A balloon for each person.

This is a whole group activity. All participants are to be given a balloon. They will need to blow their balloons up. Whilst they are blowing up balloons, the host must explain that each breath being used is the concepts:

• Energy • Love

• Money • Care

• Family • Trust

• Passion • Career

• Hobbies • Happiness etc.

And that with each breath, the balloon becomes their:

• Friends

• Family

• Support network

• Power

• Understandings.

• Future

The balloon becomes them, and they become the balloon. It is their bubble of protection.

Now the aim of this game is for everyone to protect their bubble.

They will all be given a tool:

• The tool will help protect their bubbles

• The tool is a vital item for their protection

• The tool can be used in many ways

• The tool is their guideline and lifeline

• The tool is their route to success

• The tool is theirs to use how they see fit

But, be careful how you use it! You wouldn't want to burst your own bubble.

At this point, the host must pop their own balloon, hopefully triggering a chain reaction of bursting bubbles.

After thirty seconds to one minute, depending on the size of the room and amount of participants, get everyone's attention and bring the room to a freeze.

Find out:

• Who has a balloon? And Why?

• Who doesn't? And Why?

• Who popped a balloon? Why?

• Who didn't? And Why?

Reflection:

Have a group discussion about the implicit & explicit information, the words used and the vocabulary that leads to the actions, team dynamics, and the energy created from assumptions.

What other themes can you think come out of this exercise?

Gather round in a circle and have everyone hold hands.

The objective of this game is to send a surge of energy around the group by starting with one person squeezing the person on their right hand.

Before the game starts, ask participants to give out a few answers of:

How long does everyone think it will take for the last person to squeeze my hand?

Make a note of three or four people's answers. One participant must time the group, and then this person must also initiate the surge by tapping a person of select participants in the circle.

Once the game starts, no one can talk for the first round. Once the surge gets back to the participant who squeezed the first hand, stop the clock and compare the time completed to the times estimated.

Repeat the game but this time one participant is allowed to encourage the group by cheering and encouraging them for the second round.

Compare the timings again and ask the group one last time if they think they can beat their time again.

For the final round, all participants must encourage and cheer each other on.

Once the game is finished, have a whole group conversation discussing everyone's thoughts and feelings about the game.

As a recap, have a group discussion covering themes such as teamwork dynamics, encouragement, involvement, sharing energies, readiness and engagement.

What other themes can you think come out of this exercise?

(This activity can be done virtually by instead of squeezing a hand, candidates will switch off their cameras. By being muted the first round, unmuting one person the second round and by having everyone unmuted for the final round)

Gather round in a circle and have everyone hold hands. Divide the group in half.

Group 1 - Jailers

Group 2 - Inmates

There must be a maximum of 3 More Jailers than inmates.

Have the inmates sit in a circle with chairs well distanced apart from each other.

Jailers must be stood behind the chairs shoulder-width apart with both hands behind their backs.

Inmates must be sat with their back straight against the back of the chair.

There must be a maximum of three jailers without inmates (three would be aimed at a group of thirty participants).

Jailers: If you don’t have an inmate sitting in your seat, you must make eye to eye contact with one of the inmates and make a facial expression to signal for them to jump out of their seat to get to yours.

If an inmate tries to leave their seat, the jailer standing behind them must quickly react by tapping/tagging their prisoner without leaving their position.

If the inmates get to their next seat, the jailer/s left without inmates would then need to signal to another inmate.

Jailers: If you do have an inmate, you must observe the jailers who don’t to see if they’re trying to get your inmate.

Inmates: You must always be observing the jailers who don't have inmates.

Once the groups are in place, inmates are seated, jailers are standing behind them, and up to three jailers are without inmates, the game can begin.

Play for about five minutes and then have the groups swap positions making the inmates jailers and jailers inmates.

Bear in mind there must be a maximum of three jailers without inmates.

Once the game is over, discuss what they thought and felt about the game.

Then ask the first group of jailers to raise their hands and ask them these questions:

• Can you remember who your first inmate was?

• Do you know how many inmates sat in your chair?

• Who was your last inmate?

Now ask the first group of inmates if they could remember:

• Who their first jailer was?

• How many chairs’ did they move to?

• Who was their last jailer?

Ask everyone as a group if they think there could be any hidden meanings behind the game.

After the groups answer, have a group talk about themes such as networks and connections, reflection, awareness and presence.

What other themes can you think come out of this exercise?

Gather round in a circle and have everyone hold hands. Divide the group in half.

Group 1 - Jailers

Group 2 - Inmates

There must be a maximum of 3 More Jailers than inmates.

Have the inmates sit in a circle with chairs well distanced apart from each other.

Jailers must be stood behind the chairs shoulder-width apart with both hands behind their backs.

Inmates must be sat with their back straight against the back of the chair.

There must be a maximum of three jailers without inmates (three would be aimed at a group of thirty participants).

Jailers: If you don’t have an inmate sitting in your seat, you must make eye to eye contact with one of the inmates and make a facial expression to signal for them to jump out of their seat to get to yours.

If an inmate tries to leave their seat, the jailer standing behind them must quickly react by tapping/tagging their prisoner without leaving their position.

If the inmates get to their next seat, the jailer/s left without inmates would then need to signal to another inmate.

Jailers: If you do have an inmate, you must observe the jailers who don’t to see if they’re trying to get your inmate.

Inmates: You must always be observing the jailers who don't have inmates.

Once the groups are in place, inmates are seated, jailers are standing behind them, and up to three jailers are without inmates, the game can begin.

Play for about five minutes and then have the groups swap positions making the inmates jailers and jailers inmates.

Bear in mind there must be a maximum of three jailers without inmates.

Once the game is over, discuss what they thought and felt about the game.

Then ask the first group of jailers to raise their hands and ask them these questions:

• Can you remember who your first inmate was?

• Do you know how many inmates sat in your chair?

• Who was your last inmate?

Now ask the first group of inmates if they could remember:

• Who their first jailer was?

• How many chairs’ did they move to?

• Who was their last jailer?

Ask everyone as a group if they think there could be any hidden meanings behind the game.

After the groups answer, have a group talk about themes such as networks and connections, reflection, awareness and presence.

What other themes can you think come out of this exercise?

You will need many newspapers / magazines, sellotape, and elastic bands.

For this activity, participants will be placed into groups of three.

The group’s task is to build a free-standing bridge using the items provided.

Each group is allowed one minute to plan how they will build their bridge during planning. Participants are not allowed to touch any of their materials.

After the one minute is up, the group must begin constructing their bridge. During construction, only one group member will be allowed to speak. And the other two members will also only be allowed to use one hand.

Allow five minutes of construction before pausing for a minute for the groups to discuss their progression.

After the one minute is up, the group has another three minutes to continue with their construction; however, this time, someone else in the group will be giving instructions, and the other two will only be allowed to use one hand each.

After the three-minute construction, pause for a final one-minute discussion about the progression of the bridge before spending the last two minutes building the bridges.

During the final stage of construction, the roles will be changed again, making everyone a leader and builder.

After the bridges are constructed, see which groups are the most stable and can strong by testing them out using random items phones, wallets, toys etc.

The group with the sturdiest bridge will celebrate as the architects.

Finally, have a group discussion around managing unexpected challenges within team dynamics talk about communication and the roles we play in our society.

What other themes can you think come out of this exercise?

Paint, paper and blindfolds are needed for this activity. (Can be done with pens/pencils/crayons, but finger painting is better.)

This game is done in pairs.

Partners take turns being blindfolded; the one that is blindfolded has to paint/draw an image of their partners choice.

The partner who is not blindfolded has the job of giving their partner the instructions of how to draw the image, guiding their hand with their voice. They are not allowed to tell their partner what it is they are drawing. They must guess the object through the instructions and movement of their hand.

Once the first partner has finished their drawing, they must make three guesses as to what the drawing is. The participant who guided them must turn over the picture so that the blindfold can be removed and they can take their turn being guided to draw.

Once both participants are finished and their guesses have been made, reveal the art to each other and discuss thoughts on the final designs.

In pairs, talk about what was felt when drawing blindfolded and what they envisioned while they were drawing.

After discussing final thoughts, have a final group discussion about blind leadership, faith, hope and trust.

What other themes can you think come out of this exercise?

(This could potentially be done virtually using breakout rooms)

A chair

One person must be sitting on a chair.

Participants must approach the person one by one to see if they can politely/creatively persuade the sitting person to give up their chair.

Once a person can get the chair, the game continues, with the rest of the participants taking turns trying to get the chair.

If the person sitting in the chair completely refuses to give up the chair to all group members, they will be out of the game.

The game aims to use reasoning, negotiation and improvisation.

Once people have managed to try both sides of the game, take a moment to reflect on how it went and have a group discussion about what they felt and what they thought about it.

After the group discussion, talk about people's subjective understandings, communication and engagement.

What other themes can you think come out of this exercise?

(This can be done virtually by spotlighting one person as the participant in the chair)

• Paper

• Container

All group members must write down a certain insecurity they have themselves or that they know other people may have on a small piece of paper.

All pieces of paper are to be mixed in a bag/hat/makeshift container.

Gather the group in a circle, and each person will read out the insecurity on their paper.

When one person reads out their insecurity, members of the group can join in a group discussion about the particular insecurity, sharing similar feelings and talking about different methods and techniques to help. The game aims to use reasoning, negotiation and improvisation.

Once each person has read out their insecurity, have a group discussion about the anonymity of the activity, raising awareness and group problem-solving activities.

What other themes can you think come out of this exercise?

(This could potentially be done virtually using a jamboard/other creative method of writing and sharing words anonymously)

This can be done from groups of 4+

Have candidates sit facing each other, preferably in a line but works fine on tables.

Participants must look at the person opposite them and create an entire backstory: Based on appearance, the sound of voice and character.

Each person can ask their partner three personal questions about their true identity, but the truth cannot be used in the back story.

The back story must include a:

• Fake Name

• Fake Age

• Fake Nationality

• Fake Job/Career/Education

• Fake Accommodation

• Fake Hobby

• A brief introduction to a fake family

• And finally, a fake wish

Although they are creating a false identity about their partner, they must also be able to elaborate on and justify their answers based on what they can physically see in front of them. What past experiences gave them those views and ideas?

Once all participants have completed the backstories of their partners, they will then be asked to introduce themselves using their backstories impersonating their partners.

Once everyone has given their backstories, have a group discussion about what it feels like being portrayed via someone else, being judged and about opinions and beliefs.

Finally, talk about offensive language, feelings and perspectives.

What other themes can you think come out of this exercise?

(This can be done virtually)

You need lots of lego blocks to play this.

Break into groups.

The host will announce that one person of each group will anonymously be made a snake and that each member will be given a note stating whether they are a snake or not.

The Group have two minutes to analyse a complex lego construction made up of different shaped and coloured blocks.

After two minutes of analysing the lego formation, the construction is covered, and the group has three minutes to rebuild the structure from memory.

During reconstruction, the snake’s job is to misguide their team, throwing them off from completing the task. The groups are allowed to eliminate members of their group if they suspect someone during the reconstruction phase via voting within the team. Whoever is voted out will be eliminated for the rest of the game.

After three minutes of reconstructing if a snake hasn't been suspected and called out, the group must vote on who they think the saboteur is to eliminate them from the game.

After the vote and the most voted player has been removed, the group will have another minute to analyse the lego structure before it is again covered. The groups will return to their reconstructions for another two minutes.

If a player hasn't been voted out within the next two minutes again, a vote will be held, and another player will be eliminated.

After the second player is eliminated, one final minute is given for analysing, and two more minutes are given for the reconstruction and for a final vote.

• If the snake is caught, the team will win.

• If the saboteur is still in the game after three rounds, the team will lose, regardless of whether their structure is complete.

• If the construction is not complete, the team will also lose.

Before comparing structures, ask the eliminated players:

• How did It feel being suspected?

• How did it feel being eliminated?

• Any thoughts about who the real snake is.

Also, ask the groups:

• What made them suspect each other?

• What methods were they using to catch each other out?

• Who do they think the snake is?

Finally, compare the group's structures to see how close they came to mirroring it and then announce that there were no snakes in the game at all.

Have a group discussion about fears and failures, doubts and worries, trust and ownership.

What other themes can you think come out of this exercise?

The group will be invited to either stand or sit in a circle. Two participants will be in the middle of the circle to improvise a scene.

During the improvised scene, members from the group watching must call out freeze. When this happens, the two participants in the middle must freeze on the spot.

The first person who yelled out freeze must enter the circle and tap out one of the two participants and replicate their exact position/stance.

The improv will restart once the person who taps in has changed the scene using the original participant’s body language.

(One person ties up a shoe, they freeze and get tapped out, the next person takes their place and begins kneeling as if they were about to be knighted, continuing the improv by changing the scene.)

Continue improvising scenes until most participants have had a go.

After the activity has finished, have a group discussion about hidden meanings, body language and the different types of scenes that occurred.

What other themes can you think come out of this exercise?

This game is otherwise known as word association.

Have the group sit in a circle either on chairs or on the floor.

One person starts by saying a random word. The person on their left will then say the first word that pops into their head, associating the word, i.e. (blue=sky) (love=hearts) (pain=blood) etc.

Players go round saying the words that pop into their heads until one person stutters, repeats a word someone has already said or says a word that is unsuitable for the last word.

Unsuitable words are words that are subjectively relevant to that person only. If the group agrees that the unsuitable word is appropriate and can be associated, then it can be used, but if not, the person is out of the game.

i.e. shark - tornado = because of sharks vs tornadoes (the film) so it would be suitable association.

shark - football= because I once saw a shark bite a football which would be unsuitable association.

Play the game until either one player remains or players get bored: it can go on for a long time, so feel free to set a time limit.

Once you decide the game is over or you have a winner take a few moments to talk about:

• The similarities and differences within the words that were said.

• How it's started vs how it finished

• How different words mean different things to different people

Have a group discussion about the language we use, the terms and definitions we have, and subjective understandings.

What other themes can you think come out of this exercise?

(Can be done virtually)

This game is done in pairs.

The participants in their pairs must stand facing each other. One half of the pair must start by saying the number one.

Their partner will say the number two immediately after the first says number one.

The participant who spoke first will then say three immediately after their pair says two.

The person who said two then starts counting again from one immediately after their partner says three, and the sequence continues.

i.e. ( 1, 2, 3, 1, 2 ,3 )

See how fluent the pairs can get with their sequence without hesitating or throwing off the pattern.

Once people get the hang of saying the pattern, start replacing the word one with a clap, the number two with a foot stomp and the number three by slapping your chest but keeping the sequence the same.

i.e. (clap, stomp ,slap, clap ,stomp, slap)

You can either dive straight into the pattern with the full set of actions, or you could also mix it with the numbers.

I.e. (clap, 2, 3, clap, 2, 3 or 1, 2, stomp,1, 2, stomp)

Once all participants have had a go at saying the pattern and doing the actions in sequence, have a group discussion about the partnership, following the rhythm and trusting each other.

What other themes can you think come out of this exercise?

(Can be done virtually by using visual actions on-screen signalling 1,2,3 with fingers etc.)

Similar to Wink Murder.

One participant must leave the room while a leader is chosen.

The leader’s role is to perform an action (clapping, moving an arm in a particular motion, facial expressions etc.)

The group must be stood in a circle mimicking the leader's actions.

When the participant who exited returns to the room, they must stand in the middle of the group.

The group must already be In a circle repeating the action the leader chose to start with.

The leader must discreetly change their action multiple times without the person in the middle noticing they are the one leading.

The participant in the middle of the circle has three chances to guess who the leader is.

If they guess correctly, the leader must exit the room where the game will restart with a new leader.

If they guess incorrectly, the leader reveals themselves, and they get to choose who the next person leaving the room will be.

Repeat the game multiple times, so enough people get a chance to play both parts.

Ask the leaders:

• What did It feel like leading by example?

• How did it feel knowing you were being watched?

• Did you feel like you could be caught?

Ask the seekers:

• How it felt seeing the actions change in front of them.

• How did it feel not knowing who was in control?

• What tactics were you using to catch out the leader?

The aim of this game is to test people's reactions.

The game is played in pairs.

One person must ask the other person a question. Participants are only allowed to respond by using a follow-up question relevant to the one asked: e.g. (have you got the time?: omg have you seen my watch? Is it in the car? Where's the car? )

Once a person answers a question without using the question format, they will give the opponent a point.

This game can be played for hours so make sure you set time limits for your groups.

After playing for a while, have a group discussion on asking the right questions at the right time and about not having questions answered.

What other themes can you think come out of this exercise?

(This can be done virtually)

Have each member of the group write a compliment on a piece of paper, and all compliments are anonymous.

Each person can either directly compliment another member of the group or can make a generic/authentic compliment to be aimed at whoever receives it.

Once everyone has written down a compliment, place all pieces of paper in a container/bag/hat and then pass the container around, so everyone takes a compliment from someone else.

Once the compliments are all handed out, start going round in the circle one by one, reading them out. After whoever goes first says their compliment out loud, they must say to the group how it also makes them feel to hear it and how they also feel about the person who said It.

Once all compliments have been read out, the group can have the opportunity to either directly compliment someone else in the group or move directly into a group discussion about the importance of hearing good things, positive information and sharing positivity.

What other themes can you think come out of this exercise?

(This can potentially be done virtually using either a jamboard or other idea-sharing tool)

Gather participants round in a circle sitting or standing.

One candidate will start by directing a personal statement question to another group member. The person standing on their right must answer the question on their behalf, humorously and creatively, to make them laugh.

When they answer, they must use an example of why this is their answer using either a false created memory, experience or fine details.

If the participant being spoken about laughs, they are out of the game. And the one who answers is out of the game.

If the one being spoken about doesn't laugh, then the one answering will be out of the game.

Whoever out of the two participants (the one being directed the question and the one answering it) is left must then continue the game by asking another participant a personal question of their choice. Play the game until one person remains.

When it gets down to two final participants, the game will be played by each participant answering their own question. Whoever laughs first loses.

At the end, ask:

• What they felt and thought

• If any real answers matched up

• Differences and similarities in answers

Finally, have a group discussion about imagination, understanding words & actions, definitions, vocalising views and representation.

What other themes can you think come out of this exercise?

(This could be done virtually if someone created and screen shares a word document with a circle made of all the participant’s names to help create an online-offline group circle)

Everyone stands in a circle.

The first player claps their hands, says “Zip”, and points at another player in the circle.

The player that was pointed to must immediately clap and point at someone else in the circle (including the previous player), saying “Zap”.

The third player continues the pattern, this time using the word “Zop”.

The pattern of words repeats, going: “Zip”, “Zap”, Zop”, “Zip”, “Zap” etc.

If anyone hesitates or says the wrong word, they take a strike. Three strikes and a player loses, which ends the round.

Try to play the game with some speed to increase the chances of a mistake.

Everyone arranges themselves in a circle.

An organiser, who is not playing, calls out the name of somebody in the circle. For example, let us assume he called out the name “Frank”:

Frank, upon hearing his name, must duck. The players to either side of Frank, upon hearing Frank’s name, must turn towards Frank with their fingers pointed into a pretend Lazer, and shout “Zap!”

If Frank failed to duck quickly enough, he has just been Zapped, and is eliminated from the game.

If Frank ducks to safety, but one player shouts “Zap!” faster than the other, the slower player is eliminated.

If Frank ducks to safety, and both players shout at the same time, all three are safe and nobody is eliminated.

If any player in the circle makes the mistake of ducking or shooting at the wrong time, they are eliminated.

The organiser continues shouting names, as quickly as he can adjudicate the results, until only two players remain in the game.

Finale:

The two remaining players stand back to back in the style of a duel.

The organiser starts callings names of anyone in the room. If the name is called does not belong to either of the duelists, both duelists take a step forward (stepping away from one another).

If the name of one of the two duelists is called, both must spin around and aim a “Zap!” at the other.

The organiser decides on a winner, or if it is too close to call has the duelists play the finale again.

Instruct everyone to sit in a circle. If you have an extremely large group, tell people to form smaller circles of about ten to fifteen people; this also works.

To start each round, each player holds out all ten fingers and places them on the floor.

Go around the circle and one at a time, each person announces something that they have never done, beginning the sentence with the phrase “Never have I ever…” For example, a person could say, “Never have I ever been to Europe.”

For each statement that is said, all the other players drop a finger if they have done that statement. So, if three other people have been to Europe before, those three people must put down a finger, leaving them with nine fingers.

The goal is to stay in the game the longest (to be the last person with fingers remaining). To win, it’s a good strategy to say statements that most people have done, but you haven’t.

Playing this game, along with the benefit of getting to know each others’ experiences better, can be humorous or cause for serious reflection.