleton puzzle
- One deck tennis ring
- One storage crate or container
- Five indoor bases
Setup
Place the bases 10 to 15 feet (3.0 to 4.5 meters) apart in a straight line. Modify the distance depending on the age and ability of your students.
Five team members each stand on a different base. The remaining team members must be in the building area close to base 1. The storage crate holding the skeleton puzzle should be at the opposite end of the work area, or about 15 feet (4.5 meters) from base 5. See diagram.
Frankenstein setup.
Rules and Sacrifices
- Team members must toss the deck tennis ring from base 1 to base 2. The person on base 2 must catch the ring and successfully turn and toss it to the person on base 3. This process continues until the ring has traveled all the way to base 5 and back to base 1. If a team member drops the ring, it must be sent back to the team member who last tossed it.
- Once the ring gets back to base 1, the medic runs to the storage crate at the opposite end of the gym and brings back three bones. The medic cannot leave the building area (the lab) until the ring gets back to base 1.
- When the medic returns, he or she must give the bones to the doctors, who begin assembling the puzzle. When the doctors receive the bones, all players rotate positions. The medic goes to base 1, the person on base 1 goes to base 2, the person on base 2 goes to base 3, the person on base 3 moves to base 4, and the person on base 4 moves to base 5. The person on base 5 becomes a new doctor, and one of the doctors becomes the new medic. Team members cannot rotate positions until the medic returns to the building area with three bones.
- The ring must make seven successful round trips to get all the puzzle pieces to the building area. After the last medic has delivered the last three puzzle pieces, team members can hustle to the lab and confer about any changes they need to make to Frankenstein to make him complete. When they think that they have put Frankenstein together correctly, the last medic yells, “Lightning.” This is the signal to stop the clock. The instructor then checks the puzzle for accuracy. If the puzzle is correct, the time stands. If it is incorrect, the clock starts again as the team rearranges the bones.
This process continues until the team assembles Frankenstein correctly.
Possible Solutions
The team should communicate before the challenge starts about where teammates should position themselves to start the challenge. Certainly, a team would want the best catchers on the bases, and a teammate who is a good doctor should plan to rotate to the lab when most of the bones are there.
Conclusion of the Task
The group completes the task when the team assembles Frankenstein correctly and the clock stops.
Additions and Variations
- Allow team members to assign permanent roles so that they can match the team members' skills with the challenge.
- Lengthen or shorten the distance of the toss.
- Allow participants to bring back more or fewer bones to shorten or lengthen the time of the challenge.
Safety Considerations
This challenge presents no specific safety considerations other than the possibility that the deck tennis ring may hit someone who is not looking when a teammate tosses it.
Introductory Team Building Challenges: Riverboat Challenge
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space.
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space. This task generally has one basic solution, but groups usually use the better part of a class period to complete the challenge.
Group members transfer themselves from one end of a basketball-court-sized area to the other end without touching the floor with their bodies.
The group uses two tumbling mats (folded) to create a riverboat. The group must move the mats so that they do not come unfolded. The group must also prevent the mats from crashing to the floor.
Equipment
- Two standard-size tumbling mats
- Two small tires (preferably boat trailer tires)
- Two long jump ropes (or sash cord)
Setup
You need a long, open space the length of a standard basketball court. A wide hallway would also provide adequate work space.
Using mats as a riverboat, the team must transfer themselves from one end of the court to the other without touching the floor.
Rules and Sacrifices
- If a group member touches the floor with any part of his or her body, the entire group must go back to the starting position.
- The group must take all the equipment across the river.
- The mats must remain folded. If the mats (riverboat) fall apart, the entire group returns to the starting position.
- If a mat crashes to the floor (explodes), the group must start again.
- Group members cannot use last names or put-downs.
Possible Solutions
Generally, the group places one mat on the floor and then passes the other mat to the front. Group members move to the front mat and then lift, pass, or slide the other mat to the front and transfer themselves to the new front mat in a leapfrog manner.
Often, they use the tires as tugboats to assist in the passing of the tumbling mats. As lifeboats, the tires also offer a less crowded situation on the riverboat. Groups usually tie the jump ropes to the tires to move them more efficiently.
Conclusion of the Task
The group completes the challenge when it has successfully crossed the river with all the equipment.
Additions and Variations
- Make this task more difficult by creating obstacles in the river or requiring the group to perform a portage.
- Create a storm story whereby the group must reach certain points within time limits or risk taking on more baggage (such as additional equipment).
Safety Considerations
Students should be aware that lifting a heavy tumbling mat awkwardly or incorrectly could result in back muscle pain. Students sometimes put their feet in the tires to hop while moving the equipment; in doing so, they could fall forward and injure themselves if they are not prepared to catch themselves.
Setting Teams Up for Success: Personal Reflection
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be.
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be. Writing responses to the following questions will help students internalize how their words and actions impact those around them (see figure 2.3):
Figure 2.3 Reflection worksheet.
- Are you the kind of person others would want on their team? Why or why not?
- What character traits do you have that positively impact others?
- In what ways could you be a better teammate?
- What kind of teammate do you hope to be?
This is a personal process that shouldn't be shared with others. This activity could serve as good baseline data to be recorded in personal journals or portfolios. To measure growth, the same document should be completed at the end of the team-building unit or end of the year.
Intermediate Team Building Challenges: Frankenstein Challenge
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does.
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does. We do not normally make the challenges competitive in nature, but part of the fun of this challenge is trying to do it as fast as possible.
Participants attempt to put together the skeleton puzzle in the shortest time possible. The team has to earn the right to put parts of Frankenstein together by successfully tossing and catching a deck tennis ring. Each time team members have successfully passed the ring, the team gets to add three more bones to Frankenstein. A minimum of seven trips of tossing the ring will be required to build Frankenstein. The group creates a system of tossing, catching, running, and building the puzzle.
Equipment
- One skeleton puzzle
- One deck tennis ring
- One storage crate or container
- Five indoor bases
Setup
Place the bases 10 to 15 feet (3.0 to 4.5 meters) apart in a straight line. Modify the distance depending on the age and ability of your students.
Five team members each stand on a different base. The remaining team members must be in the building area close to base 1. The storage crate holding the skeleton puzzle should be at the opposite end of the work area, or about 15 feet (4.5 meters) from base 5. See diagram.
Frankenstein setup.
Rules and Sacrifices
- Team members must toss the deck tennis ring from base 1 to base 2. The person on base 2 must catch the ring and successfully turn and toss it to the person on base 3. This process continues until the ring has traveled all the way to base 5 and back to base 1. If a team member drops the ring, it must be sent back to the team member who last tossed it.
- Once the ring gets back to base 1, the medic runs to the storage crate at the opposite end of the gym and brings back three bones. The medic cannot leave the building area (the lab) until the ring gets back to base 1.
- When the medic returns, he or she must give the bones to the doctors, who begin assembling the puzzle. When the doctors receive the bones, all players rotate positions. The medic goes to base 1, the person on base 1 goes to base 2, the person on base 2 goes to base 3, the person on base 3 moves to base 4, and the person on base 4 moves to base 5. The person on base 5 becomes a new doctor, and one of the doctors becomes the new medic. Team members cannot rotate positions until the medic returns to the building area with three bones.
- The ring must make seven successful round trips to get all the puzzle pieces to the building area. After the last medic has delivered the last three puzzle pieces, team members can hustle to the lab and confer about any changes they need to make to Frankenstein to make him complete. When they think that they have put Frankenstein together correctly, the last medic yells, “Lightning.” This is the signal to stop the clock. The instructor then checks the puzzle for accuracy. If the puzzle is correct, the time stands. If it is incorrect, the clock starts again as the team rearranges the bones.
This process continues until the team assembles Frankenstein correctly.
Possible Solutions
The team should communicate before the challenge starts about where teammates should position themselves to start the challenge. Certainly, a team would want the best catchers on the bases, and a teammate who is a good doctor should plan to rotate to the lab when most of the bones are there.
Conclusion of the Task
The group completes the task when the team assembles Frankenstein correctly and the clock stops.
Additions and Variations
- Allow team members to assign permanent roles so that they can match the team members' skills with the challenge.
- Lengthen or shorten the distance of the toss.
- Allow participants to bring back more or fewer bones to shorten or lengthen the time of the challenge.
Safety Considerations
This challenge presents no specific safety considerations other than the possibility that the deck tennis ring may hit someone who is not looking when a teammate tosses it.
Introductory Team Building Challenges: Riverboat Challenge
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space.
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space. This task generally has one basic solution, but groups usually use the better part of a class period to complete the challenge.
Group members transfer themselves from one end of a basketball-court-sized area to the other end without touching the floor with their bodies.
The group uses two tumbling mats (folded) to create a riverboat. The group must move the mats so that they do not come unfolded. The group must also prevent the mats from crashing to the floor.
Equipment
- Two standard-size tumbling mats
- Two small tires (preferably boat trailer tires)
- Two long jump ropes (or sash cord)
Setup
You need a long, open space the length of a standard basketball court. A wide hallway would also provide adequate work space.
Using mats as a riverboat, the team must transfer themselves from one end of the court to the other without touching the floor.
Rules and Sacrifices
- If a group member touches the floor with any part of his or her body, the entire group must go back to the starting position.
- The group must take all the equipment across the river.
- The mats must remain folded. If the mats (riverboat) fall apart, the entire group returns to the starting position.
- If a mat crashes to the floor (explodes), the group must start again.
- Group members cannot use last names or put-downs.
Possible Solutions
Generally, the group places one mat on the floor and then passes the other mat to the front. Group members move to the front mat and then lift, pass, or slide the other mat to the front and transfer themselves to the new front mat in a leapfrog manner.
Often, they use the tires as tugboats to assist in the passing of the tumbling mats. As lifeboats, the tires also offer a less crowded situation on the riverboat. Groups usually tie the jump ropes to the tires to move them more efficiently.
Conclusion of the Task
The group completes the challenge when it has successfully crossed the river with all the equipment.
Additions and Variations
- Make this task more difficult by creating obstacles in the river or requiring the group to perform a portage.
- Create a storm story whereby the group must reach certain points within time limits or risk taking on more baggage (such as additional equipment).
Safety Considerations
Students should be aware that lifting a heavy tumbling mat awkwardly or incorrectly could result in back muscle pain. Students sometimes put their feet in the tires to hop while moving the equipment; in doing so, they could fall forward and injure themselves if they are not prepared to catch themselves.
Setting Teams Up for Success: Personal Reflection
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be.
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be. Writing responses to the following questions will help students internalize how their words and actions impact those around them (see figure 2.3):
Figure 2.3 Reflection worksheet.
- Are you the kind of person others would want on their team? Why or why not?
- What character traits do you have that positively impact others?
- In what ways could you be a better teammate?
- What kind of teammate do you hope to be?
This is a personal process that shouldn't be shared with others. This activity could serve as good baseline data to be recorded in personal journals or portfolios. To measure growth, the same document should be completed at the end of the team-building unit or end of the year.
Intermediate Team Building Challenges: Frankenstein Challenge
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does.
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does. We do not normally make the challenges competitive in nature, but part of the fun of this challenge is trying to do it as fast as possible.
Participants attempt to put together the skeleton puzzle in the shortest time possible. The team has to earn the right to put parts of Frankenstein together by successfully tossing and catching a deck tennis ring. Each time team members have successfully passed the ring, the team gets to add three more bones to Frankenstein. A minimum of seven trips of tossing the ring will be required to build Frankenstein. The group creates a system of tossing, catching, running, and building the puzzle.
Equipment
- One skeleton puzzle
- One deck tennis ring
- One storage crate or container
- Five indoor bases
Setup
Place the bases 10 to 15 feet (3.0 to 4.5 meters) apart in a straight line. Modify the distance depending on the age and ability of your students.
Five team members each stand on a different base. The remaining team members must be in the building area close to base 1. The storage crate holding the skeleton puzzle should be at the opposite end of the work area, or about 15 feet (4.5 meters) from base 5. See diagram.
Frankenstein setup.
Rules and Sacrifices
- Team members must toss the deck tennis ring from base 1 to base 2. The person on base 2 must catch the ring and successfully turn and toss it to the person on base 3. This process continues until the ring has traveled all the way to base 5 and back to base 1. If a team member drops the ring, it must be sent back to the team member who last tossed it.
- Once the ring gets back to base 1, the medic runs to the storage crate at the opposite end of the gym and brings back three bones. The medic cannot leave the building area (the lab) until the ring gets back to base 1.
- When the medic returns, he or she must give the bones to the doctors, who begin assembling the puzzle. When the doctors receive the bones, all players rotate positions. The medic goes to base 1, the person on base 1 goes to base 2, the person on base 2 goes to base 3, the person on base 3 moves to base 4, and the person on base 4 moves to base 5. The person on base 5 becomes a new doctor, and one of the doctors becomes the new medic. Team members cannot rotate positions until the medic returns to the building area with three bones.
- The ring must make seven successful round trips to get all the puzzle pieces to the building area. After the last medic has delivered the last three puzzle pieces, team members can hustle to the lab and confer about any changes they need to make to Frankenstein to make him complete. When they think that they have put Frankenstein together correctly, the last medic yells, “Lightning.” This is the signal to stop the clock. The instructor then checks the puzzle for accuracy. If the puzzle is correct, the time stands. If it is incorrect, the clock starts again as the team rearranges the bones.
This process continues until the team assembles Frankenstein correctly.
Possible Solutions
The team should communicate before the challenge starts about where teammates should position themselves to start the challenge. Certainly, a team would want the best catchers on the bases, and a teammate who is a good doctor should plan to rotate to the lab when most of the bones are there.
Conclusion of the Task
The group completes the task when the team assembles Frankenstein correctly and the clock stops.
Additions and Variations
- Allow team members to assign permanent roles so that they can match the team members' skills with the challenge.
- Lengthen or shorten the distance of the toss.
- Allow participants to bring back more or fewer bones to shorten or lengthen the time of the challenge.
Safety Considerations
This challenge presents no specific safety considerations other than the possibility that the deck tennis ring may hit someone who is not looking when a teammate tosses it.
Introductory Team Building Challenges: Riverboat Challenge
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space.
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space. This task generally has one basic solution, but groups usually use the better part of a class period to complete the challenge.
Group members transfer themselves from one end of a basketball-court-sized area to the other end without touching the floor with their bodies.
The group uses two tumbling mats (folded) to create a riverboat. The group must move the mats so that they do not come unfolded. The group must also prevent the mats from crashing to the floor.
Equipment
- Two standard-size tumbling mats
- Two small tires (preferably boat trailer tires)
- Two long jump ropes (or sash cord)
Setup
You need a long, open space the length of a standard basketball court. A wide hallway would also provide adequate work space.
Using mats as a riverboat, the team must transfer themselves from one end of the court to the other without touching the floor.
Rules and Sacrifices
- If a group member touches the floor with any part of his or her body, the entire group must go back to the starting position.
- The group must take all the equipment across the river.
- The mats must remain folded. If the mats (riverboat) fall apart, the entire group returns to the starting position.
- If a mat crashes to the floor (explodes), the group must start again.
- Group members cannot use last names or put-downs.
Possible Solutions
Generally, the group places one mat on the floor and then passes the other mat to the front. Group members move to the front mat and then lift, pass, or slide the other mat to the front and transfer themselves to the new front mat in a leapfrog manner.
Often, they use the tires as tugboats to assist in the passing of the tumbling mats. As lifeboats, the tires also offer a less crowded situation on the riverboat. Groups usually tie the jump ropes to the tires to move them more efficiently.
Conclusion of the Task
The group completes the challenge when it has successfully crossed the river with all the equipment.
Additions and Variations
- Make this task more difficult by creating obstacles in the river or requiring the group to perform a portage.
- Create a storm story whereby the group must reach certain points within time limits or risk taking on more baggage (such as additional equipment).
Safety Considerations
Students should be aware that lifting a heavy tumbling mat awkwardly or incorrectly could result in back muscle pain. Students sometimes put their feet in the tires to hop while moving the equipment; in doing so, they could fall forward and injure themselves if they are not prepared to catch themselves.
Setting Teams Up for Success: Personal Reflection
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be.
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be. Writing responses to the following questions will help students internalize how their words and actions impact those around them (see figure 2.3):
Figure 2.3 Reflection worksheet.
- Are you the kind of person others would want on their team? Why or why not?
- What character traits do you have that positively impact others?
- In what ways could you be a better teammate?
- What kind of teammate do you hope to be?
This is a personal process that shouldn't be shared with others. This activity could serve as good baseline data to be recorded in personal journals or portfolios. To measure growth, the same document should be completed at the end of the team-building unit or end of the year.
Intermediate Team Building Challenges: Frankenstein Challenge
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does.
This beat-the-clock challenge reinforces the structure of the human anatomy. It uses the same skeleton equipment as General Hospital, Emergency Room does. We do not normally make the challenges competitive in nature, but part of the fun of this challenge is trying to do it as fast as possible.
Participants attempt to put together the skeleton puzzle in the shortest time possible. The team has to earn the right to put parts of Frankenstein together by successfully tossing and catching a deck tennis ring. Each time team members have successfully passed the ring, the team gets to add three more bones to Frankenstein. A minimum of seven trips of tossing the ring will be required to build Frankenstein. The group creates a system of tossing, catching, running, and building the puzzle.
Equipment
- One skeleton puzzle
- One deck tennis ring
- One storage crate or container
- Five indoor bases
Setup
Place the bases 10 to 15 feet (3.0 to 4.5 meters) apart in a straight line. Modify the distance depending on the age and ability of your students.
Five team members each stand on a different base. The remaining team members must be in the building area close to base 1. The storage crate holding the skeleton puzzle should be at the opposite end of the work area, or about 15 feet (4.5 meters) from base 5. See diagram.
Frankenstein setup.
Rules and Sacrifices
- Team members must toss the deck tennis ring from base 1 to base 2. The person on base 2 must catch the ring and successfully turn and toss it to the person on base 3. This process continues until the ring has traveled all the way to base 5 and back to base 1. If a team member drops the ring, it must be sent back to the team member who last tossed it.
- Once the ring gets back to base 1, the medic runs to the storage crate at the opposite end of the gym and brings back three bones. The medic cannot leave the building area (the lab) until the ring gets back to base 1.
- When the medic returns, he or she must give the bones to the doctors, who begin assembling the puzzle. When the doctors receive the bones, all players rotate positions. The medic goes to base 1, the person on base 1 goes to base 2, the person on base 2 goes to base 3, the person on base 3 moves to base 4, and the person on base 4 moves to base 5. The person on base 5 becomes a new doctor, and one of the doctors becomes the new medic. Team members cannot rotate positions until the medic returns to the building area with three bones.
- The ring must make seven successful round trips to get all the puzzle pieces to the building area. After the last medic has delivered the last three puzzle pieces, team members can hustle to the lab and confer about any changes they need to make to Frankenstein to make him complete. When they think that they have put Frankenstein together correctly, the last medic yells, “Lightning.” This is the signal to stop the clock. The instructor then checks the puzzle for accuracy. If the puzzle is correct, the time stands. If it is incorrect, the clock starts again as the team rearranges the bones.
This process continues until the team assembles Frankenstein correctly.
Possible Solutions
The team should communicate before the challenge starts about where teammates should position themselves to start the challenge. Certainly, a team would want the best catchers on the bases, and a teammate who is a good doctor should plan to rotate to the lab when most of the bones are there.
Conclusion of the Task
The group completes the task when the team assembles Frankenstein correctly and the clock stops.
Additions and Variations
- Allow team members to assign permanent roles so that they can match the team members' skills with the challenge.
- Lengthen or shorten the distance of the toss.
- Allow participants to bring back more or fewer bones to shorten or lengthen the time of the challenge.
Safety Considerations
This challenge presents no specific safety considerations other than the possibility that the deck tennis ring may hit someone who is not looking when a teammate tosses it.
Introductory Team Building Challenges: Riverboat Challenge
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space.
Riverboat is an introductory challenge that requires a group to transport itself across a large, open space. This task generally has one basic solution, but groups usually use the better part of a class period to complete the challenge.
Group members transfer themselves from one end of a basketball-court-sized area to the other end without touching the floor with their bodies.
The group uses two tumbling mats (folded) to create a riverboat. The group must move the mats so that they do not come unfolded. The group must also prevent the mats from crashing to the floor.
Equipment
- Two standard-size tumbling mats
- Two small tires (preferably boat trailer tires)
- Two long jump ropes (or sash cord)
Setup
You need a long, open space the length of a standard basketball court. A wide hallway would also provide adequate work space.
Using mats as a riverboat, the team must transfer themselves from one end of the court to the other without touching the floor.
Rules and Sacrifices
- If a group member touches the floor with any part of his or her body, the entire group must go back to the starting position.
- The group must take all the equipment across the river.
- The mats must remain folded. If the mats (riverboat) fall apart, the entire group returns to the starting position.
- If a mat crashes to the floor (explodes), the group must start again.
- Group members cannot use last names or put-downs.
Possible Solutions
Generally, the group places one mat on the floor and then passes the other mat to the front. Group members move to the front mat and then lift, pass, or slide the other mat to the front and transfer themselves to the new front mat in a leapfrog manner.
Often, they use the tires as tugboats to assist in the passing of the tumbling mats. As lifeboats, the tires also offer a less crowded situation on the riverboat. Groups usually tie the jump ropes to the tires to move them more efficiently.
Conclusion of the Task
The group completes the challenge when it has successfully crossed the river with all the equipment.
Additions and Variations
- Make this task more difficult by creating obstacles in the river or requiring the group to perform a portage.
- Create a storm story whereby the group must reach certain points within time limits or risk taking on more baggage (such as additional equipment).
Safety Considerations
Students should be aware that lifting a heavy tumbling mat awkwardly or incorrectly could result in back muscle pain. Students sometimes put their feet in the tires to hop while moving the equipment; in doing so, they could fall forward and injure themselves if they are not prepared to catch themselves.
Setting Teams Up for Success: Personal Reflection
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be.
Reflection is a valuable tool to help students think about what kind of teammate they are and what kind of teammate they hope to be. Writing responses to the following questions will help students internalize how their words and actions impact those around them (see figure 2.3):
Figure 2.3 Reflection worksheet.
- Are you the kind of person others would want on their team? Why or why not?
- What character traits do you have that positively impact others?
- In what ways could you be a better teammate?
- What kind of teammate do you hope to be?
This is a personal process that shouldn't be shared with others. This activity could serve as good baseline data to be recorded in personal journals or portfolios. To measure growth, the same document should be completed at the end of the team-building unit or end of the year.
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