national student learning programme .
z
a
compendium of
training games
games guide
1
introduction
Welcome to the newly revised, updated and best ever edition of the NSLP Games Guide! The ultimate training tool, this guide offers a diverse range of games and exercises to cover all training
scenarios.
The games in this guide have been organised alphabetically. As well as the instructions, information
about each game covers the following:
type and purpose of game
Is it an icebreaker or energiser? Can the game be used in a team-building capacity, to form subgroups, to illustrate effective communication and listening or to review learning objectives at the
end of a session?
Each explanation contains a brief summary as to what the purpose of the game is.
learning styles and preferences
In order to help you plan your training session as effectively as possible, we have referenced which
learning styles and preferences would get the most out of a game.
The symbols to watch out for here are:
Activist
Pragmatist
Theorist
Reflector
Games that are more appropriate for auditory, visual, or kinesthetic learning are clearly indicated by
the relevant word(s) being circled.
group size and timing
As many of us are aware, some games will work wonderfully with a large number of participants and
fail dismally when there are only a few participants. With this in mind, an indication as to the most
appropriate number of delegates to be involved in a game will help you to select which games to use.
An estimation of the timing needed to carry out a game is also important information when
planning your session.
materials
Don’t forget to get any materials ready in advance for any games that you plan to use. Familiarise
yourself completely with all the materials needed to ensure that you will be properly prepared when
the time comes.
2
games guide
considerations when planning games
what type of game do I need?
Consider what game you need carefully before integrating it into your session. What message are
you trying to convey? Does the game highlight this message sufficiently? Make sure you do not
leave your trainees wandering why they have done an exercise. Everything in the training, including
the games, should fit together to form a complete session. Make sure that the game links to the
learning objectives of the session. Don’t just choose a random game that has no specific meaning.
consider the following when selecting an energiser:
• Energisers, as the name suggests, are used to revitalise and awaken trainees. Ideally they can be
integrated into training after a large amount of information has been delivered, or after a meal
when participants may be feeling sluggish and tired.
• Energisers are also a fantastic way to switch attention from one topic to a completely different one.
As a trainer it is important to be perceptive to the mood of the group, and adapt accordingly. If you
notice the group is somewhat unresponsive, a short sharp energiser can do wanders in lifting the
mood of the group. Such a game does not have to take a lot of time out of your session.
Sometimes the shorter games can be the most efficient.
• When you prepare your training, analyse the structure of the session. Highlight areas where large
chunks of information are being conveyed. Be sure to include some energisers or attention switchers to ensure that trainees remain switched on and involved in what you have to say.
consider the following when selecting an ice-breaker:
• Icebreakers help to set the scene, relax the environment and engage your participants, as well as
creating the first impression for your entire session. Successful use of icebreakers can grab the
attention of your trainees and assist them in full participation.
• Learning is largely a social activity that can often place the delegate in an exposed position.
Icebreakers give participants the opportunity to find out a little more about each other thereby
creating a degree of familiarity before starting on the main session objectives. By doing this, delegates are more likely to be in a mindful state and open to learning.
• Choose your icebreaker carefully. Consider your environment, group dynamics and the topic of your
training, as these should all link together to create a holistic training session. Remember that the
right choice can make for a session filled with impact and meaning.
consider the following when selecting a review or
closing game:
• It is important to remember that review is an essential part to any training session. Without a
review, very little of the information you have imparted would be remembered. The use of games
in the closing of your session can be an excellent way to go over what has been learnt.
• Ultimately, closers should be fun, interactive and lively. Trainees should leave on a high, feeling
games guide
3
motivated and encouraged by the session they have just experienced. An effective closing game
helps participants to summarise what they have learnt and take away vital information. If the
game is effective, it can act as a future trigger for trainees trying to remember the core details of
the session.
• Closers do not need to be long. Often a shorter game can have more impact. The game should be
logical, with clear meaning and purpose. Essentially such games are purely a summation of what
has already been covered. New points do not need to be highlighted at this stage.
explanation
It is important to inform the group as to why you are using a particular game. Is it an energiser or
an icebreaker? Are you setting a scene or reviewing what has been learn? Those who have preference to the pragmatic learning style will appreciate knowing why they are playing the game.
Games should always have a clear and definite purpose. The meaning of the game should always be
explained to your trainees, either before or after the game has been played. A concise briefing
beforehand, and a logical debriefing afterwards helps to keep trainees informed, and this in turn
will maintain their level of interest.
timings
While many games can be meaningfully ended early – and all games can be abandoned – this is
rarely a satisfactory option, and may annoy those employing a long-term strategy. If it is important,
mention to the group how long you expect the game to last. This ensures that everyone is prepared
for what is to come. And don’t forget that the number of participants will affect the length of time
it takes to run a game as the larger the number, the longer the game will take.
resource and space
Before the game begins, ensure you have all the resources you may need to play the game. Do you
need overhead projectors or flip charts? Not all games are suited to every training environment. It
is best to view your available space before deciding on the games that you are to play. Should this
not be possible, ensure you have some back-up games – in case the ones you have chosen are not
suitable. Also make sure that the environment is safe for the activities you plan to carry out.
Double-check everything before you begin your session.
keep the briefing brief…….
Many trainers have a tendency to give too much detail in the explanation, often because they wish
to point participants in the right direction. However, any advice about how the game should be
played undermines the purpose in playing it – i.e. players learn by doing rather than listening. In
your briefing, you should aim to tell the players everything about the mechanics of the game, but
nothing about the strategy.
4
games guide
….. and don’t skip the debriefing
Different players will have different experiences of the game – some may have had different roles,
and some will have been more effective than others. Participants should be allowed a chance to discuss their own experiences so as to encourage a holistic learning experience for the entire group.
keep to the rules
The person you are trying to help will invariably recognise what you are doing and feel even worse.
They will not be able to tell if any improvement in their position is a result of their own efforts or
because of your assistance. Remember that the benefit of running training is that it transfers the
power from the trainer to the participants, and this should include the power to make mistakes. As
a trainer you should simply monitor the game. If you feel someone is not coping, find an effective
yet subtle way to end the game.
access requirements
As a trainer, it is essential that you start any session by highlighting that delegates can let you
know at any time whether any exercise or game is unsuitable for them owing to access limitations.
Whilst you would hopefully have knowledge of any such issues from booking forms, never presume
that this is the case. And, don’t forget that access requirements are not always visible.
Always provide the opportunity for people to sit out. It is essential to be prepared to play a different game with no notice, should you find yourself in this situation. Remember that not all games
suit all scenarios. Whilst Winking Murders avoids mobility restrictions, this would not be suitable for
a delegate who is visually impaired.
Should you find yourself in this situation, it may also be worth having a quiet word with the
person concerned. If this is approached from the right angle, they may be able to suggest some
new games.
include different learning styles
Keep foremost in your mind the fact that everyone likes to learn differently. The learning styles
have an important impact on the usefulness of games. Naturally not every game can appeal to all
learning styles. However, it is important to ensure that you deliver a balanced training session that
will appeal to all the different styles at some point in the delivery.
enjoy, and happy training!
games guide
a
a-z review
type of game: review and close
learning styles and preferences:
purpose:
group size:
timings:
materials:
visual
to encourage reflection on the session and what has been learnt
4 upward
10 minutes
flipchart paper and pens
instructions:
The trainer needs to prepare by writing the alphabet down the left hand side of pieces of flip chart
paper with approximately 5 letters on each page. These are then placed around the room where they
are accessible for all participants. Delegates have a fixed amount of time to go around the room and
write something about the training session that starts with that particular letter of the alphabet, and
to continue doing this until there is something next to each letter.
training tip:
Participants are expected, and will need to be creative with their responses for certain letters in the alphabet.
action line
type of game: communication
learning styles and preferences:
purpose:
group size:
timing:
materials:
visual
highlights the importance of effective communication and how easily we can
mis-communicate a message.
6 upward
3-6 minutes
none
instructions:
Ask the group to stand at in a line, all facing one direction, looking at the person’s back in front of
them. Explain that you will begin the game by going to the back of the line and tapping the person
on the shoulder. Only that person should turn around to watch you perform an action. Once they
have witnessed the action, they must tap the next person on the shoulder who will the watch them
performing the action as exactly as possible. This procedure should continue up the line. The final
a
games guide
person should demonstrate what s/he saw to the entire group, as well as what they believe the
action actually is. It is always interesting to note how the final action differs from the first. The
person who began the action should re-enact the initial action to show what has changed. Ideas for
miming actions are:
• Washing a car
• Cleaning an elephant
• Throwing a ball
• Chopping vegetables
action names
type of game: ice-breaker
learning styles and preferences:
purpose:
group size:
timing:
materials:
auditory
visual
To get everybody moving about and energised, as well as introducing one another in
an active and memorable way
minimum of 5
5 minutes
none
instructions:
Gather the group together in a circle. Each member gets a turn to announce their name and a corresponding action. The action must begin with the same alphabetic letter as the first letter of each
name. E.g. my name is Jack and I like Jumping. The person announcing this action must actually do
the action.
variation:
So that members of the group remember each other’s names, the game can be continued by asking
members to announce someone else’s name and the corresponding action. This will take place when
you have gone around the group at least once. So for example:
“ I am Jack and I like Jumping (jump). I am pleased to meet Mary and she likes Marching (march)”
Allow members to randomly choose anyone in the group, but make sure that everyone chooses
someone different each time.
games guide
a
airplanes
type of game: energiser, review
learning styles and preferences: all suited
group size: 6 upwards, and participants work individually
timings:
10 minutes
materials:
pens and paper
instructions:
Make sure that each delegate has a piece of A4 paper and a pen. Explain that each person is to
write a fact about themselves on one side of the paper without discussing this or showing other
people in the room. Next, everyone is to make their piece of paper into a paper airplane. Once this
is done, get delegates to line up down one side of the room. Explain that, on the count of 3, everyone has to throw their airplane over to the other side of the room. Then delegates need to pick up
another airplane, trying to make sure that they do not get their own one.
Everyone then takes turns reading out the fact in their airplane and trying to guess who this particular statement applies to.
training tip/variation:
This is a great energiser when a group has started to get to know each other. Don’t be tempted to
use this on a new group, as it will not work.
This exercise can also be adapted to use to review a session. Ask delegates to come up with a question around something that has been covered within the training session, and write that in their
airplane. Delegates have to answer the question in the airplane that they pick up.
air-raid shelter communication
type of game: communication
learning styles and preferences:
purpose:
group size:
timing:
materials:
visual
kinesthetic
provides group with the opportunity to communicate effectively with one
another. Emphasises the importance of efficient decision making.
groups of 8 - 10
15 minutes
post-it notes with stereotype roles written on each.
a
games guide
instructions:
Write names of stereotypical roles on pieces of paper, e.g. doctor, athlete, teacher, movie star,
mother/housewife, etc. Ask each member of the group to pick a role from a hat. Then explain to the
group that they are in an air-raid shelter after an atom bomb has fallen. There is only food and
space availability for six people. Each group member must argue as to why he or she should be
allowed to survive. A group decision must then be made as to who will go and who will stay. No suicides or murders are allowed. Set a time limit for the decision.
After the time limit is reached, bring the groups together to debrief the exercise. Discuss how the
group interacted in making the decision. Did people in the group play and active or a passive role?
How satisfied was each person with his or her role?
variations:
Instead of an air-raid shelter, use a life raft, desert island or spaceship. Add incidents, accidents,
rituals and ceremonies as you please.
animals
type of game: energiser, forming sub-groups
learning styles and preferences:
purpose:
group size:
timing:
to energise the group, gets everybody moving around. Can also be used to re-organise
or re-group delegates
6 and more
approx. 5 minutes
instructions:
Ask the group to arrange themselves and their chairs in a circle. Allow them thirty seconds to think
of an animal. Once they have done this, go around the group asking everyone to call out their animal. Ensure there is one less chair than there are people. (The number of people may include the
trainer) Stand in the middle of the group and call out a characteristic that is common to a number
of the chosen animals. If the participants’ animal has that characteristic they must swap seats. The
trainer should also find a seat. This will leave one person standing. They must then continue the
game by thinking of another characteristic. This can continue for as long as the trainer sees fit.
training tip/variations:
Use types of fruit instead of animals. Allocate fruit names such that three or four people have the
same fruit. Names of fruit are then called out, instead of characteristics
Themes can be introduced instead. E.g. Cars, holidays, objects. Items can then be grouped though
similar adjectives, such as “all yellow objects”, etc.
games guide
a
alphabet game 1Type of Game: mental energiser, review game
type of game: mental energiser, review
learning styles and preferences: suitable for all
purpose:
to energise the group, and create active minds
group size: any number
timing:
5 minutes
materials:
none or flipchart and pens
instructions:
Go around the group. Each person has to name something in the room that corresponds with a
letter of the alphabet, starting with the Letter ‘A’, and then working sequentially around the
group. Participants will have more than one chance to think of something as you go through the
entire alphabet. If you decide to make it more complicated, you could then go backwards
through the alphabet.
variation:
This game can work exceptionally well as a review. In this case, participants must think of relevant
words relating to the training they have just received. Again these phrases must correspond to the
letter of the alphabet on which they are on. It may work well to get the team to write the alphabet
on flipchart paper. This way it can be pinned up around the room as a further reminder.
alphabet game 2Ty
type of game: energiser
learning styles and preferences:
game will need to be adapted for participants with restricted mobility
purpose:
group size:
timing:
materials:
game is an excellent energiser. Works brilliantly to wake a group up after a meal or a
heavy session
8 upward
3 - 5minutes
flipchart paper and pens
instructions:
Before the game begins, write the alphabet on a piece of flip chart paper. Next to each letter write
either “L”, “R” or “B”, representing left, right or both. This may be randomly written, although
there should be roughly the same number of each letter.
When you wish the game to begin, ask participants to stand up and space apart so that no one will
b
games guide
knock into another. Explain that as you call out a letter of the alphabet, they should follow with a
star-jump type movement, protruding the side of their body that corresponds with the instruction
on the flip chart. For instance, if you have written a “L” next to the letter “A”, participants should
stick out their left arm and leg when the tutor shouts the letter “A”. ( the letter “B” stands for
“Both” and a full star-jump should follow) This game works best if the trainer calls the letters of
the alphabet out quickly.
variations:
If you prefer, use the numbers 1, 2 and 3 instead of L, R and B. The trainer must then explain which
number refers to each body part.
bridges
type of game: energiser, forming sub-groups
learning styles and preferences: all suited
not suitable for delegates with restricted mobility.
group size:
timing:
materials:
5-10
2-5 minutes
chairs
instructions:
Ask the group to arrange their chairs in a line so that they are all touching. Ask the group to
stand on their chairs. Then ask them to arrange themselves in alphabetical order without stepping off the chairs.
training tip/variations:
This game can be played without chairs, providing you have some form of creating a straight line
(e.g. Masking tape, etc.)
You can also ask the group to arrange themselves according to:
• height
• shoe size
• birthday
• miles traveled to venue, etc.
To demonstrate, non-verbal communication, you may ask the group to arrange themselves without
speaking.
games guide
d
design a flag
type of game: team-building, communication
learning styles and preferences:
purpose:
group size:
timings:
materials:
visual
to generate discussion. A very good game to get delegates to focus on possible issues
that may need to be discussed in the session, or to share information about each
other
3–6
10 minutes
flip chart paper and pens
instructions:
The object of the exercise is simply to design a flag that symbolises the group. The trainer may wish
to split delegates into their unions, and use this as an opportunity to share information with the
rest of the group to identify what each union is doing or encountering problems with. Alternatively,
this can work well splitting into random groups and explaining that delegates have an allocated
amount of time to design a flag that illustrates each person’s favourite pastime and what they hope
to get out of the training session, for example.
training tips/variations:
This is a great game for adapting both to suit the delegates present and what the trainer wants to
get out of the session. Questions can either be complete random and geared towards getting to
know each other, or can be worded with the intention of getting participants to start to think about
the session topic(s).
Instead of flags, tell delegates to come up with shields, a coat-of-arms, or a logo.
did you catch that name?
ice-breaker, energiser
learning styles and preferences: suitable for all, especially
Not suitable for participants with mobility restrictions
purpose:
group size:
timing:
materials:
An active way for a group to be energised while learning names.
5 or more
2 – 5 minutes
A small soft ball, such as a tennis ball or hacky sack
d
games guide
instructions:
Assemble the group in a circle. Ask everyone to say their name and where they come from as you go
around the circle. Then introduce the ball to the circle. Announce that each person must say their
own name first, and then as they throw the ball, call out the person’s name to which they are
throwing the ball.
E.g. ‘My name is Benjamin. I throw to Jessica.’ Then Jessica would continue by saying ‘Thanks
Benjamin, my name is Jessica and I throw to Adrian.’
training tip
Ensure that everyone is fully included in this game, and that the group knows each other by the end
of the game. The tutor is able to control the speed of the game, and can also ‘up the pace’ by making sure that delegates don’t pause before saying someone’s name.
It can also work well for the tutor to participate in this game.
ditloids
type of game: problem-solving, review
learning styles and preferences: suited to all, especially
purpose:
to encourage mental stimulation and group discussion.
group sizes: 3 upwards, depending on number of delegates present.
timings:
approximately 10 minutes, but this depends on trainer’s restrictions and can be flexible.
instructions:
Ditloids are a type of logic puzzle that require lateral thinking and some mathematics, depending on
how complicated the example is. Below is a list of examples for your reference:
101 D - 101 .
3BM-3 ..
T 10 C - T . . .
366 D I A L Y
T 39 S . . . .
6WOHTE .
A B A T 40 T
T7WOTW .
50 W T L Y L .
N 10 D S . . .
12 S O T Z .
16 O I A P .
T3WM ....
13 I A BD . .
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.Dalmatians
.Blind Mice
.he 10 Commandments
.366 days in a leap year
.The 39 Steps
.6 wives of Henry the Eighth
.Ali Baba And The 40 Thieves
.The 7 Wonders Of The World
.50 Ways To Leave Your Lover
.Number 10 Downing Street
.12 signs of the zodiac
.16 ounces in a pound
.the 3 wise men
.13 in a baker’s dozen
games guide
26 L I T A . . . .
10 G B H O T W .
4LOAH ....
A T W I 80 D . .
2WOAB ....
52 C I A D . . . .
2PIAQ ....
20,000 L U T S .
30 P O S . . . . .
12 I I A F . . . .
147 I T M B I S
24 H A D . . . . .
64 S O A C B . . .
H B S 16 . . . . .
50 S I T U S A .
T N H A 1000 E .
SWAT7D ...
3TAL ......
4 A 20 B B I A P
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f
.26letters in the alphabet
.10 green bottles hanging on the wall
.4 legs on a horse
.Around The World In 80 Days
.2 wheels on a bike
.52 cards in a deck
.2 pints in a quart
.20,000 Leagues Under The Sea
.30 pieces of silver
.12 inches in a foot
.147 is the maximum break in snooker
.24 hours a day
.64 squares on a chess board
.Happy Birthday Sweet 16
.50 states in the USA
.the night has a thousand eyes
.Snow White and the 7 Dwarfs
. 3 Times A Lady
.4 and 20 blackbirds baked in a pie
Trainers may wish to divide the delegates into groups and hand out worksheets with these examples
on for them to complete. This could be made into a competition with a prize for the first team to
complete the worksheet correctly.
Alternatively, as ditloids are very quick and easy to create, this is a great way to encourage reviewing a session. Delegates are divided into 2 groups and given a fixed amount of time to come up
with a number of ditloids around training areas covered to then ask the other group.
famous people
ttype
of game: ice-breaker, communication
learning styles and preferences: suitable for all
purpose:
group size:
materials:
allows trainees to mingle with one another, adjusting to their environment and their
fellow trainees
5 – 12 timing: 10 – 15 minutes although longer may be required
paper
instructions:
Before the session begins, write the name of a celebrity or well-known person on sheets of paper. The
number of celebrities must correspond to the number of trainees attending. During the session, attach
one piece to every person’s back, without allowing him or her to see the name printed on it.
It is important to check with everyone that this is alright before proceeding. The group must then
mingle and ask questions of the other trainees to try and figure out who their celebrity is.
Questions may only be answered with ‘Yes’ or ‘No’. Once the trainee correctly guesses their celebrity,
f
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they may sit down. Ensure that chosen celebrities are very well known or topical so as to make the
game plausible.
variation/training tip:
Should pair work be needed, and there are an even number of delegates, you may want to think of
famous couples. The object of the game would then be to not only find out who you are but to find and
sit with the other half to the couple. This is an exercise that works very well when running some kind of
mentoring or buddying training as the famous pairs can be selected to emphasise this, for example
•
•
Batman and Robin
Zoë Ball and Sara Cox
Use post-it notes instead of paper, and stick to delegate’s forehead – but make sure that there are
no mirrors in the room!
fizz buzz
type of game: energiser
learning styles and preferences: all suited
purpose:
group size:
timing:
to get the group thinking and bring them back into a mindful state. Excellent after
lunch or a longish break.
5 –15
10 minutes or more
instructions:
Ask the group to assemble in a seated circle. The participants then begin to count around the circle
in consecutive order. After a short time replace the number 3, and any multiple of it (3,6,9,12,etc.)
with the word “Fizz”. After a few more minutes suggest that five and its multiples are replaced by
the word “Buzz”. Multiples of both 3 and 5 are then replaced by “Fizz-Buzz” (15, 30, etc.) If someone forgets to replace the relevant number with the word, the count begins again.
variation:
If the group finds this particularly easy, you can increase confusion by reversing the order every
time someone says “Fizz-Buzz”. For instance, if you were originally going in a clockwise order, this
would be reversed to an anti-clockwise direction.
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giants, wizards and elves
type of game: very active energiser/ team builder – especially good
played outside
learning styles and preferences:
group size:
timing:
purpose:
auditory
20 or more
10-20 minutes
this is a great game to really get people activated.
instructions:
Divide the group into two equal smaller groups. Each group separates to opposing sides of the play
area and elects a captain. Explain to them that they are to decide, as a group whether to be Giants,
Wizards, or Elves. They are not to let the other team know. Also explain that:
• Giants catch Wizards
• Wizards catch Elves
• Elves catch Giants
Trainer needs to explain to the group that they need to ‘get into character’ and make the following
noises throughout the game:
• Giants are to roar
• Wizards are to keep repeating ‘sheebang’ (imagine Harry Potter, and casting a spell!)
• Elves are to make small ‘mi mi mi mi’ noises.
The two teams must then form a line and begin to approach each other. When they are near to one
another, and on your count of three, each team must shout who they are. The predominating team
must then chase the other team back to their side of the room. Whoever they manage to catch then
joins their team. For example, the team that has decided to be Giants will chase the Wizards and try
to catch as many as possible. This is then repeated for as long as you choose. On every occasion,
the remaining team
members must decide to be something else. It is best to keep this game moving along rapidly in
order to maintain momentum, and really energise the group.
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how much can you take
type of game: ice-breaker, communication
learning styles and preferences:
purpose:
group size:
timing:
materials:
visual
To introduce members of the group to one another and allow them to get to know a
little bit about each other
5 –12
10 –15 minutes
A bag of sweets, or alternatively, a roll of toilet paper
instructions:
Ask the group to assemble in a circle or semi-circle. Pass the bag of sweets around the group. Tell
them that they make take as many sweets as they like, but they are not to eat them just yet! Once
everyone has taken some sweets, inform them that they must now tell the group one thing about
themselves for every sweet they have taken. This can be anything from where they live to their
favourite food. Go around the circle, allowing each member his or her turn to talk. Either start or
finish with yourself. Once they have finished, they may eat their sweets as a reward. This acts as
a stimulator.
variations and training tip:
The same game can be played using toilet paper. Ask each person to take as many sheets of toilet
paper as they choose and then to do the same as above.
Avoid using chocolates, largely from a practical and safety point of view. Chocolates may be more
likely to contain traces of nuts, and do not fare well in hot weather.
i am…
type of game: review, closer
learning styles and preferences:
purpose:
group size:
materials:
visual
A chance for the group to reflect upon themselves and the training they have just
received.
4 - 10 timing: 5 minutes
cards with phrases
instructions:
Cards should be prepared beforehand. Write one word on each card to describe how a person might be
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feeling. There should be sufficient cards for each individual to have two. Describing words may be:
• happy OR sad
• tired OR alert
• hungry
• excited
• open-minded
• inspired
• motivated
• learnt a lot, etc.
These words can be specific to the training you have just delivered. Lay the cards on the floor, and
ask each participant to pick a couple that best describe how they are feeling. Allow some time for
the group to exchange cards, until everyone is satisfied with what they have chosen. In turn each
individual should explain their choice.
interview
type of game: ice-breaker, communication, listening and information
learning styles and preferences: suitable for all
group size:
timing:
materials:
purpose:
4 or more, preferably even numbers
10-15 minutes
None
introducing members of the group who have never met each other before
instructions:
Get the members of the group into pairs. It is probably best to allocate pairs as people are unlikely
to know one another. Ask the pairs to spend a few minutes interviewing one another. They should
ask each other a number of questions which you, as the trainer, should announce at the start.
Examples of such questions:
• Name
• What do you hope to get out of this event?
• What is your favourite food?
• What did they have for breakfast?
•
•
•
•
Where do you come from?
What was the last training session you ran?
3 likes and dislikes?
What is the last CD they bought?
After giving each person a few minutes to interview their partner, bring the group back together.
Each person must then tell the group the interesting things they have learnt about their partner.
training tip:
Think of your own questions. They can be very socially based, such as the last/next concert you are
going to, holiday plans or person you’d most like to meet. However, do ensure that you include a
question that focuses delegates on the session and helps to put them in a mindful state.
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japanese 1 - 9
type of game: ice-breaker, energiser, communication
learning styles and preferences:
auditory
activist
unsuitable for delegates with restricted mobility
purpose:
group size:
timing:
Emphasises the importance of communication, especially the use of body Language. A
good energiser.
8 or more (suitable for large groups)
10 –15 minutes
instructions:
Ask the group to stand up, and find a space where they can move around without bumping into others. Explain that you will now teach them to count to nine in Japanese. Tell them that this is a
simple process, as you will use the process of association to make this a simple learning procedure.
As you call out each number, do the corresponding action. This is an effective method of accelerated learning, as people remember things by doing the action.
The counting session goes as follows:
ENGLISH
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
JAPANESE
itchi
ni
san
shi
go
rocko
shichi
hachi
kyu
(do one and two together)
SOUND
itchy
knee
sun
she
go
rockuh
shechee
hatchee
coo
ACTION
scratch your
knee
point to sky
point to girl
move to your left
rock
sneeze
put on a hat and sneeze again
coo like a dove
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koosh ball mania
type of game: energiser, ice-breaker, review used below)
learning styles and preferences: all relevant, especially physical and activist
purpose:
group size:
timing:
materials:
A number of small games using a ball to energise and revitalise a group
4 upward
vary
koosh ball/s, or other small ball/s
instructions:
Give a koosh ball to each member of the group. Ask them to sit quietly and play with the Koosh
ball. Ask them to think creatively about the following:
If I was the president, what would I use the koosh for?
If I was a doctor what would I use it for? Etc.
variations:
Allow the members to tell the group their creative ideas. Explain that the use of the koosh stimulates nerve-endings that increase messages to the brain. Hide the koosh balls beforehand. Arrange
the group into two teams, explaining that they are to find balls of a specific colour. The first team
to find all the balls in their colour wins. Play some music and get delegates to throw the ball
around the room. When the music stops, the person holding the ball must shout out a concept they
have learnt from the training session.Divide the group into teams. Give each team a ball. Ask the
team to pass the ball around the group without touching it with their hands. They should use their
chins, elbows, or knees. The first team to pass it all the way around the group without dropping it
wins. Divide the group into teams and give out normal size spoons. Get delegates to complete an
egg and spoon race using the koosh ball as the egg.
lego tower
team-building
learning styles and preferences:
purpose:
group size:
timing:
materials:
kinesthetic
This is a creative way to review what has been discussed regarding the topic of Team
building. It highlights the six stages of Tuckman’s team-building theory.
teams of 5-9 players each
15 minutes
Duplo lego blocks in four colours
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instructions:
Each team is to construct a lego tower. They will be given five minutes to discuss how the tower
should be built. During the planning time, resources should not be touched. After five minutes, they
can begin building. During this time the team is not permitted to communicate verbally. After the
five minutes preparation, give each person in the team a postcard with a description on the perspective they should take in the exercise: These are as follows:
Your role is to build the tower yourself. If others start to do any building, you must stop them.
• The tower must be at least 5 levels high
• The tower can consist of red, yellow and blue bricks only
• The tower must consist of yellow and blue bricks only
• The fourth level up must be different to all the others
• The tower must contain at least 10 blocks
• The tower must contain less than 20 bricks
• The tower must contain no green bricks
• The tower must be less than eight levels high.
After ten minutes stop the game. Bring the group back together to discuss how they felt during
the exercise. Go on to discuss the full Tuckman’s Theory of team building and the importance of
each stage.
listen carefully….
communication, listening
Learning styles and preferences: all suited
purpose:
group size:
timings:
materials:
effectively demonstrates the need to listen carefully and how people will interpret
descriptions differently.
pairs
2 minutes plus de-brief time
copy of template in back of this guide.
instructions:
Pair up participants. Explain that each pair needs to be sitting back to back. One person from each
pair will be the drawer, and the other will be the speaker. Give each speaker a copy of the template
for this exercise from the back of this guide explaining that their partners must not see what is on
the template. Don’t let the speaker see what is on the template either, until you start the exercise.
Once each drawer has paper and a pencil, explain that the speaker has 2 minutes to describe to
their partner what is on the paper and they have to draw it.
Once the time is up make sure that everyone stops and then let participants show each other their drawings. During the debrief highlight how this exercise relied totally on communication and listening skills,
as well as how different people had perceived the same image and instructions in many different ways.
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little bit dicey
type of game: review and close
learning styles and preferences:
purpose:
group size:
timing:
materials:
visual
kinesthetic
A fun, relaxing way to review the session and establish what has been learnt.
8-16
10 –15 minutes
• A large dice (made from a cardboard box, 2 sides score 1, 2 sides score 2,
• 2 Sides “miss a go”)
• Flip chart paper and pens
• Pre-prepared question
• ‘Board game’ floor layout, cut out squares and number up to 10/15 depending on
number of questions to be asked
instructions:
Split the trainees into teams of 4 or more.
Tell the teams they are going to play against each other. The object of the game is to be the first
team to reach the end of the board game.
One team member must be the scribe, writing the answers on the flip chart paper.
Another member must be the board piece, moving along the board.
The other members answer the questions. The trainer will be the question master.
The team members take turns throwing the dice. The number on the dice is the number of moves
the ‘piece’ can make on the board if the team answer the question correctly. Ask questions on the
subject you have been training. The scribe writes down the answers given by their team – these can
later be displayed on the wall.
moving lines
type of game: ice breaker, information sharing
learning styles and preferences: all suited!
not suitable for delegates with mobility restrictions
purpose:
group size:
Gets participants out of their seats, allowing them to move about learning each others names in a relaxed environment.
6 upward
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instructions:
Line the group up in two equal lines, asking them to stand facing each other. Then inform them
that they have thirty seconds to introduce themselves to the person facing them and then provide
their partner with one other fact about themselves. Explain that delegates have to ask each other
about a pre-decided topic. Examples could be:
• University or college
• Position in the Students Union
• Favourite holiday destination
• Favourite food, sports personality, band or singer etc
After thirty seconds ask each person to move one place in a clockwise direction. They
should then introduce themselves to their new partner, and then find out a new fact, once again
provided by the trainer.
training tip:
Monitor how many delegates have managed to meet each other. Don’t forget that in larger groups it
may not be plausible for every person to meet, as this will take up too much time. The other factor
to consider when running this session in a large group is the noise level, and making yourself heard
above the chatter.
NASA – who goes? You decide!
type of game: communication, decision-making, teamwork
learning styles and preferences:
purpose:
group size:
timings
materials:
visual
kinsthetic
Allows the team to reflect on the importance of decision making, as well as the need
for communication and co-operation
between 4 and 7 would be most effective
15 minutes to complete the exercise and 5 minutes to de-brief
List of candidates nominated as below (Copy is in template section of thisguide)
instructions:
Trainer to explain: “You are the NASA selection committee responsible for choosing a team of eight
individuals to travel to a new planet and set up a new society there. You have been given a shortlist of seventeen candidates from which to choose the eight. Consider your decision carefully - the
trip is so expensive that it can only be made once every 25 years. Once in place, candidates are
not expected to return to earth. You have 20 minutes.”
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John Stuart. John, a geneticist, is 48 years old. He is asthmatic and has a slight weight problem.
He is single and a practising Buddhist. He has a good understanding of electronics. Homosexual.
Alan Puncheon. Alan is a 19 year old Caucasian mechanic. He dropped out of school at the age of
16, but attended a six-month mechanic school and has been in work continuously since then.
Meg Kavanagh is a retired nurse, is 50 year old. Mother of three, she is widely read and a keen
gardener. She is fond of animals and is now a dog breeder.
Richard Dunford is a headmaster of a local school. Aged 42, he is fit and healthy and a practising
Christian. He is divorced. Hobbies include cricket and tennis.
John Pascal is a 28 year old Caucasian C of E minister.
Charles Ponham, age 44. Caucasian. Leading Conservative politician. Ex-army officer. Due to
publish a book on social interaction. Married, no children.
Anne Scott, age 37. Jewish. Degree in Conservation. As a young woman she worked in the
Brazilian rainforest and the Arctic tundra on conservation projects. One son, David.
David Scott, age 9. Attends school for children with learning disabilities. Only child.
Jean Riley, age 34. Irish origin. Roman Catholic. Nutritionist. Healthy. Married. One child, age
4 weeks.
Lisa Riley, 4 weeks old.
John Ryder, age 14. Caucasian. Good footballer and in excellent physical condition. Usually finishes top in his class.
Mrs. Hussar, age 49. Pakistani origin. Mother of five. Homemaker. Devout Muslim. Vegetarian.
Emily Imshad, age 56. Experienced pilot. Degree in engineering. Overweight. Married to Dr.
Imshad
Randolph Winston, age 23. West Indian origin. Sings in a well-known reggae group. Just completed a SAS survival course.
Jim Cotton, age 41. Has been in prison for violence and robbery for most of the past seven years.
A qualified carpenter and plumber.
Sister Clare, age 40. Mexican origin. Missionary Sister and teacher in kindergarten school. Plays
piano, violin and sings. Has diabetes.
Mr. Bartlett. Policeman with degree in sociology and politics. Homosexual
Once the time is up, groups are to feedback to each other regarding who they have decided to send
on the trip, and why.
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games guide
training tip:
There is no ‘definitive’ correct list for this exercise. However, don’t explain this until the debrief, as
this may effect how delegates participate. Depending on time, encourage each team to explain how
they made their final decisions and how much debate there was around each candidate.
number groups
type of game: energiser, team-builder
learning styles and preferences:
group size:
timing:
materials:
works best for larger groups of at least 10 or more
5 - 10 minutes purpose: Energising way of starting a session.
None
instructions:
Ask the group to spread out around the room. The trainer then calls out numbers and the trainees
must form groups containing that number of people. Since this is an energising game, numbers
should be called quickly and participants must move quickly around the room.
If a person cannot find a group, they are out and should either sit down, or they may be asked to
continue calling the numbers. This is a good way of keeping everyone included.
variation:
Calling out sums can increase difficulty. For example, form groups of six minus three.
Ask the participants to form either even or odd numbered groups.
out of this world
type of game: communication, listening
learning styles and preferences:
purpose:
group size:
timing:
materials:
auditory
kinsthetic
Helps to focus on the importance of listening as well as the effects of stereotyping
12-36
10 –15 minutes plus 5 minutes discussion
Small round blue and red dots or stickers
instructions:
Divide the larger group into three small groups (maximum 8-12 per group). Tell each of the three
groups that they are to role-play a lifestyle, having just arrived from another planet. Each group
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should create a name for their planet and decide what it’s like living there, e.g., weather, demographics, geography, schools, etc.
Take one group outside the room and have the other two groups assemble in opposite corners of the
room. The two remaining groups place a small dot on their nametags. (One group gets red, the other,
blue.) Explain they are from the dot planets and they all know one another. Their task is to interview
those from the other planet (group outside room) to see if it’s safe to visit or relocate there.
Tell the group outside (with no dots) they are afraid of people from other planets and they cannot
communicate with anyone unless you so authorize. This authorization will be given when you clap
your hands, at which time they can talk to the red dots, but they are allergic to the blue dots and
must turn away from them.
Bring the groups together and let the activity begin. At your discretion, clap your hands 2-3 times
during the next several minutes.
Following the game, hold a short discussion, raising the following questions:
1. How did it feel to ignore the blue dots? How did it feel being ignored? Does this ever happen on
the job?
2. Why do you think people stereotype others?
out of the box
type of game: ice-breaker, leadership, energiser
learning styles and preferences: all suited, especially activist
purpose:
group size:
timing:
materials:
To energise a group and create a relaxed atmosphere. Participants lead so Activities
tend to be more acceptable.
6 upward
2 – 5 minutes
A box or bowl, Activity sheets 1 and 11 (see template section)
instructions:
Cut out Energizer Slips from activity sheet 1 and put them in a box. Pass out double numbers to
participants from activity sheet 11. Ask them to tear off one of the numbers to put in the basket or
bowl. Explain to participants that periodically throughout the session, you, the leader, will choose a
number from the bowl and announce it. The person who has that number will come forward and
choose a slip from the box. The slip will give the person directions for leading the group in an energizing activity. Choose a number each time you want the group to get up and get energized.
variation:
Give each participant a number and explain that they each must be prepared with an energizing
activity to lead the group in when their number is called.
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party mix
type of game: communication, team-building, ice breaker, energiser
learning styles and preferences:
purpose:
materials:
group size:
timing:
auditory
kinesthetic
visual
This thinking game provides the opportunity for ice breaking; team building; self-disclosure; energising a long session as well as demonstrating the importance of clear communication.
Party Mix Activity Sheets 1 and 11 cut into cards, one set of cards per group (can be
found in the TEMPLATE section of this pack)
6 or more
6 –10 minutes
instructions:
This game can be played with a large number of people by dividing them into teams of five to
eight. If there is only a small group present, it can be played as a single team. Put Party Mix card
piles face down in the middle of each table. Explain that the participants will take turns choosing a
Party Mix card from the centre of the table. Each participant will then choose a corresponding question card. For example, a person who chooses a Nut Party Mix card will then choose a Nut Question
card. Participants will then answer the questions aloud for group members to hear.
training tips/variation
Participants could read the questions aloud and ask someone in the group to respond.
If possible, put snacks on the tables for participants to enjoy while playing
people bingo
type of game: ice-breaker
learning styles and preferences: all suited
group size:
timing:
materials:
purpose:
minimum of 10, but the more the better
10-15 minutes
bingo sheets (photocopied from template) and pens
This game is a fantastic way for a large group to meet and get to know something
about each other in a limited amount of time.
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instructions:
Hand out a bingo card to each person. Ask the group to walk around, finding different people that
match the description in each bingo box. They must then ask the person to sign the relevant box.
The game continues until someone has a signature in all the boxes on their card. They must then
shout “BINGO”. The trainer may choose to have a small prize such as a bag of sweets for the winner.
Make sure that delegates know that they can only have 1 signature from each person present.
training tip/variations:
As the trainer you may choose to vary the Bingo cards so that everyone has a slightly different card.
If you highlight certain boxes on each card, only asking them to get signatures for those particular
boxes, it can speed up the process.
Try to make some of the questions quite topical. For example, if pop idol or big brother is currently
on, who are/did they vote for?
Don’t be tempted to run this game with a small number of participants, as it will lack in impact,
and not work.
people to people
type of game: ice-breaker, energiser
learning styles and preferences:
purpose:
group size:
timing:
This game is energetic and lively, relaxes everyone and helps people to feel comfortable in their environment.
8-20
5 minutes
instructions:
Ask everyone to find a pair. One person (either the trainer or a member of the group) must be the
leader. The leader calls out directions to the pairs asking them to join various body parts, such as
elbow to elbow, knee to foot, etc. When the leader calls “people to people”, everyone must find a
new partner, including the leader. The person without a partner is the new leader. The game then
continues with the new leader giving commands. This game can be successfully played outdoors.
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games guide
people twister
type of game: highly active energiser
learning styles and preferences:
not suitable for delegates with restricted mobility
purpose:
group size:
timing:
Game is intended to energise the group, get them moving about and making full use
of the available space.
8 – 12
5 minutes
instructions:
Get the participants standing up. Number each limb of each participant in a consecutive order, i.e.
The first person would have limbs numbered one to four, and so on.
Once everyone has been numbered, explain that you, as the trainer will call out two random numbers corresponding to numbers allocated to the participants’ limbs. The participants must then join
their limbs as the numbers are called. As the trainer continues to call numbers, the group will
become more and more entangled. This is a lighthearted game, but the trainer will need to monitor
progress, ensuring it remains feasible, and calling an end to it before anyone gets hurt.
portraits
type of game: ice-breaker
learning styles and preferences: suited to all
purpose:
This is a game allowing people to introduce themselves to one another in a creative
way. It does not require movement or a great deal of action.
group size:
timing:
materials:
6-12
5-10 minutes
Flipchart Paper and pens
instructions:
Organise the group into pairs. Ensure that the pairs do not know each other beforehand. Ask the
partners to spent 2-3 minutes just talking to one another, getting to know each other. They should
find out where they come from, what they do, their hobbies, favourite food, etc. The trainer should
time this so that the group works together. After three minutes, hand out pens and a piece of
flipchart paper to each person. Ask each person to draw a portrait or representation of his or her
partner. Remind the group that they are to be as creative as they like, but that this is not an art
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class, and therefore the standard of drawing is not important. No words should be used in these representations. After a few more minutes, bring the group back together, and ask each person to
describe their portrait to the group.
variations:
Ask each pair to draw a representation of how their partner got to the venue
Ask the partners to draw a representation of what their other half hopes to get out of the training session.
sculpt-a-team
type of game: team-building, closing
learning styles and preferences:
purpose:
group size:
timing:
materials:
kinesthetic
This is a creative way to review what has been discussed regarding the topic of Team
building. It can work very well as a closing game
8 upwards
10-15 minutes
Sculpting balloons
instructions:
Give each participant a sculpting balloon, and ask them to blow it up (or give them hand pumps).
Then explain that they will be making one large balloon structure that shall represent the varied
contributions of team members to the achievement of tasks. Ask everyone to stand in a circle, and
in turn step forward stating the greatest contribution they can bring to the team. In doing this,
they attach their balloon to the sculpture, thereby creating the essence of value amongst the team.
training tip/variations:
Have partners or small groups fasten their balloons together first, then join them to the other balloon structures.
Ask participants to join the balloons in silence while music plays in the background. After the
sculpture is made, ask them to share their individual contributions to the team. The music can create either a light, fun atmosphere or one of reflection.
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games guide
sheep dog
type of game: leadership, communication
learning styles and preferences:
purpose:
group size:
timing:
materials:
auditory
highlights the need for delegation and clear communication in order to achieve good
leadership
4 or more
10 – 15 minutes
ball/balloon, blindfold, bucket/box, items to make the course
instructions:
Set up an obstacle course using things in the room. If you like, you can divide group into teams.
One team can set up the course for another team, who will not be present. The team setting up the
course will then lead the other team through their course. Blindfold a member of the group and ask
him/her to walk through the course carrying a balloon/ball and put it in a bucket on the far side. A
chosen leader must give very clear and concise instructions to the blindfolded delegate to guide
them through the course.
variation:
Ask the blindfolded delegate to carry the balloon on a tray. If they drop it, the leader must give
instructions to help them pick it up again.
This game emphasises the tremendous importance of both the leader and the follower. In essence, they
are a team who cannot succeed without working together, and communicating clearly with one another.
shields
type of game: ice breaker, communication, information gathering
learning styles and preferences: all suited
purpose:
timing:
group size:
materials:
A chance for members of a group to get to know each other in a relaxed atmosphere.
10 –15 minutes
4 upward
flipchart paper and markers
instructions:
This can be done individually or in pairs. If it is done in pairs, each partner should make a shield
for the other. Ask everyone to draw a large shield on the paper, and then divide it into four. They
must then find out four things about each other, for example:
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•
•
•
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Name
College
How they would like to be remembered
Greatest achievement
The group then comes together, and each pair explains the shield they have made for their partner.
If the game is not done in pairs, each person should explain their own shield. These shields can
then be placed all around the room as reminders.
variations:
Other questions can be used instead. These may relate to the training session that is about to take
place. Other examples are:
• Position on Executive
• What they want to learn at the training session
• Place of birth
• Favourite food/ drink
silent island
type of game: communication, team building
learning styles and preferences:
purpose:
materials:
group size:
timing:
kinesthetic
visual
To begin the process of building a team, and highlight the importance of clear
Communication.
Clay, sufficient for each group to build an island. Should be malleable and non-drying. Twigs, leaves, and toothpicks or sticks.
4-6
15 - 20 minutes
instructions:
Provide the group with materials. Ask them to spend 3 minutes discussing how they would like to
produce their island. Together the group should then begin to form the island, adding castles,
caves, mountains, rivers, etc. This part must be done without verbal communication. Still without
talking, each person should mark a boundary on the island and build a shelter or home.
Following this, the group should hold an island council meeting, elect a leader, and make whatever
decisions are needed for survival or interaction on the island. These directions should be given by
the trainer one step at a time.
After the group has had the opportunity to implement the rules and interact with one another, stop
s
games guide
the exercise and debrief. Ask the group how they felt they worked as a team. Find out from them
the difficulties they encountered, and how they overcame the fact that they could not communicate
verbally. Go on to describe important aspects of team work.
skills pictionary
type of game: review
learning styles and preferences:
purpose:
group size:
timing:
materials:
visual
auditory
To review training session, and get trainees to identify triggers in remembering what
they have learnt.
6 –12
10-15 minutes
index cards or post-it notes.
instructions:
Before the game begins, write various skills or concepts onto index cards/post-its. To begin the
game, divide the group into two teams. The teams will then compete by drawing a card from the
pack and drawing the skill or concept onto flip chart. The team who is drawing is not allowed to
speak. The other team must guess the skill. Further excitement can be added to this game by only
allowing the guessing team a minute to work out the answer. The trainer can add up the scores and
award a small prize at the end. (This may be as simple as an early coffee break.)
snakes and ladders
type of game: review and close
learning styles and preferences:
purpose:
materials:
group size:
timing:
visual
A fun yet reflective way to review what has been learnt in a session.
a snakes and ladder board, created by the trainer. (dice, counter piece (1 per group)
2-4. If there are more people, sub-groups should be created
10-15 minutes
games guide
s
instructions:
The board must be created beforehand. It should be designed such that ladders represent a positive
aspect learnt during the session (possibly even an action point that trainees will take with them).
The snakes will represent negative aspects, or issues that may place a barrier in the way of achieving ones goals. For instance, in a training on time management, a ladder may be an action point
like “make lists”, while the snake may be a barrier such as “long telephone calls”. These positive
and negative aspects should be written down the length of the ladders and snakes respectively. The
game continues as normal. Participants throw the dice and move their counter piece along the board
by the correct number of spaces. They go up ladders when they land on them, and down snakes. The
first to reach the end is the winner.
spaghetti and marshmallow towers
type of game: team building, motivation
learning styles and preferences:
purpose:
group size:
timing:
materials:
kinesthetic
visual
fun exercise for team building, motivation and exhibiting the different roles within a
team structure.
4-5
15 – 20 minutes
raw spaghetti and marshmallows
instructions
Issue spaghetti (raw) and marshmallows to each group and explain that they have an allocated
amount of time to build the highest free-standing structure out of the given materials. Explain that
out of the allocated time, teams are to spend the first 5 minutes discussing how this will be
achieved and can not start the building process until the trainer says.
training tip/variation:
Trainers may wish to ask the teams to construct arches or bridges instead.
spider
type of game: team building, energiser
learning styles and preferences:
Not suitable
purpose:
group size:
timing:
for delegates with restricted mobility
Energise the group, allowing them a chance to move about. Good Team-building exercise.
8 or more
2-5 minutes
s
games guide
instructions:
Ask the group to make a circle. Everyone should place their hands in the centre of the circle and take
hold of another participant’s hand. Every person should join both hands with other random hands.
Once this is done, the group must figure out how to untangle themselves without letting go of each
other’s hands. Ultimately the circle will be reformed once they have completely untangled themselves.
variations:
This game can be effectively used to highlight training sessions on either leadership or communication. Ask a volunteer from the group to leave the room. The remaining group must then entangle
themselves in the same way as mentioned above. The volunteer then returns to the group with the
sole responsibility of untangling them. No one else must speak or act without his instruction. This
is an effective way to demonstrate the need for clear explanations and how important proper communication can be.
statues
type of game: energiser, ice breaker
learning styles and preferences:
purpose:
group size:
timing:
To energise the group, allowing them to utilise the available space, and relax into the
session.
6 upward
5 minutes
instructions:
Ask the group to stand and spread out in the room so that everyone has sufficient space in which
to move freely. Explain to the group that they should make use of their entire body to portray what
the statue should look like. Suggestions for poses are:
• Child at play
• Cat with Cream
• Rubber Band
• Fear
• Anteater with full stomach
• Sunset
Positions should not be held for any longer than 10 seconds. The trainer can decide how long the
game should last.
training tips/variations:
After a while the group can be placed in pairs to continue forming statues such as:
games guide
• The fight
• Tired feet
s
• Tea for two
• The dance
Ask participants to create their own statue and give it a name. They should then display these statues to the entire group.
Statues can be transformed into puppets. Participants should then perform actions imagining the
way a puppet may move. Examples of such actions may be:
• Shake hands with an imaginary person
• Swim breast stroke
• Typing a letter, etc.
• Do a dance step
• Change a light-bulb
stranded
type of game: ice-breaker, energiser
learning styles and preferences: all suited
purpose:
group size:
timing:
materials:
Allows the group to relax into their own environment and gives them a chance to get
to know one another.
4 or more
5 – 10 minutes
Flip chart paper and coloured marker pens
instructions:
Give each member of the group a piece of flip chart paper. Ask them to take a few minutes to draw
their own island. Around this island they should then write or draw 3 – 5 things they would bring if
they were to be stranded on their island and had five minutes to prepare. After five minutes for bring
everyone back together. In turn each person should introduce themselves and explain the things they
have chosen and offer some reasons why.
stranded – the team building survival game
type of game: team-building, communication
learning styles and preferences: all suited
group size:
timing:
materials:
3 upwards
15 minutes team work, and 5 minutes de-briefing
flip chart paper and coloured marker pens, and copy of the items list from template
section of this guide.
instructions:
Having split delegates into equal groups of 3 upwards, depending on number of people present, the
s
games guide
next step is to set the scene. Explain that:
‘After your small light aircraft crashes, your group, wearing smart clothing, is stranded on a forested
mountain in appalling winter weather (snow covered, sub-freezing conditions), and over 300 miles
from civilisation. You are unaware of your exact whereabouts as radio contact was lost 1 hour before
you crashed, which means that the search operation has no idea of your whereabouts either. The
plane is about to burst into flames and you have a few moments to gather some items. Aside from
the items that you are wearing, which does not include coats, you have no other items. No mobile
phones are working.
Your aim is to survive as a group until rescued. From the following list choose just 10 items that
you would take from the plane, after which it and everything inside is destroyed by fire. Items can
not be split.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Pack of 6 boxes x 50 matches
• Roll of polythene sheeting 3m x 2m
1 crate of beer (12 litres in total)
• 1 bottle of brandy
1 crate of bottled spring water (12 litres in total)
• Box of distress signal flares
Clockwork transistor radio
• Gallon container full of fresh water
Box of 36 x 50gm chocolate bars
• Shovel
Short hand-held axe
• Hand-gun with magazine of 20 rounds
20m of 200kg nylon rope
• Box of 24 x 20gm bags of peanuts
Bag of 10 mixed daily newspapers
• Box of tissues.
Bag of 20 fresh apples
• Electronic calculator
Inflatable 4-person life-raft.
• Compass.
Notebook and pencil.
• Sewing kit.
Whistle.
• Torch with a set of spare batteries.
Box of 50 night-light 6hr candles
• Bag of 6 large blankets
Large full Aerosol can of insect killer spray.
• Small half-full aerosol can of air freshener
Tri-band mobile phone with infrared port and battery half-charged
Small toolbox containing hammer, screw driver set, adjustable wrench, hacksaw and larger pen-knife
Small basic first-aid kit containing plasters, bandages, antiseptic ointment, small pair of scissors
and pain-killer tablets
Gift hamper containing half-bottle champagne, large tin of luxury biscuits, box of 6 mince pies,
50gm tin of caviar without a ring-pull, a 300gm tin of ham without a ring-pull, and a 500gm
Christmas pudding.
Travelling games compendium containing chess, backgammon and draughts
Box of size 8 women’s promotional pink ‘Barbie’ branded fleece-lined track-suits (quantity is half
of each team/group size).
Laptop computer with infrared port, modem, unknown software and data, and unknown battery life.
Explain that delegates are to spend the first 5 minutes deciding on which 10 items they would have
in their own individual lists without conferring with each other.
The rest of the time will be spent in groups deciding on which items will make up the group list.
You may wish to tell delegates before hand that there is no definitive ‘right answer’ at the end of
the exercise and explain that you will go into the reasons for this during the debrief.
games guide
t
Reasoning behind not providing a list from the ‘experts’ is that:
• Delegates knowing that such a list exists may focus too much attention on the outcome rather
than the process
• It can cause participants to guess what they think is on the list, as if the whole exercise is a trick
question
• The object of this exercise is to experience the benefit of group discussion and input, and not to
try to imagine what is on a definitive list.
When each group presents their final list, generate discussion around how beneficial they found the
teamwork and group communication with regards to compiling the list.
the real world
type of game: communication, reflection, review
learning styles and preferences:
purpose:
group size:
timing:
materials:
visual
kinesthetic
Allow the group to reflect on what they have learnt, and display it in a meaningful
way. Particularly good for communication training.
3 – 4 delegates in each group
10 – 15 minutes
Flipchart and markers
instructions:
Form small groups and distribute paper & markers to each group. Have them draw a large square, and
divide it into four quadrants, which will be four frames of a comic strip called “ The Real World.” (An
example of a cartoon is in the “TEMPLATE” section.)
Ask each group to think of a real work-related situation that could be addressed with material from the
training program. Or provide them with a problem scenario relating to the training session. Instruct them
to create a dialogue between some characters that reflects skills they have already learned. This will
require them to draw cartoon characters in the four frames. Tell them not to worry about the quality of
their artwork! Ask each group to display their products, and explain what is illustrated.
The following questions can be discussed when debriefing the game:
1. What skills do you think you have acquired through the session?
2. Which ones are potentially most useful?
3. What situations are they most applicable to?
4. What are the barriers to their use?
t
games guide
transformers
type of game: energiser and team builder
learning styles and preferences:
visual
activist
kinesthetic
not suitable for delegates with mobility restrictions
purpose:
group size:
timing:
Allow the group to reflect on what they have learnt, and display it in a Meaningful
way. Particularly good for communication training.
10 upward, and delegates need to divide into teams of 5-8
5-10 minutes
instructions:
Have each team stand relatively close to you and the other groups. Begin the game with a relatively
simple instruction. Ask each team to form the letter “H”. After a minute or two of milling around, the
team members will figure out how to arrange themselves. Lead the teams into applauding each other
and then introduce increasingly complex tasks for each team to do in turn. Here are some ideas:
• Forming a zipper, zipping and unzipping
• Arrange team in the shape of a helicopter
• Become a cannon ball fired from a cannon
variations:
If communication is the key topic for the training, allow the groups to get used to the game and
then ask them to act without any verbal communication
Include actions specific to the subject being trained. For example, if time management is the topic,
as the team to form a ticking clock.
true or false
type of game: ice-breaker, communication
learning styles and preferences: suitable for all
purpose:
group size:
timing:
Relaxes the atmosphere and allows people the chance to get to know one another.
6 upward
5-10 minutes
games guide
u
instructions:
This game can be played as one big group, or if you have larger numbers, the group can be divided
into pairs. Ask each pair to introduce themselves to their partner and then to tell their partner
three things about themselves. One of these things should be untrue. The roles should then be
reversed and the other partner should tell three things about themselves. Again one thing should be
a false statement. If the group is large, allow each pair to remain and simply guess the untrue
statement of their partner. If the group is not too large, ask everyone to come together. In turn
each person, should introduce their partner and mention the three things they have learnt about
them. They should then tell the group which one they believe is the false statement. Their partner
shall indicate if their guess was correct. This should be repeated, allowing everyone in the group
the chance to introduce their partners.
training tip/variations:
Depending on time constraints, the group can be asked to meet up with more than one partner.
They should then introduce the last partner they met to the whole group.
university challenge
type of game: review and close
learning styles and preferences: all suited
purpose:
group size:
timing:
materials:
to effectively review learning objectives in a fun and competitive manner.
4 – 10 , divided into 2 teams
20 minutes
flipchart paper and pens
instructions:
Divide the delegates into 2 equal teams. Explain that they have 10 minutes to come up with 4 questions regarding session content. They can be as hard as possible, but must be something that has
been covered in the session.
Each team needs to elect a team captain who will read out their questions and will give the team
answer to all questions that they are asked.
Trainer to take on the role of the judge/score keeper. Be warned – it is almost inevitable that there
will be some squabbling regarding questions and answers, so we advise you to make it clear that
‘the judge’s decision is final!’
w
games guide
what’s in a name?
type of game: ice-breaker, communication
learning styles and preferences: all suited
purpose:
group size:
timing:
materials:
either to introduce a group that has previously not met as well as groups that are
familiar with one another.
4 or more
10 minutes
Flip chart or overhead projector
instructions:
Divide the group into pairs, preferably with someone they don’t know well. Ask one person to spend
5 minutes interviewing the other person to find out the answers to the following questions:• What is your FULL name?
• Do you like/dislike your name?
• Who gave you your name?
• Does your name mean anything?
• Do you have any nicknames? (do you like/dislike them?)
• Do people get your name right?
• What would you like to be called?
The trainer should write these questions up on Flip chart or overhead projector to act as a trigger. After 5
minutes the pairs should swap, so the other person may conduct the interview. After a further 5 minutes, the
group should come together and each pair should introduce one another to the entire group.
winking murder
type of game: energiser
learning styles and preferences: all suited
purpose:
group size:
timing:
Game is fun and interactive. Great for occasions when the trainees concentration is
fading.
8 upward
3 – 5 minutes
instructions:
Ask the group for a volunteer. The volunteer is the detective. They must leave the room while the murderer is
chosen. Ask the rest of the group to close their eyes, explaining that you, the trainer, will choose a murderer
by tapping them on the shoulder. The murderer will then have to “kill” other members of the group by winking at them. When all trainees’ eyes are shut, walk quietly around the group and pick a murderer. Once chosen, call the detective back into the room. S/he must observe the group, and try to work out who the winking murderer might be. Depending on the size of the group, you may allow the detective up to three guesses
to figure out who it might be.
HATES FOOTBALL
HAS A PET
RIDES A BICYCLE
PLAYS A MUSICAL
IS A VEGETARIAN
HAS PIERCED EARS
HAS BROWN EYES
HAS CHILDREN
READS A TABLOID
LOVES FOOTBALL
HAS A CAT
FOREIGN COUNTRY
VISITED A
NATIONAL CONF
MOUNTAINEERING
LOVES TELEVISION
HAS ATTENDED
LIKES
IS A SABBATICAL
FILMS
LANGUAGE
SKIS
AFRAID OF HORROR
ACCOMMODATION
NATWEST
SPEAKS A FOREIGN
LIVES IN RENTED
BANKS WITH
Note: This template can be adjusted according to the training being delivered
HATES SPINACH
HAS DYED HAIR
INSTRUMENT
IS WEARING RED
PLAYS TENNIS
games guide
1
bingo template
2
games guide
out of the box activity sheet 1
Jumping Jacks
Toe Touches
Arm Circles
Jogging in Place
Kick Line
High Knee Lifts
Spell Out YMCA with Body Language
The Wave
Lead a Cheer
The Hokey Pokey
Deep Breathing and Stretching
Bumper Cars
Creative Handshaking
Bunny Hop Around the Room
Hand Jive
The Itsy Bitsy Spider
Shoulder Rubs
The Bump
Sing a Round of Row, Row, Row Your Boat
Make a Toast
3
games guide
out of the box activity sheet 2
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
0
11
11
12
12
13
13
14
14
15
15
16
16
17
7
18
18
party mix sheet I
Pretzels
Pretzels
Peanuts
Peanuts
Crisps
Crisps
4
games guide
party mix question cards
pretzel
Would you rather ride an
elephant or a
camel and why?
peanuts
What was your
childhood nickname
and why?
crisps
Who has most inspired you in
life and why?
pretzel
Would you rather shave
your head or pierce
your nose? Why?
peanut
What was the ugliest
thing your parent made
you wear as a kid
and why?
crisps
Is there other intelligent life in
the universe? Why?
petzel
Would you rather
live forever or never
grow up and why?
peanuts
What was your most
embarrassing
moment and why?
crisps
Whom would you most like to
be stranded on an island with
and why?
pretzel
Would you rather spend
a week stranded in the
jungle or at sea on
a boat and why?
peanuts
What was your best
Halloween costume
and why?
crisps
What is the true definition of
success and why?
pretzel
Would you rather eat
a monkey's brains or
a pig's eye and why?.
peanuts
What was the best
April Fool's joke you
have heard of?
crisps
What historical person could
teach you the most and why?
pretzel
Would you rather bungee
jump off a bridge or
go over a waterfall
in a kayak and why?
peanuts
Describe your
worst haircut
crisps
What is the reason for man's
existence on earth?
games guide
5
nasa project
who goes it’s up to you!
You are the NASA selection committee responsible for choosing a team of eight individuals to travel
to a new planet and set up a new society there. You have been given a shortlist of seventeen
candidates from which to choose the eight. Consider your decision carefully - the trip is so expensive that it can only be made once every 25 years. Once in place, candidates are not expected to
return to earth. You have 20 minutes.
1. John Stuart. John, a geneticist, is 48 years old. He is asthmatic and has a slight weight problem. He is single and a practising Buddhist. He has a good understanding of electronics.
Homosexual.
2. Alan Puncheon. Alan is a 19 year old Caucasian mechanic. He dropped out of school at the age
of 16, but attended a six-month mechanic school and has been in work continuously since then.
3. Meg Kavanagh. age 50, is a retired nurse. Mother of three, she is widely read and a keen gardener. She is fond of animals and is now a dog breeder.
4. Richard Dunford, age 42, is a headmaster of a local school. He is fit and healthy and a practising Christian. He is divorced. Hobbies include cricket and tennis.
5. John Pascal is a 28 year old Caucasian C of E minister.
6. Charles Ponham, age 44. Caucasian. Leading Conservative politician. Ex-army officer. Due to
publish a book on social interaction. Married, no children.
7. Anne Scott, age 37. Jewish. Degree in Conservation. As a young woman she worked in the
Brazilian rainforest and the Arctic tundra on conservation projects. One son, David.
8. David Scott, age 9. Attends school for children with learning disabilities. Only child.
9. Jean Riley, age 34. Irish origin. Roman Catholic. Nutritionist. Healthy. Married. One child,
age 4 weeks.
10. Lisa Riley, 4 weeks old.
11. John Ryder, age 14. Caucasian. Good footballer and in excellent physical condition. Usually
finishes top in his class.
12. Mrs. Hussar, age 49. Pakistani origin. Mother of five. Homemaker. Devout Muslim.
Vegetarian.
13. Emily Imshad, age 56. Experienced pilot. Degree in engineering. Overweight. Married to Dr.
Imshad
14. Randolph Winston, age 23. West Indian origin. Sings in a well-known reggae group. Just
6
games guide
completed a SAS survival course.
15. Jim Cotton, age 41. Has been in prison for violence and robbery for most of the past seven
years. A qualified carpenter and plumber.
16. Sister Clare, age 40. Mexican origin. Missionary Sister and teacher in kindergarten school.
Plays piano, violin and sings. Has diabetes.
17. Mr. Bartlett. Policeman with degree in sociology and politics. Homosexual
cartoon
It's been three weeks!
Can't you people get
anything done on time?
No, darn it! I said 6,000!
There you go again!
Mr. Jones,
I apologize for our oversight.
Did you say you ordered 600
widgets?
Sir, I don't blame
you for being upset. I would be
too! I PROMISE you we'll get it
right this time. 6,000 right?
games guide
7
stranded– team building survival game
list of items
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Pack of 6 boxes x 50 matches
Roll of polythene sheeting 3m x 2m
1 crate of beer (12 litres in total)
1 bottle of brandy
1 crate of bottled spring water (12 litres in total)
Small toolbox containing hammer, screwdriver set, adjustable wrench, hacksaw and larger penknife
Box of distress signal flares
Small basic first-aid kit containing plasters, bandages, antiseptic ointment, small pair of scissors
and pain-killer tablets
Tri-band mobile phone with infrared port and battery half-charged
Clockwork transistor radio
Gallon container full of fresh water
Box of 36 x 50gm chocolate bars
Shovel
Short hand-held axe
Hand-gun with magazine of 20 rounds
20m of 200kg nylon rope
Box of 24 x 20gm bags of peanuts
Bag of 10 mixed daily newspapers
Box of tissues.
Bag of 20 fresh apples
Electronic calculator
Laptop computer with infrared port, modem, unknown software and data, and unknown battery
life.
Inflatable 4-person life-raft.
Compass.
Large full Aerosol can of insect killer spray.
Small half-full aerosol can of air freshener spray.
Notebook and pencil.
Box of size 8 women's promotional pink 'Barbie' branded fleece-lined track-suits (quantity is half
of each team/group size).
Gift hamper containing half-bottle champagne, large tin of luxury biscuits, box of 6 mince pies,
50gm tin of caviar without a ring-pull, a 300gm tin of ham without a ring-pull, and a 500gm
Christmas pudding.
Travelling games compendium containing chess, backgammon and draughts
Sewing kit.
Whistle.
Torch with a set of spare batteries.
Box of 50 night-light 6hr candles
Bag of 6 large blankets
8
games guide
listen carefully
national union of students
461 holloway road, london n7 6lz
t: 020 7561 6524 • f: 020 7263 5713 • textphone: 020 7561 6577
www.nusonline.co.uk/nslp