Are you interested in using different kinds of grouping gAmes with

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Are you interested in using different kinds of grouping gAmes with your group of young people? You might know that there are some fantastic games out there but just now you can 9t think of any. Here 9s the answer to your questions!

The ECYC Game Book is a compilation of different kinds of grouping games that have been divided into Fve categories in order to make your work easier. The games come from all over Europe and in addition to the game instructions; you will also Fnd some tips on how, when and with whom to use these games. We believe that these games really work and we hope that you will have as much fun as we 9ve had with them too.

enjoy! eCyC 3 European Confederation of Youth Clubs De Wittestraat 2 2600 Berchem (Antwerp) BELGIUM tel. +32 3231 1870 fax.

+32 3226 4085 www.ecyc.org info@ecyc.org ECYC 3 The European Confederation of Youth Clubs 3 is a European network of youth work organisations that practice and promote Open Youth Work and Non-formal Learning. ECYC promotes co-operation between members en- couraging the active involvement of young peo- ple in their community. ECYC is an international non-governmental youth organisation (INGYO) and it ... more. less.

was established in 1976. ECYC has at its heart the supporting of youth clubs and other forms of neighbourhood youth work. Getting young people involved is one of the leading principles of open youth work as delivered by ECYC members. ECYC also aims to promote intercultural learning among the young people involved in its activities. In youth clubs and youth centres, young peo- ple get an opportunity to make choices, build their con)dence, take responsibility, speak up on issues, re-assess values, and 3 just as impor- tantly 3 to have fun with other young people! Currently ECYC has Member Organisations in 28 different European countries. First edition, 2009 C75824.- a6- .-2<.- bA: Riikka Heinonen Ac367?4.-0.5.6<;: Annina Hirvonen Matias Haakana Alice Taylor Peter Wood Anna Sveinsdóttir Bjarni Þorðarson ( ) eCyC gAme Book Teambuilding games, energizers and icebreakers from Youth Clubs around Europe C75824.- a6- .-2<.- bA: Riikka Heinonen Ac367?4.-0.5.6<;: Annina Hirvonen Matias Haakana Alice Taylor Peter Wood Anna Sveinsdóttir Bjarni Þorðarson p:77/:.a-260: Mari Aholin g:a812c -.;206 & 4aA7=<: Marika Eerola C78A:201< © ECYC Reproduction of the material from this publication is authorised for non-commercial, education purposes only, provided the source is quoted. p:26<.- 26 Multiprint, Helsinki 2009, Frst edition p=b42;1.:: European Confederation of Youth Clubs (ECYC) This publication is realised with the support of the European Youth Foundation of the Council of Europe. The content of this publication does not reGect the views of the Council of Europe. [ Preface ] cGames d, cicebreakers d, cenergizers d; they 9re just doing something that makes you feel silly, aren 9t they? Well, actually, no. Within ECYC icebreakers, energizers, simulation games and similar methodologies have been used in all sorts of settings, from local youth clubs and projects to national events and international trainings and seminars. They can be used to break down barriers, to bring a group together, as a tool for learning, and of course, for some light relief when needed! When doing international projects with young people and youth workers (both volunteer and professional), games help to overcome language and cultural barriers quickly, and with a smile. In my experience as a trainer within ECYC participants are often keen to share games from their own countries, and this in itself becomes a learning opportunity 3 by enabling participants to practice skills in group facilitation (and of course language). One of the core values of ECYC is promoting the learning young people gain through their involvement in open youth work activities. Youth work plays a vital role in encouraging and supporting young people to become active citizens who contribute positively to their society. We believe that there is great value in sharing experiences of young people and youth workers across Europe, and in fact this was one of the founding aims of ECYC as an organization. This collection of games , icebreakers and energizers brings together experience and methodologies from across Europe. We hope that you Fnd it a useful tool in your youth club or project. A42c. taA47: ECYC President [ contents ] Part I ( P)(&g/gi'&l '/.1).1 ) 1. gAmes VAlue for grouping proCess ...............................10 What are the grouping games for? .............................................10 Games mean different things to different people ....................11 Good reasons to use games .........................................................12 How to choose the best game for the situation? .......................12 Physical safety of a group ............................................................13 2. BruCe tuCkmAn 9s teAm deVelopment model 3 A key to understAnding grouping proCesses And hidden leVels under them .................................................13 2.1 Forming - stage 1 ..........................................................................14 2.2 Storming - stage 2 ........................................................................14 2.3 Norming - stage 3 .........................................................................15 2.4 Performing - stage 4 .....................................................................15 2.5 Adjourning - stage 5 .....................................................................15 3. gAme CAtegories .....................................................................15 3.1 Icebreaker Games .........................................................................15 3.2 Energizer Games ..........................................................................16 3.3 Team Building Games ..................................................................16 3.4 Drama Games ...............................................................................16 3.5 Miscellaneous Games ...................................................................16 Part II ( G&-)0 ) 1 iCeBreAker gAmes ..................................................................18 1.1 Adjective Game .............................................................................18 1.2 Pick a Colour .................................................................................18 1.3 At the First Sight ..........................................................................19 1.4 The Bluff ........................................................................................20 1.5 Simon Says ....................................................................................21 1.6 The Human Knot ..........................................................................21 1.7 The Plank ......................................................................................22 1.8 Evolution .......................................................................................23 1.9 Imaginary Bunny ..........................................................................23 1.10 Killing the Fly ................................................................................24 1.11 Help ................................................................................................24 1.12 I Went to Market ..........................................................................25 1.13 Party Invitation Game .................................................................26 1.14 Step Forward If. . . ........................................................................26 1.15 Spots in Movement ......................................................................27 1.16 How Do You Do .............................................................................28 1.17 Drop the Curtain ..........................................................................29 1.18 Find Someone Who. . . .................................................................29 1.19 Choices ..........................................................................................30 1.20 To Be or Not to Be ........................................................................31 2 energizer gAmes .....................................................................32 2.1 Follow the Leader .........................................................................32 2.2 The Viking Game ..........................................................................33 2.3 Lazy Sheriff / Splat ......................................................................33 2.4 Bunny ............................................................................................34 2.5 Merry-Go-Round ..........................................................................34 2.6 The circle of life ...........................................................................35 2.7 Two Heads, Three Legs ................................................................36 2.8 Newspaper Dance .........................................................................36 2.9 Musical Chairs ..............................................................................37 2.10 Musical Statues .............................................................................37 2 .11 Wake Up Game ..............................................................................37 2.12 Fruit Salad .....................................................................................38 2.13 Ege 9s Game ....................................................................................38 2.14 Horserace ......................................................................................39 2.15 Gentleman, Horse Rider, Knight .................................................39 2.16 Flamingos and Penguins ..............................................................40 2.17 Penguins and Fishes .....................................................................40 2.18 The Princess and the Monster ....................................................41 2.19 Flag Race .......................................................................................41 2.20 Shoe Race ......................................................................................42 2.21 Balloon Race .................................................................................42 2.22 Snake Race ....................................................................................43 2.23 Bulldogs Charge ............................................................................43 2.24 Scarecrow Tag ..............................................................................44 2.25 Sticky Tag ......................................................................................44 2.26 Repetition Songs ..........................................................................45 2.27 Mar-zinga ......................................................................................45 2.28 One, two, three .............................................................................46 2.29 Finger to Finger ............................................................................47 2.30 Look down, look up ......................................................................47 2.31 Big fat pony ..................................................................................48 2.32 Sound Ball .....................................................................................48 3 teAm Building gAmes ...........................................................49 3.1 Trust Walk .....................................................................................49 3.2 Stepping Stones ............................................................................49 3.3 Aeroplane factory .........................................................................50 [ contents ] 3.4 Landmines .....................................................................................51 3.5 Speedball .......................................................................................52 3.6 Drawing Pictures ..........................................................................53 3.7 The Hugging Game .......................................................................53 3.8 The cSuper Team d Game .............................................................54 3.9 Leading the Blind .........................................................................55 3.10 Electric Fence ................................................................................55 3.11 Sit Down ........................................................................................56 3.12 Mission: Impossible! .....................................................................56 4 drAmA gAmes ............................................................................58 4.1 The Continuation Drama .............................................................58 4.2 The Mystery Drama ......................................................................58 4.3 Interpretation ...............................................................................59 4.4 Storytelling ...................................................................................60 4.5 Once Upon a Time ........................................................................60 4.6 Freeze .............................................................................................61 4.7 Genres ............................................................................................61 4.8 Animalistic Characters ................................................................62 4.9 Feeding Words ..............................................................................62 5 misCellAneous gAmes ..........................................................63 5.1 Suck and Blow ...............................................................................63 5.2 The Estonian Wedding Game ......................................................63 5.3 I Love You but I Just Can 9t Smile ................................................64 5.4 Hippopotamus ..............................................................................64 5.5 Warm Fuzzes .................................................................................65 5.6 Secret Friend .................................................................................65 5.7 Wink Murder .................................................................................66 referenCes ................................................................................68 [ IntroductIon ] In ECYC 3 the European Confederation of Youth Clubs 3 we believe that grouping games can be a signiFcant part of a successful grouping experience. In all educational activities that we organise in ECYC, the participants bring a lot of new ideas and methods with them, especially when it comes to all kinds of games they use in their work in youth clubs in different European countries. We think that this input is priceless 3 truly an important part of all the activities! The value of games is often underestimated but we believe that grouping games make it quicker and easier for the group to move towards the performing stage. It may be easier to separate ones feelings, attitudes or even opinions through grouping games. These games help the facilitator to achieve her/his goals and purposes in the learning experience. Within ECYC we began to build up a knowledge bank of games, which (unfortunately) remained in the heads of the people directly involved in seminars and activities. Therefore it was decided that we should begin to compile instructions on how to facilitate the games, icebreakers and energizers being used within ECYC, together with some of the theory behind them, to make them accessible to young people and youth workers. This presented a new challenge 3 how do you describe the noise a chicken makes, a penguin 9s walk, a song tune or a dance move in a way that will make a game understandable to people from across Europe who have never seen it played? Well, maybe the answer is to let them see it 3 the DVD that accompanies this book demonstrates some of the activities described; hopefully this will help to make the games accessible to a wider range of people. These games come from all over Europe 3 from Cyprus in the South to Greenland in the North and can be easily played all over the world 3 as long as the facilitators remember to pay attention to the target group and its needs and limitations. You will Fnd more about do 9s and don 9ts regarding grouping games in this book. I hope you enjoy using this book as much as we have enjoyed putting it together and if you have a great game that isn 9t in here, or want to share your experience of using the games 3 we 9d love to hear from you! Email us at gamebook@ecyc.org and we will make sure that your wonderful game will be included! A6626a h2:v76.6 ECYC Secretary General 1 Pedagogical content ( ) 12 / game book whAt Are the grouping gAmes for? 1. B:.a3 a6- m.4< <1. ic. Games help participants express themselves more freely. 2. g.<<260 <7 k67? eac1 o<1.: With grouping games the participants Fnd out more about each other, everything from names to their personal histories. What a great way to start a seminar! 3. B76-260 a6- B=24-260 t:=;< Games can help the group to work better together as a group. When group members become friends as well as colleagues a new form of trust has been built up. Group members learn to trust each other while playing together. 4. C(n1"ct R es(l-t"(n Games are a valuable tool in helping to resolve conGicts in a group. 5. r.v.a4 h2--.6 i;;=.; With grouping games the group Fnds out how someone is doing at the moment. The games can also be helpful when going over a reGection process. 1. Games VaLue for GrouPInG Process Introduction Games& these are just some ideas for developing the whole person. If you can show your participants that there can be a much broader view towards personal development than those put forward by more traditional teaching methods 3 they 9ll have lots of ideas of their own to put forward. Let them see that it 9s good to think outside the box. Team building games are just a part of a very wide mix of learning and development experiences that you can explore and facilitate so don 9t be afraid to try anything if it helps your participants to feel good and be good! p.<.: w77-, ECYC volunteer event organiser, UK 13 6. Ba4a6c260 Games help to balance things. Balancing can be useful when a group is facing a task or activity that asks for creativity. 7. p=;1260 l252<; With grouping games participants can test both their own limits and those of other group members, and do it in a safe environment. 8. t.ac1260 s3244; Games improve debating and interviewing skills, as well as leadership skills. 9. r.4axa<276 7: e6.:02B260 Games help to change the energy level of the group and they help members to relax after hard work. Games can also be used in waking up a sleepy group. 10. p:7b4.5 s74v260 Games can be used as tools in problem solving. 11. h.a4260 / t1.:a8A Games can be valuable tools in working through personal problems and traumas. 12. r.4.a;. / la=01 Games can let off emotions such as anger and frustration in a relatively safe manner. 13. A ga<.?aA <7 p.:;76a4 g:7?<1 Games can help serious people take themselves less seriously and help dominant people see the value of others. 14. B:.a3260 B7:.-75 a6- i6c:.a;260 e6.:0A Games can create a breakaway from a monotonous session of information sharing and decision making. Games can generate a completely new mood of energy. REF: Mitra Ardron: http://www.mitra.biz/games.shtml gAmes meAn different things to different people: " enjoyment " developing practical skills " exercise " pedagogical value e.g. keeping the participants interested and cawake d during a session 14 / game book " psychological value " Fnding one 9s own place in a group " improving the participants 9 communicative competence good reAsons to use gAmes: " Games are an easy way to make a boring subject into something more fun. " Games make learning a lot more interesting! " Games can easily turn passive participants into active ones! " In a relaxed atmosphere, participants absorb and remember things faster and more effectively. " Games encourage participants to interact and communicate. how to Choose the Best gAme for the situAtion? " Before you decide to use any game with a group of people, think about whether the activities are appropriate for all participants and the situation. " The participants should ideally enjoy the activity, learn something from it which they can apply and which will improve results. " Things that might inGuence choosing a game are such as the time available, the physical ability of the participants, being aware of the aim of using a particular game, how much room there is available, the size of the group, the resources available, the language skills of the group, the needs of the group, the age of the group and the situation and time. " Know your target group 3 is the game appropriate when thinking about cultural differences (e.g. everyone may not be OK with touching)? " For what kind of games is the venue you 9re at suitable? Are there possible risk factors (e.g. slippery Goor)? REF: www.businessballs.com (Free team building activities ideas), ECYC Study Session cTraining for Trainers in Open Youth Work d , European Youth Centre, Strasbourg, March 2006 15 physiCAl sAfety of A group One part of group activity happens on a conscious level and another on a subconscious level. By observing and analyzing the activity of the group it is possible to increase the level of consciousness. There is always so much going on inside a group that it is not possible to understand it completely. As we walk into a group, we already have some expectations on what the group may be alike. Before we actually see the group, we have it in our minds. We imagine the other group members, our own relationship with them, the group leader and our own relationship with him/her, relationships between other group members and the leader and the atmosphere inside the group. As we think about our future group, we think about issues like emotional safety, trust between group members, fun and excitement. These expectations build up on facts we know about our future group and on the other hand on common expectations on groups in general. REF: Ringer, Martin (2002) Group Action. The dynamics of groups in therapeutic, educational and corporate settings. London: Jessica Kingsley Publishers Ltd f.a:; <1a< c1a44.60. <1. 0:7=8 ;a/.<A " Fear of being abandoned " Fear of performing " Fear of losing ones face " Fear of not getting enough support from other group members " Fear of being bullied and laughed at " Fear of failure " Fear of open spaces " Fear of touching " Fear of communicating REF: Gibson and Clarke 1995, Ringer 2002, Vilkko-Riihelä 1999. 2. bruce tuckman 9s team deVeLoPment modeL 3 a key to understandInG GrouPInG Processes and hIdden LeVeLs under them A group is never stabile, it is constantly changing. Development asks for continuity of the group, a sensible division of labour and an adequate interaction between group members. A mission must be common and it is not supposed to be inconsistent with the group members 9 own values. The development of a group is not linear, but more like wavy. The group goes on, regresses and again goes on between different 16 / game book development phases. You can detect more than one development phase in a group at the same time. (Kopakkala 2005: 190.) You can see the development phases as a circle, in which every stage affects one another. It is possible to move back and forth between the phases. (Atherton 2003). The most well-known theory of the groups´ development phases was developed by Bruce Tuckman in 1965. The model originally had four stages, cForming-Storming- Norming-Performing d. Tuckman added a Ffth stage, cAdjourning d, in the 1970s. The cForming- Storming- Norming- Performing-Adjourning d theory is a helpful explanation of team development and behaviour. T-ckman 9s 0v e-stag e t eam d ev el(pm ent m( d el The progression is: 1. forming 2. storming 3. norming 4. performing 5. adjourning Here are the features of each phase: 2.1. F(rm"ng - stag e 1 According to the Tuckman theory (1965), when a group starts its activity, group members are often distressed because the situation is bizarre. Members of the group aim at orientating in to the situation. They start to deFne the task and rules of the task and are trying to Fnd an acceptable strategy. They are depending on their group leader and wait for him/her to solve the agonizing situation. (Jauhiainen & Eskola 1994: 93). In this phase the group members search for different ways and limits of co-action. Members express themselves carefully and conventionally. (Niemistö 2004: 160 3161.) 2.2 St(rm"ng - stag e 2 In this development phase the interdependency of the group is labelled with different kinds of juxtapositionings and conGicts. Members of the group try to adduce their own individualism and they may defy the development of an internal group consistency. Members of the group want strongly to share their own beliefs and disagree openly with other members and with the group leader. Disappointments towards the group may also be brought up. (Niemistö 2004: 161.) Small subgroups can build up inside a group, and they can scufGe with each other. The goals of the group may already be quite clear but the task may not proceed well, because the group is reacting in such a strong way. Communication between group members doesn 9t work well if their opinions are being ignored. (Koppinen & Pollari 1993: 33 334.) 17 2.3 N(rm"ng - stag e 3 According to Bruce Tuckman the third development phase is norming. A group develops different courses of action which promote working to achieve the goal. It is common that in a group this phase is seen as aiming towards understanding of rules, values, professional behaviour, shared methods and even taboos. During this phase the members start to trust one another. Motivation grows accordingly as the group gets deeper in to the task at hand. The group may loose its creativity if the norming behaviour becomes too strong. The norms that have been composed may absorb creativity from a group if they are conformed too servilely. In this development phase leaders tend to be more active than they have been in the previous phases. Group members may also take a bigger role in decision making and be more aware of their behaviour as a professional. (Tuckman 1965: 384 3399.) 2.4 P erf(rm"ng - stag e 4 The fourth development phase is called performing. When the group has decided its common rules and the group harmony has been built up, it is time for action. Group members have gotten to know each other at this phase so they can form a Gexible and adequate division of labour. The group has now learned to work together as a group and to take advantage of their individual differences and strengths. The group now proceeds towards common goals. There may still be conGicts inside the group, but they are solved together and considered as a good learning experience. (Koppinen & Pollari 1993: 34.) 2.5 A dj(-rn"ng - stag e 5 After achieving its goals the group then breaks apart. The corruption may be an agonizing experience for group members because they have committed themselves to the group. Members can form different subgroups which continue to stay in touch. Basically the breaking up brings up sadness. 3. Game cateGorIes 3.1 ic.b:.a3.: 0a5.; When a new group or team of people starts working together, there is often a feeling of uncertainty and discomfort. If people don 9t know each other well, the atmosphere within a group is even more insecure. An icebreaker is a facilitation exercise intended to help a group overcome fears and feelings of uncertainty. Icebreakers 18 / game book help group members in orientating into a new situation and getting to know their team mates. Icebreakers support a group on its way to become a proper team. 3.2 e6.:02B.: 0a5.; Energizer games are often used to spice up and give energy into either a new and insecure group or a group which has become tired or in which concentration is lacking, for example due to having been working for a long period of time. Rising up the energy levels is very much needed when groups´ concentration is lost. Energizers are true energy injections which relieve tensions and make the pulse beat fast. Even serious thematic wholes can be chopped into smaller pieces and a team stays energetic and alert the rest of the day. Some energizers can also be used as icebreaking games, and icebreaking games can be used as energizers. 3.3 t.a5 B=24-260 ga5.; Team bonding is a very important process in forming a well-functioning group. Team spirit is not always self-evident. Often people that are strangers to each other must be encouraged to work together as a team. Team building games that are meant for this, unite groups effectively. Encouragement and motivation are key factors in team building. Team building takes time but the end results are well worth the time that has been spent. 3.4 d:a5a 0a5.; Drama games are incredibly useful as acting and warm-up games, because they help to increase both group members 9 abilities in performance and their creative skills. Acting and improvisation is fun, inspiring and awarding. You can approach even difFcult themes by means of theatre and acting. Inside a role a person dares to do so much more. 3.5 m2;c.44a6.7=; 0a5.; These games combine elements of all the previous games and that 9s why they don 9t Ft into any particular group. The games inside this grey zone can be anything and everything. You can make variations of these games by taking some educational elements along. Games under this headline work especially well in the evening programme. 19 2 games ( ) 20 / game book 1 Icebreaker Games 1.1 AdjeCtiVe gAme Summary: This game is an effective icebreaker that helps people to introduce themselves in front of a group. It is a lot easier to learn new names by using adjectives. The Adjective Game is a great way to start a seminar. Suitable for players of age 10 and up. Group size: 5 320 players. Time: 15 330 minutes. Materials: A positive attitude. h7? <7 84aA Players are arranged so that they are standing or sitting in a circle and everyone can hear each other speak. Each person must think of a word that describes him/herself as a person. The catch is that the word must start with the Frst letter of their Frst name. For example, a participant called Fiona may choose to describe herself as 8Funny Fiona 9. Normally the game begins with the facilitator, who is also in the circle. If Fiona was the facilitator, she would start the game by turning to the person on her left and saying loudly: cHello! My name is Funny Fiona d. The person whom Fiona has just introduced herself to (let 9s call him Sam) must then turn to the person on his left and introduce both Fiona and himself by saying: cHello! This is Funny Fiona and I am Sympathetic Sam d. The third person must then turn to the fourth and say: cHello, This is Funny Fiona, this is Sympathetic Sam and I am Courageous Connie d. The basic idea is that everyone in the circle has to introduce him/herself to the next person in line, and at the same time introduce everyone else (including their chosen adjective!) who have been introduced before him/her. This continues until all of the participants have introduced themselves. The last person in the circle then has to remember everyone 9s names in order to introduce them all to the person who went Frst. 1.2 piCk A Colour Summary: Pick a Colour is an icebreaker that allows people to get to know each other. Each player takes a number of colour cards and shares facts about him/herself. Suitable for all ages. Group size: 3 312 players. 21 Time: 30 minutes 31hour. Materials: Paper cards of multiple colours. h7? <7 84aA Colour cards are poured into a bowl. Everyone in the group has to take as many or as few cards as they like from the bowl. For each card they take they have to answer a question, which depends on the colour of the card. The colours can be designated different meanings, such as: " Red card: favourite movies " Green card: favourite music " Yellow card: favourite things to do " Orange card: favourite animals " Brown card: most memorable or embarrassing moments " Blue card: wild cards (players can share anything they wish) You can be creative and choose any questions you think would be Ftting for your group. The facilitator will call out the colour topics and everyone will go around the room sharing one answer for each card. As an example: if you chose two red cards, you will have to name two of your favourite hobbies. Players continue to go around the room until each colour topic has been shared. Va:2a<276: Instead of making colour cards you can also use a deck of playing cards. Different cards can represent a different type of question. 1.3 At the first sight Summary: This game is an icebreaker in which people write their )rst impressions of each other on a large piece of paper taped to their back. At the First Sight is also an entertaining party game. Suitable for players of age 13 and up. Group size: 10 or more players. Time: 15 330 minutes. Materials: A large piece of paper or a poster board for each participant, pens and sturdy tape. h7? <7 84aA At the First Sight is a fun game in which players write their Frst impressions of the people they meet. This game works well as an icebreaker in the beginning of a seminar when there are new people present, or when people don 9t know each other that well. If some people already know each other, that 9s Fne too 3 people can simply write nice and encouraging words or adjectives to describe each other. 22 / game book Before starting to play At the First Sight, large sheets of paper and writing utensils are passed around. Each player has to write their name on the top of the paper. The sheets are taped to each player 9s back so that they can 9t see their own. Players are instructed to introduce themselves to each other and to discuss for a few moments. They then have to write an adjective (their cFrst impression d of the person they just spoke with) on each other 9s papers. After this the players continue going around and getting to know new people, repeating the process. After a while each player should have several adjectives and descriptive words listed on their sheets. In the end players introduce each other to everyone by reading the words written on their neighbour 9s paper. This should be pretty much fun, and if people play the game correctly, lots of kind things should be said about each player. Players should only write nice and encouraging words to the papers, such as cbeautiful eyes d or cgreat sense of humour d. Writing mean, rude, or critical words is forbidden. 1.4 the Bluff Summary: The Bluff is a popular icebreaker in which each person says two truths and one lie. The goal of this game is to )gure out which statement is a lie. The game also goes by the name Two Truths and a Lie. Suitable for all ages. Group size: 6 310 players. Time: 15 330 minutes. Materials: None. h7? <7 84aA All players sit in a circle. Each player prepares three statements, two of which are true and one of which is a lie. Then each player shares those three statements, in any order, to the entire group. The goal of this game is to Fgure out which statement is a lie. The rest of the group votes on each statement, and after the voting the player reveals which one was the lie. 1 Icebreaker Games 23 1.5 simon sAys Summary: Simon Says is classic icebreaker in which the leader, Simon, instructs people to do various actions. The goal is to only do something when Simon says so, and to do nothing when he doesn 9t. Simon Says is a classic kids´ game, but it can also work with adults as an icebreaker. It works well in waking up a disorientated group. Suitable for all ages. Group size: Any number of players. Time: 15 330 minutes. Materials: None. h7? <7 84aA One of the group members plays the role of Simon, and he/she stands facing the crowd. Simon explains the rules: cI am Simon. I will order you to do various actions, and you must imitate my actions. I will instruct you to do various things by saying 8Simon says, do something 9 and that something is an action like jumping up and down or waving your hand. If you do something when I haven 9t said 8Simon says 9 in the beginning of an instruction, you are eliminated for that round d. Simon proceeds the game by saying various commands and then demonstrates them to the group. Sometimes Simon begins the order with 8Simon says 9, and other times not. The commands on Simon Says can be like this: " Kneel down " Clap your hands " Jump up and down " Turn to the left or right " Shout: cSimon, you are the best! d 1.6 the humAn knot Summary: The Human Knot is a good icebreaker because it brings group members closer to one another. Playing this game is a good way to clear away tensions within the group. It is also a great method for learning the names of other group members. Group size: 10 320 players. Time: 10 320 minutes. Materials: Enough space for all the participants to form a circle whilst holding hands. h7? <7 84aA Participants make a circle, holding hands. Then the group identiFes the person in the circle whose name is alphabetically cFrst d (for example Arthur or Annie). 24 / game book The Frst player must make physical contact with the group member whose name is alphabetically second, while still keeping hold of the hands of the people standing either side of him/her in the circle. The contact can be made with any part of the body and, once made, must be held until the very end of the game. The second player now has to make contact with the player whose name occurs third alphabetically, while making sure not to break contact with the Frst player, and so on, until the last player has been reached. All through the game, players must never let go of the hands of the people who were standing on either side of them in the original circle. They must also keep contact with the people whose names are both before and after them in the alphabet. n7<.: The game should not be played with groups of people whose cultural or religious beliefs do not allow close physical contact between strangers, particularly of the opposite sex. 1.7 the plAnk Summary: The Plank is one of the games that are based on the idea of an imaginary line or a real one drawn on the *oor. In these types of games group members have to )nd their right position in the line while obeying certain rules. In this game the players have to organise themselves by their length. This game has many variations and it is very easy to )gure out more. Group size: 10 350 players. Time: 15 330 minutes. Materials: A plank, line of chairs or rope and blindfolds (optional). h7? <7 84aA Players step on a long plank (or line drawn on the Goor) and are not allowed to step off the plank at any time. They now have to organise themselves to a line (on the plank) from the tallest person to the shortest. If someone falls off the plank, they have to start again. The group can be asked to organise themselves alphabetically by Frst name, or by their age. This can be made more difFcult by not allowing players to speak, or by blindfolding some of the participants. 1 Icebreaker Games 25 1.8 eVolution Summary: The Evolution Game encourages all team members to loosen up and take part in the action. The Rock-Paper-Scissors is a well-known way to have some light- hearted fun. Everyone can easily take part in this game. The game helps to boost the energy level of the group and raises the atmosphere quickly. Group size: 10 340 players. Time: 15 345 minutes. Materials: None. h7? <7 84aA Players spread around the room at random. No talking is allowed. Everyone starts at the bottom of the evolutionary chain by being a Gy. When the game starts, participants move randomly around the room, making the appropriate actions and sounds for their current level of evolution (see below). When players meet, they play rock, paper, scissors. The winner evolves to the next level. The looser must go back one level. f4A = run around quickly, keeping your elbows close to your body and wave your hands up and down and make a BZZZZZZZZZZZZZZZZ noise. C12c3.6 = walk around in a crouched position, making Gapping wing shapes with your arms and a clucking noise. m763.A = Walk bent forward, hang your arms down and swing them around while making a sound like a monkey. h=5a6 = Walk tall and proud! Participants should be as loud and dramatic as possible. A prize could be offered for the best performance. 1.9 imAginAry Bunny Summary: Imaginary Bunny is meant for relatively small groups so that each group member gets to practice their skills in mime. Carrying the imaginary bunny from one player to another is great fun. The further the game goes the more you need creativity in )nding new kissing spots. Warning: the game can turn a little cheeky among a group of adults. Group size: 8 310 players. Time: 15 minutes. Materials: None. h7? <7 84aA Players are sitting in a circle. An imaginary bunny (everyone has to imagine holding a little bunny in their hands) is passed around and each player has to kiss the bunny on any place they want to. They have to say where they are kissing the bunny, e.g. cI 26 / game book will kiss the bunny on the cheek d. They cannot kiss the bunny on a place that has already been kissed. When everyone has kissed the bunny, the second round starts. The people in the circle have to kiss the person sitting on the left on the same place where they kissed the bunny. 1.10 killing the fly Summary: Killing the *y is a hilarious icebreaker. You need to have quick reactions and a good memory to succeed in this game. Although memorizing the names wouldn 9t be your favourite sport, with this game you 9ll learn names easily. Killing the *y is an energetic game and can be used in the beginning of a seminar. Group size: 8 320 players. Time: 10 320 minutes. Materials: A newspaper. h7? <7 84aA Players are standing in a circle. One of the participants is standing in the middle of the circle and is trying to hit someone (gently) with a rolled newspaper (or something similar). If the person he/she is trying to hit manages to say the name of someone else standing in the circle, the cGy killer d has to go after that person. If the person whose name was said doesn 9t manage to say someone else 9s name, he/she becomes the cGy killer d and has to go to the middle of the circle. This game is ideal for learning everyone 9s names. 1.11 help Summary: The main purpose of this game is to memorize the names of the group members. The game improves team spirit and the group members´ skills in mime. Group size: 8 320 players. Time: 10 320 minutes. Materials: None. 1 Icebreaker Games 27 h7? <7 84aA Participants have to form a wide circle (plenty of room is needed). The facilitator starts the game by raising his/her arms, extending them as if he/she was asking for help (without actually saying the word) and making eye contact with the player he/ she wants help from. That player must then call out the facilitator 9s name and when that happens, the facilitator starts to walk towards them. While he/she is walking towards the player, that player must call someone else for help in the same manner as before. If the player is touched by the facilitator before he/she manages to make someone else help him/her, he is out of the game. A player is also out of the game if he/she gets a player 9s name wrong, or asks help from the person next to him. The game is over when there are only 4 or 5 people left and it 9s impossible to continue. t28;: Some less demanding name games could be played before playing this one. If the group is big, two circles can be formed so that everyone can see the other players 9 eyes. 1.12 i went to mArket Summary: In this game you have to focus on what other players are saying. At the same time you can think what you could have bought yourself. This game is a good way of memorizing the names of the group members, and players who are not natives can also come up with some new words. If someone doesn 9t understand a word that 9s been used, they can ask for an explanation in the middle of the game. Group size: 6 312 players. Time: 15 minutes. Materials: None. h7? <7 84aA Players are standing or sitting in a circle. The facilitator starts the game by saying: cMy name is X and I went to market and bought a jacket d (or any other object). The person on his/her right must then say: cThis is X, she bought a jacket. My name is Y and I bought an apple d (or any other object). This goes on with each player introducing the ones who have gone to the market before them as well as themselves, until the last person must introduce everybody! This works better if the group is not too big. This can also be played without introducing names, just as a word game. 28 / game book 1.13 pArty inVitAtion gAme Summary: You have to stay alert in this game because every player has to solve a mystery to get in to an imaginary party. Group size: 10 320 players. Time: 15 minutes. Materials: As many chairs as you have group members. h7? <7 84aA Everyone is standing or sitting in a circle. The facilitator starts the game by saying: cI 9m going to a party and will bring with me a cat. d The next person must then think of an object to bring to the party. The facilitator will tell them if they can come to the party or not. Before the game starts the facilitator should decide what the criterion for getting an invitation is (for example only words ending with a T or only animals). Participants who guess the criterion stay in the game and keep bringing along objects which match the criteria until everybody gets an invitation to the party. 1.14 step forwArd if. . . Summary: This exercise can be used to demonstrate the commonalities or diversities within a group. This can help group facilitators to understand the diverse backgrounds of the group before beginning the main activity. Group size: 15 players. Time: 30 minutes + 30 minutes 31 hour for re*ection (If the facilitator has chosen to use this game as a bridge to sensitive topics). Materials: Enough space for all the participants to form a circle. h7? <7 84aA Players form a circle with everyone facing each other. The facilitator asks people to step forward in to the circle if they feel that they meet a certain criterion. For example: cStep forward if this is your Frst time at an international event d. After staying forward long enough for the rest of the group to see them, players can step back to their original places in the circle. Another question is then asked, and so on. It can give a nice feeling amongst the group members if a round of applause was given for those who step forward. 1 Icebreaker Games 29 t28: Offensive or sensitive topics should be avoided, especially with people who do not know each other very well yet. exa584. ;<a<.5.6<;: Step forward if. . . - You are a man - You are a woman - This is your Frst international meeting - You play a musical instrument - You travelled here by train - You have clear expectations for this meeting - This is your Frst time in (country / city of seminar) - You are single - You will have a birthday during the seminar - You have a tattoo or a piercing - You know what the Youth In Action Programme is 1.15 spots in moVement Summary: Music helps to create a pleasant atmosphere for playing games, and it also helps players to express themselves more spontaneously. Music doesn 9t play the main role in this game but it makes a rather simple game more interesting. There are a lot of variations of this game. You can for example dance along with the music instead of walking. Group size: 10 or more players. Time: 10 320 minutes. Materials: Large open space for a lot of movement and possibly some running around. h7? <7 84aA The players move freely around the room while some music is played in the background. The facilitator stops the music and asks the participants to do an immediate task. For example: cEveryone must shake hands with as many people as possible in the next 10 seconds d. The group members must immediately perform the task. When the music starts again, participants return to moving around the room until the next instruction is given. The tasks can be tailored towards a particular theme of the activity or abilities of the players. This exercise can also be used as a way of dividing players into groups of a particular size. exa584. <a;3;: - Shake hands with as many people as possible - Touch the 4 walls of the room 30 / game book - Get into a group of people with the same hair (or eye) colour as you - Get into groups of the same month of birth - Get into groups of 4 and make one Gy - Get into groups of 3 and share expectations t28: Since the exercise can involve some fast movements, attention should be paid to the safety of the participants. The tasks can be tailored to take into account anyone with mobility problems or other disabilities. 1.16 how do you do Summary: This game is one of the many variations of the game Spots in movement. It reminds us of a true life cocktail party where we meet prestigious guests. The game reveals players 9 attitudes, values and dreams. Deep meaningful questions open up players 9 beliefs. The questions of this game can also be chosen to deal with some exact theme. Group size: 10 or more players. Time: 10 320 minutes. Materials: None. h7? <7 84aA The players move freely around the room. Some music is played in the background. When the music stops the facilitator asks the participants to Fnd their nearest player and introduce themselves by shaking hands and saying: cHow do you do? My name is . . . d. The facilitator then poses a question and each player must share the answer to the question with his/her pair. When the music is restarted the players continue to move freely around the room until the whole process is repeated again with a new question and new pairs of players. The questions can be tailored to the theme of the seminar. exa584. q=.;<276;: - If I was youth minister for my country I would. . . - If I won 10 million euro on the lottery I would. . . - If I wrote a book it would be about. . . - My favourite place is. . . - When I go home from this meeting I want. . . 1 Icebreaker Games 31 1.17 drop the CurtAin Summary: This speedy name game is a great way to boost the energy level of a group. It 9s also a good way to introduce group members to one another. After playing this game everyone surely remembers who is who. Group size: 10 320 players. Time: 15 minutes. Materials: cA curtain d (A blanket, or a sheet etc.) h7? <7 84aA The group is split into two teams and the facilitator holds up a curtain, blanket or sheet between teams. It is important that no one from either team can see the other side. The teams are asked to nominate one player to come to the front. When the players are at the front, the facilitator drops the curtain. The players at the front must then shout out the name of the player opposite them as quickly as possible. The person who shouts second (or can 9t remember) must then join the other team. The game ends when everyone has had a go or one team looses all its members. 1.18 find someone who. . . Summary: Find someone who& is an icebreaker in which people are asked to mingle and )nd people that match certain given facts. With this game players can discover humorous and interesting facts about each other. Suitable for players of age 12 and up. Group size: 10 340 players. Time: 20 340 minutes Materials: Pieces of paper with different statements for every player. h7? <7 84aA Each player is given a sheet of paper with a number of different categories or statements. Each participant must then talk to all the other participants in order to Fnd people whom the statements apply to. A player has Fnished when he/she has written at least one name against each of the statements. These categories can be general or speciFc to the participants or topic. To make the game harder, you can make a rule that a person cannot have the same name twice on his/her sheet of paper, nor use his/her own name! exa584. q=.;<276;: Find someone who. . . - Had cereal for breakfast - Has been to a seminar before - Had been to the city where the seminar is being held before 32 / game book - Can name a human right - Voted in the last election - Speaks more than two languages - Enjoys walking in the rain - Has been to Australia - Has a rare hobby of being a bungee jumper - Has four brothers - Has gone without a shower for more than three days 1.19 ChoiCes Summary: This game can be used to raise discussion on different issues by making people choose what they think and then justify their choice. The statements below are funny ones but this can be also played on different themes that are more serious. Group size: 10 or more players. Time: 30 minutes. Materials: Masking tape. h7? <7 84aA A line is made on the Goor with masking tape with one end of the line saying cI agree d and the other saying cI disagree d. The facilitator makes statements and the players have to go on either end of the line depending on the choice they would make about the statements. You can ask some participants to explain their choices if you wish. exa584.; 7/ c172c.;: I would rather. . . - Listen to Kylie Minogue than Madonna - Watch soap opera than the news - Live near the mountains than near the beach - Eat pizza than Mexican food - Wear the colour blue than the colour red - Play tennis than go swimming - Holiday at Disneyland than Ibiza - Go to a rock concert than the opera - Read a book than go to the movies - Watch a horror movie than a romantic one 1 Icebreaker Games 33 1.20 to Be or not to Be Summary: It 9s always easier to tell something about yourself when you 9re asked questions. If you ask someone to introduce themselves, they usually tell you very little. By means of an interview, you 9ll get to dig deeper into the backgrounds of group members. Group size: 8 316 players. Time: 20 340 minutes. Materials: Post-it notes. h7? <7 84aA The facilitator asks players to form pairs with people who they have not met before. Each player is handed 10 post-it notes or pieces of paper and a pen. The players must ask their pairs: cWho are you? d ten times and write down the answers on the post-it notes or paper (one answer per paper) until all the papers have an answer written on them. Each answer to the question cWho are you? d should be different. Once this has been done, players should give the papers to their partner (so that everybody has their own answers). Then the players form groups of four (pairs must not be in the same group) and everyone introduces themselves based on the answers on the papers. After the game the players could discuss how it felt to answer the questions, what they wanted others to know, and if there was anything that they did not want to share. 34 / game book 2.1 follow the leAder Summary: Follow the Leader is an action game in which people try to imitate the leader 9s actions and the person in the centre attempts to identify who is the originator of the actions. Follow the Leader is a game of great fun as players try to copy the leader 9s funny movements. The game serves as a good energizer or warm-up activity that needs no preparation. Suitable for players of age 8 and up. Group size: 8 316 players. Time: 15 330 minutes. Materials: None. Find a large open space, either indoors or outdoors. h7? <7 84aA Players are standing in a circle, facing each other. One player is asked to leave the room for a minute. This player will be the guesser for the round. While he/she is gone, the group decides who will be the leader. The leader will be the one who sets the movements for that round. When the leader has been chosen, the guesser is called back in. The guesser stands in the centre of the circle. When the round begins, everyone starts swinging their arms up and down. The leader will eventually begin to do other movements, and everyone else mimics the leader 9s actions, without being too obvious to reveal who the leader is. The leader can do just about anything he/she wants, such as: " clapping " making a kicking motion with his or her leg " jumping up and down " singing a line from a song " patting his or her own head " a dance move Everyone in the circle should be careful to avoid prolonged eye contact with the leader, so the leader 9s identity is not given away. The guesser must keep turning his/her head to try to Fgure out which person is the leader. The guesser is allowed to make up to three guesses. If the guess is incorrect, the round continues. If the guess is correct, the leader becomes the new guesser for the next round. If all three guesses are used and the leader is not correctly guessed, the round ends and you can either keep the same guesser or switch him/her. 2 enerGIzer Games 35 2.2 the Viking gAme Summary: In this game you truly get to shout and yell! As the game goes on, the group achieves an energetic and wild atmosphere, and is ready for future trials. Group size: 10 or more players. Time: 15 minutes. Materials: None. h7? <7 84aA Everyone stands in a circle. The facilitator starts by throwing an imaginary axe to somebody across the circle. The axe is thrown by putting your hands together over your head and making throwing motion and at the same time shouting a loud Viking roar (a sound like Venus Williams or John McEnroe make when they hit the tennis ball). The louder the roar, the better. The player throwing the axe must have good eye contact with the player he/she is throwing the axe to. The catcher catches the axe by putting his/her hands together and raising them over his/her head (the reverse action of throwing the axe). While doing this, he/she should also roar. As the axe is caught, the players standing on either side of the catcher must put their hands together, imitating a sword, and make a motion as if to cut the catcher of the axe across his/her stomach. The player with the axe then throws the axe to a new player in the circle. Players are out of the game if they make the wrong actions, forget to make the actions, or do not make them in time. The game ends when there are too few people left to carry on properly. 2.3 lAzy sheriff / splAt Summary: This game 9s variations are familiar to everybody. The player standing in the middle of a circle has to aim at a player, who then has to react fast. The players standing on both sides of the player that has been cshot d have a reaction competition. If both of them are as fast, the game continues. The people who fail to react quickly enough drop off with style and the dropping ones get cheered at. This game lifts up team spirit and gives good vibes for everyone playing the game. Group size: 10 or more players. Time: 15 minutes. Materials: None. h7? <7 84aA Everyone stands in a circle with one person in the middle. The person in the middle spins around and points at someone with both hands and shouts: csplat d. The person who is pointed at ducks down and the two people on either side of him/her turn and 8shoot 9 each other. The slower one is out of the game. The game continues until 36 / game book there are only two people left and ends with a shoot-off in the style of a cowboy movie. T"ps f(r h(l d"ng a sh((t-(ff: The leader of the game can announce a certain number which is a shooting permission for last Fghters. For example, if the number is 6, the players keep walking further away from each other until they hear the correct number. When they hear it, they turn around and shoot. 5, 14, 7, 3, 2, 6, PANG! 2.4 Bunny Summary: This game works as a silly energizer in the middle of a long day. Group size: 10 340 players. Time: 15 330 minutes. Materials: None. h7? <7 84aA The group is standing in a circle. One of the players starts the game by putting his/ her index Fngers and middle Fngers on top of his/her head as rabbit 9s ears, and says: cBunny-bunny-bunny-bunny d. The players standing on both sides of him/her do the same but only with one hand (the one closer to the player saying bunny-bunny) and without the sound. They should all move the Fngers as if making quotation marks, to simulate twitching bunny ears. After the player in the middle is Fnished with his/her cbunny-bunny d act, he/she has to point at another player across the circle. That player and the two players standing next to her/him have to do as before. If you 9re not fast enough, you 9re out of the game. This goes on until the ultimate bunny master (= the last one standing) has been found. 2.5 MeRRy-Go-RouNd Summary: You get to run around and smooch a lot in this game. Group size: 10 320 players. Time: 15 minutes. Materials: None. 2 enerGIzer Games 37 h7? <7 84aA Players form a circle with one player in the centre. The player in the centre turns around in circles and points at someone as he/she stops. The player who was pointed at and the player standing on his/her left now have to run in opposite directions around the outside of the circle. The player who started in the centre takes the place of the person he/she pointed at, leaving only one space free. As the runners race around the outside of the circle, they must stop and give each other a kiss on each cheek as they pass before carrying on the race to occupy the free spot left in the circle. The runner who does not manage to reach the free space becomes the new 8pointer 9 and goes to the centre of the circle to choose the next runners. The game can be made more difFcult by putting two people in the centre so that 4 people are running simultaneously. 2.6 the CirCle of life Summary: This is a game that works best outdoors, but it can also be played indoors if there is enough space. Group size: 10 320 players. Time: 10 320 minutes. Materials: A scarf. h7? <7 84aA Participants are standing in a circle. One participant walks slowly around the outside of the circle and makes a sign with a scarf (or something similar) by waving it between two people chosen at random. These two people have to run in opposite directions around the outside of the circle until they meet half way round and perform a speciFed action before continuing back to their starting positions. The things they have to do at the meeting point are: 1. BABY 3 they have to tickle each other under the chin 2. KID 3 they give each other a high Fve i.e. clap each others hands 3. TEENAGER 3 they have to give each other a kiss on the cheek (or somewhere else on the face) 4. ADULT 3 they have to shake hands 5. SENIORS 3 They walk around the circle, NOT run, imitating a sore back and the use of a walking stick. When they meet they pat each other on the back. The one who reaches the starting point Frst is the winner and chooses the next two competitors. The previous cchooser d joins the circle in place of the

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