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J E N N A H U G G I N S

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ACT IV ITY NOTEBOOK

R C P T 4 2 1

D R . WA G S TA F F

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TAB L E O F CONT EN T S

Activities…………………………………………………………………………….3

Warm Ups/Stretches………………………………………………………………...........3

Name Games…………………………………………………………………………………..…5

Play Games………………………………………………………………………………..………6

Tag Games………………………………………………………………………….…..………..11

Trust Exercises……………………………………………………………………………..……13

Initiatives…………………………………………………………………………………….….…14

Transitions………………………………………………………………………….………….….15

Challenge by Choice…………………………………………..………………16

Experiential Learning Cycle………………………………..………………18

Debriefing/Processing Methods…………………………..…………….19

Full Value Contract………………………………………….…………………22

Goal Setting…………………………………………………….…………………24

Group Briefing………………………………………………….…..…………..25

Training Reflection/Notes………………………………………………….26

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Activities

Warm-‐Ups and Stretches

1. Old Lady Grady

Have group stand in a circle. One person starts by asking the person to the right:

(First person) “Hey, did you hear what happened to Old Lady Grady?”

(Person on right) “No, what happened?”

(First person) “She died!”

(Person on right) “How’d she die?!”

First person demonstrates a stretch and says, “By doing this!”

Everyone in the circle does the stretch, and then the conversation starts again with

the second person repeating the conversation with the person to his or her right

until everyone in the circle has shown a stretch that Old Lady Grady did.

2. Peanut Butter Jar

Have the group stand in a circle. Explain to them that they are trapped inside a huge

peanut butter jar. First they must “scrape the peanut butter” off the bottom by

stretching out their feet/legs in a circular motion. Then they have to scrape the

peanut butter off of the middle edges, stretching their hips in a circular motion.

Then they scrape the peanut butter off by using their heads and stretch their necks

in a circular motion. Lastly, they stretch their arms to the top of the jar and around

the jars edges.

3. Snoopy and the Red Baron

Have participants find a partner. Once with their partner, decide who is Snoopy and

who is the Red Baron. Have partners face one another with their hands in front of

each other, palm to palm but not touching. With feet planted, the Red Baron moves

up, down, right, left, circular, zigzag, all while making airplane noises. Snoopy must

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follow them, staying palm to palm and also making airplane noises. After about 30

seconds have them switch roles.

4. Stork Stretch (not for every group)

Put participants in groups of 3. Have them stand facing one another in a triangular formation. One person raises his or her right leg and places their foot on the right

thigh of the person to his or her right, as that person continues the identical action

to his or her right. So everyone's right leg should be as parallel to the ground as

possible, as his or her right leg is supported on his or her right hand partner’s

thigh. The left legs support the trio. Have them repeat this with the left legs.

5. Yurt Circle Stretch (not for every group)

Have the group stand in a circle holding hands. Have them far apart so their arms

are tightly stretched, but make sure they have a good grip with the people on their

left and right. Have everyone lean back, then lean forward. Then, have every other

person go forward, the others leaning backwards. (Can be done while holding a rope

as well)

6. Back to Back

Have group get into pairs of 2. Have partners interlock arms while standing back to

back. While interlocked, slowly lower to the ground and sit. On the count of three,

they should push against each other’s backs to get back up to a standing position.

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Name Games

7. How Do You Like Your Neighbors?

Materials: spot makers (marshmallow foam pads, circle spots, etc.)

Make a circle with any material you have to use as a “base spot” with one less spot

than there are players. Players stand in the circle at a spot and one player stands in

the middle of the circle. The player in the middle approaches a player at a spot and

asks, "Do you like your neighbor?" The player in the spot says, “I like _____

(name of player on the right) _______ (all right; all wrong; all mixed up).” If the player

says “all right”, everyone has to move over a spot to the right. If they say “all wrong”,

everyone must move over a spot to the left. If the player says “all mixed up”, all the

players have to run around and find a new spot in the circle.

8. Thumpety Thump Thump!

One person starts in the middle of a circle. The person in the middle picks someone

and if the chosen person does not say the name of the person to their right before

the person in the center says “THUMPETY THUMP THUMP!”, they are now “it” and

have to stand in the center.

9. Do You Know Everyone’s Name?

Ask group if they know everyone’s name. Have a few try going around the circle and

naming everyone. If someone has a hard time remembering names, have everyone

say their name and a fun fact about themselves to help others remember them.

10. The Wind Blows Those… (My Friends Who…)

Materials: spot makers (marshmallow foam pads, circle spots, etc.)

Have enough spots for everyone in the group except for one person who starts in

the center of the circle. The person who starts in the center says, “My name is

___________, the wind blows those who ______________.” They fill in the blank with

something about themselves (I.e. wearing jeans; likes to hike; plays video games;

etc.) Anyone who also shares what the center person shared has to run to a new

spot in the circle. They cannot go right next to their original spot. The one person

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left without a spot stays in the center and says their name and the phrase with

something about themselves. Do this until almost everyone has gotten in the center;

use judgment to see when the energy is fading to move on to a new game.

Play Games *Always identify hazards, even if they are obvious!

11. Caught Green Handed

Materials: big green hand, cones

One player is “it”. The person whom is “it” stands on one end of the gym (or set up

cones outside) with a green hand (or any object similar) placed on the floor behind

them. The other players line up behind a line on the other side of the gym (or use

cones and questimate a good distance). “It” counts to three, after three they turn

around. As they count, the other players run closer to the green hand. Once “it” turns

around after three, everyone must freeze. If they are caught moving, “it” can send

them back to the starting line. Once everyone makes it to the green hand, their

mission is to get the hand back over their starting line without getting caught with it.

Every time “it” counts to three after the hand is retrieved, they have one guess of

who is holding it. If the person is caught green handed, the individual has to give the

hand back and go back to the starting line, everyone tries to get the hand again.

Players must work together to get the hand undetected back across the starting line.

12. Earth Ball

Materials: moon ball

With a huge blown up ball, throw it up into the air and try to keep it there. Have

players count each time it is hit to keep it from hitting the ground. (RU ABLE’s last

known record: 522 hits) Good game to play while waiting for people to arrive.

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13. Captains Coming

Facilitator is the "Captain." The role of the Captain is to call out the actions and

dismiss the players who don't do the actions quick enough or who break from

character. Once the captain calls an action, each player has 3-‐4 seconds to start

performing the action. If they don't find a group fast enough or perform the right

action, they become a mermaid. The actions are:

§ Captain's Coming!: Everyone stands at "attention" (in a salute), and they can’t

move from this position until the Captain says, "At Ease!" If they laugh or break

from the attention, they are dismissed.

§ To the ship!: Players run to the right.

§ To the shore!: Players run to the left.

(for an added bonus be sure to point the right direction the first few times and then

begin to point the opposite occasionally. You will be surprised how many go the way

you point instead of the right direction)

§ Man Overboard!: One person drops to one knee the other stands behind them,

puts a hand on their shoulder. Both scan the ocean for the overboard man

§ Crows Nest!: Three players stand backs to each other and lock arms at the

elbows to form the crows nest.

§ Captain’s Table!: Four players squat in a circle like sitting at table and pretend to

eat like they haven't eaten in days. Tell them to make really loud eating sounds

like "YUM YUM YUM YUM YUM!"

§ Mermaid!: each player that has been dismissed thrust out their right hip, places

right hand on that hip, takes left hand and makes a big exaggerated wave and

yells out "howdy sailor!"

14. Ring Toss (Group Juggle)

Materials: rubber rings

(Groups no larger than 15) Have group stand in circle. Facilitator starts out with one

ring and tosses it to a player after saying player’s name. Players pass the ring to

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another player who hasn’t gotten the ring yet (after saying player’s name) until the

ring ends at the facilitator. Make sure players remember whom they threw the ring

to and have them go around fast and try not to drop the ring. Once they have done

that, facilitator adds in a different colored ring and tosses the ring in reverse order.

Have both rings going around at the same time, add more for challenge.

15. Elephant Ball

Materials: ball (medium sized)

(no larger than 11 players) Participants stand in a close circle, legs at least shoulder

width apart with their feet pressed up against the feet of the players next to them.

Have them bend towards the ground and use one arm as a “trunk”. Throw a ball into

the circle, if a player has a lets the ball out of the circle, they have to run around the

circle and then retrieve the ball.

16. Yee-‐Haw

In a tight circle a person starts out by saying “Yeehaw!” with a motion to the left or

to the right to start the game. The person it is sent to now has to either say:

“Yeehaw!” to the right or to the left

“Down Diggity Dog” and point to someone across the circle

“Four Shifter Gear Box” making everyone punch in and out of the circle 4 times

“Hoe down!” making everyone do a dance spin in their spot

When someone messes up, they are out. If a motion/phrase is used more than 3

times in a row, the 4th person to use it is out. Continue until the final two!

17. Lifeguard

Materials: parachute

Have group grab edges of a parachute. Chose one volunteer to be a shark. Choose

two volunteers to be lifeguards. Everyone else sits down with his or her legs straight

under the parachute; they are swimmers and make “waves” with the parachute.

Lifeguards stay standing; shark goes under the parachute. The shark grabs

swimmers legs/ankles and drags them under the parachute. Lifeguards can save

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swimmers if they see them going under, but if swimmers are dragged under, they

become a shark.

18. Power of 10

Go around the circle counting to 10. Players can say one number, or two or three.

Whoever 10 lands on is out. (Good time passer)

19. Ninja

Stand in circle. Have everyone bow and jump back into a “ninja pose”. On their turn,

players can do one swift ninja movement to try and karate chop another player’s

hand (from the wrist to the fingers). If a player’s hand is hit, that arm is out. Once

both hands are hit, they are out completely. Turns go clockwise. To avoid getting

out, ninjas who are about to be struck can also do a swift ninja movement to avoid

getting out.

20. Dragon (#1 Fan)

Have players challenge each other to rocks paper scissors. The losing player

becomes the winner’s number one fan, following them and cheering them on as they

go and find other winners. By the end, you have two people with others following

them as their fans; the winner wins all the fans!

21. Shoe Relay

Materials: two hula-‐hoops/anything to have shoes in

Have two equal teams. Place two hula-‐hoops in line with each other and have each

team remove their shoes and place them in their respective hula hoops. Mix up the

shoes. Line up the teams, one person at a time goes and finds their shoes, puts them

back on, and runs back to the team to tag the next person in line to go get their

shoes. The team that is seated with their shoes on first wins.

22. Ring Toss Pivot Relay


Pair players into teams of 2. Have them start close together and toss the ring to one

another, if they catch it they move one lunge away from one another. If the ring is

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dropped, they have to start from the beginning. First pair to make it to the opposite

sides of the gym from each other first wins.

23. Ring Toss Team Relay


Have half the group on one line, the other half on another line parallel. Players must

toss the ring to the person behind them, down the line until the end. First team to

get to the end wins.

24. Ultimate Ring Toss


One side of the gym is the goal for team 1, other side is goal for team 2. Have some

goalies, have some offense and defense. Whoever is in possession of the ring cannot

move, they have to pass it on to another teammate before they can run again.

Whoever scores the most wins.

25. TP Shuffle

Materials: outside element; telephone poles. Balls.

Have two teams line up, each on team on respective telephone poles. Have them

race to get the ball from one end of the telephone pole to the other without falling

off/losing balance. Have them alternate over the head and under through the legs,

switch it up.

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Tag Games

26. Toilet Tag

One person is “it” (known as the “mysterious poopers”). If you are tagged, you have

to get on one knee and become a toilet. Other players can help you get back into the

game by hover sitting on you knee and pretending to “flush” you.

27. Bandana Tag

Materials: bandanas, cones for boundaries

Every player gets a bandana and hangs it out their pocket. This tag game is every kid

for themselves. If your bandana is pulled from you pocket you have to sit criss cross

apple sauce, but if you pull a passerby’s bandana while seated, they are out and you

are back in (*final four players, refer to Circle of Doom below).

28. Alligator Tag

Materials: bandanas, cones for boundaries

Make sure everyone gets a partner. One partner has a bandana hanging from their

pocket, they are the alligator butt. The other partner is the alligator head. The butt

holds their hands on the shoulders of the head. The head has to try and steal other

alligators bandanas, the butt tries to protect the bandana. If the bandana is pulled,

the whole alligator is out (*final four players refer to Circle of Doom below).

29. Cheeto Tag

Materials: two full pool noodles, one half-‐pool noodle (or any materials to use to tag

with)

Two people are “Cheetos” and have orange pool noodles (one noodle each). One

person is selected to be water and has a blue pool noodle. Cheetos tag others, if they

are tagged they have to rub their hands together as if they have cheeto cheese dust

stuck to their hands, water can release them so they can run away from the Cheetos

again.

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30. Blob Tag

Materials: foam swords (or anything to use as “tentacles”)

Two people hold hands, each has a foam sword (or something similar) in their free

hand; they are “the blob”. Their goal is to increase their blob size, if someone is

tagged with the sword, they join the blob. As the blob grows, it gets hard to get

away. Put a time limit.

31. *Circle of Doom

When it gets down to the final four players/teams, have everyone make a circle with

the last remaining players standing in the center. Have the circle cheer for the

players, final one standing wins!

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Trust Exercises

*Before doing any exercises with balance, make sure to give a spotting technique

speech. Their stance should be steady, eyes always on the participant, hands up as

“spoons”, not with fingers spread like “forks”. Always go over the commands:

Participant: Ready?

Spotter: Ready.

Participant: Falling

Spotter: Fall

32. Trust Lean

Groups of two or three. Have two people in the spotting ready stance, the other falls

backwards to be caught by the other two. *Commands

33. Wind in the Willow

Have a very tight circle with one person in the middle. The one in the middle falls

back, everyone is “passes” them around by spotting. *Commands. Not for every

group, make sure they are mature and pay close attention.

34. Trust Run

Make two parallel lines, everyone holding out one arm. Everyone takes turns

running through the arms, trusting that they will lift up their arm in time, not

clotheslining them. *Commands

35. Trust Lift

Teach the group how to properly lift and spot before attempting. Have a competition

between each team of who can reach higher on a tree, as a team (or something high

up). *Commands

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Initiatives

36. Circle the Circle

Materials: Hula-‐hoop

Have group stand in circle, holding hands. Take a hula-‐hoop and place it on a

participants arm (before they hold hands). The goal is to work together to get the

hula-‐hoop around the circle, so everyone has to go through the hoop. Time them to

give a competition incentive to beat a previous record.

37. Pipeline

Materials: Pipeline, bucket, and marble

Have participants line up and give each on a pipeline. Explain to them that the

marble needs to get to the bucket on the other side of the gym. Rules:

1. The pipes may never touch each other.

2. The marble cannot touch any part of the participant.

3. Once in a pipe, the marble can never move backwards. It must always move

towards the pipe at the end of the gym.

4. If a participant has a marble in their pipe, that participant cannot walk

around the room.

5. The pipes cannot touch each other.

38. Save the Baby

Materials: rope, cone, “baby”, extra rope

Set up a circle with a rope. In the center, have a cone with a “baby” trapped on it

(can use a beanie baby, tennis ball, etc.). Provide participants with two long ropes

and a helmet. Give them a scenario of why they have to save the baby.

The baby is the only chance the world has at surviving, and it is trapped in this

volcanic ditch. No human part can survive touching the ash or even going over the

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boundary leading up to the ash (the rope). If an arm is exposed to the vapor, it can’t

survive.

If any part of the body crosses over the rope or they drop their supplies to save the

baby in the ash, the tool that hit it is taken away. They can gain tools back by losing

voices for 5 minutes, only using one arm for 2 minutes, etc. (make up funny

consequences).

Transitions

39. Walking Partners

If you have to walk to another location during a program, pair up the group and

have them share something about themselves with their partners. It can be fun

personal facts, or it can be how they feel about going on a ropes course. Change it up

depending on the circumstances. Once the group makes it to the new location, have

the partners share the new things they learned about each other to the rest of the

group.

40. Going to the Moon

A game to play if you’re waiting around or trying to buy time. Say “I’m going to the

moon, and I’m going to bring _____________.” Come up with a word pattern. Examples:

words with double letters (balloon, grass, poodles), words that start with the letter

of the first name (for Jenna: jelly, jaguar, jets). Change it up each time and see who

can catch on to the pattern!

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Challenge By Choice

Method 1: Draw a Circle

Have participants draw a circle around themselves with their foot. Explain that the

circle represents their “comfort zone”. Demonstrate and ask them to join you in

stepping “outside” the circle and explain that they should try to take a little step

outside of their comfort zone, not a huge leap that might overwhelm them and make

them extremely uncomfortable.

Method 2: Rope Circle

Materials: rope.

Make a rope into a large circle, have group stand inside the rope circle. Explain to

them the concept of Challenge by Choice. As you explain the concept, tell them that

the rope represents their comfort zone. Ask them to take a step outside the rope,

representing them stepping outside of their comfort zone.

Pros -‐Visual demonstration of stepping outside the comfort zone. -‐Active demonstration, helping participants pay attention by being involved.

Cons -‐Older groups might think it is a more “childish” method.

Pros -‐Visual representation of them taking a step out of their comfort zone. -‐ Keeps participants involved.

Cons -‐Group might pay too much attention to the rope and not the concept. -‐May put someone uncomfortable on the spot

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Method 3: Explain CBC Briefly

In a group of adults, simply explain that RU ABLE operates on a Challenge by Choice

philosophy, that we want participants to stretch a little out of their comfort zone

while participating in the ropes course/team building experience.

Pros -‐Efficiently explains CBC

Cons -‐Un-‐personal -‐Less interaction

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Experiential Learning Cycle

Experience: Game/Ropes/Initiative gets group thinking and working.

Reflect: What happened?

Analyze: What does that mean?

Apply: Now what can we do with this?

All of it comes together to apply the experience to their lives, whether

its co-‐workers learning to work well together and build relationships;

or if its teens learning how to overcome obstacles of life.

Experience

Analyze

Reflect Apply

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Debriefing/Processing Methods

Method 1: Scale/Barometer

Set up a scale, use a cone or any object to place on the different ends of the scale.

Have everyone either place an object (tennis ball, foam “marshmallow”, etc.) or

stand in the spot of the scale they relate to most. Example: one end of the scale is

frustration while the other end is understanding/unaffected. If someone has a mixed

feeling, they can stand in the middle. Go through the line and have each person

speak what’s on their mind and why they chose the spot on the scale they chose.

Method 2: Blank Paper

Get a blank sheet of paper and lay out some markers. Have everyone write down

exactly what they are feeling in that moment after attempting/completing an

activity. Read through them out loud and fish out some conversation.

Pros -‐Visual demonstration of where people are at concerning the program -‐Active demonstration, helping participants pay attention by being involved.

Cons -‐People might not want to speak what’s on their mind of why they chose their spot on the scale. -‐Might not be taken 100% seriously.

Pros -‐Helps people write out how they feel. -‐Can be a good conversation starter.

Cons -‐Someone might right an inappropriate response -‐ Participants might not want to voice their thoughts of what they wrote.

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Method 3: Rope Knot

Have everyone grab a rope that you’ve made into a circle. Tie a knot in the circle,

and across the circle on the other side of the rope tie a bandana onto the rope. Have

everyone stand in place holding the rope, shuffle the rope in one direction and yell

stop. Whoever has the knot and the bandana when it stops has to share. The knot

can be something that was challenging; the bandana can be something that was

really fun. You can change it to help process the experience accordingly.

Method 4: Circle Jump

Have everyone stand in a circle. Ask yes or no kind of questions; if they say yes have

them jump into the circle, if they say no they can stay standing where they were.

Once some people share why they moved or didn’t, have them return to the original

circle and ask another question. Example: Jump into the circle if you had fun today.

Jump into the circle if you tried something new today. Etc.

Method 5: Talk it Out

Have everyone sit down, so everyone can see each other. Start asking questions to

start a conversation. Once you get that “magical question” that ignites the

Cons -‐ Participants might start to repeat what others have said instead of adding their own new input

Pros -‐Gets people to talk about negatives and positives. -‐By moving the rope, keeps participants attentive.

Cons -‐ Some participants might be on the shy side and not participate, leaving with no input for the group.

Pros -‐Visual demonstration of how people responded to different aspects of the program. -‐Allows different views to be seen and discussed.

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conversation, sit back and let them talk things out and process together. Jump in to

add more questions/thoughts, but stay objective and let them do most of the talking.

Pros -‐Gives participants a chance to talk about how they felt about the program and how they want to apply it. -‐ Can be a good tool to start the application of what they learned.

Pros -‐ Group might have one of two people who are big talkers and take up most of the conversation. -‐Shy participants might not put input.

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Full Value Contract

Method 1: 5 Finger FVC

Have group stand in a circle and hold out their right hand. Each finger represents:

Pinky: Pinky promise; weakest link. Promise to help and encourage each other.

Ring Finger: Commitment. Be committed to trying new things.

Middle Finger: We all know what this is, don’t want to see it.

Pointer Finger: Only use your pointer finger if it’s followed by a…

Thumb’s up, or a high five.

Have the group “sign” the contract by spelling their first names in the air with their

butts. Do this with younger groups, or with groups that need to loosen up.

Method 2: Have Fun, Be Safe, Try Your Hardest

Explain to the group that the goal of the day is to have a good time, be safe during

activities, and try our hardest to try new things and help each other through the

program.

Pros -‐Visual representation of the contract, keeps them engaged and involved.

Cons -‐ Older groups might not take it seriously, might perceive it as childish.

Pros -‐Get’s the point across quickly.

Cons -‐ Non-‐interactive.

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Method 3: Goal Oriented

Have the group write down what they hope to accomplish for the day, things they

want to see out of each other and things they don’t want to see. (I.e.. See

cooperation; don’t see bad attitudes). Write it on a white board, a piece of

cardboard, a paper, and on the bottom have them sign it.

Pros -‐Visual representation of what they want to see/accomplish together. -‐Keeps them involved in making the contract, makes it personal.

Cons -‐ If it is a group with a wide range of abilities, some goals might be too high for some and not high enough for others.

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Goal Setting

Establishing goals for individuals and for the group as a whole is very important.

Individual goals drive people to achieve personal accomplishments, such as:

-‐Making it through the ropes course

-‐Making it through one element

-‐Reach the bar jumping off of the “Panther Pole”

-‐ (Etc.…)

By setting group goals, it helps the group try to work together to accomplish the

goals. By establishing goals together and writing them down in the beginning of the

program, they have a chance to see their accomplishments during the debriefing

process. Goals help everyone have more motivation in what they are doing during

the program. Goals for groups could be:

-‐Work together to finish tasks

-‐Communicate well

-‐ Learn weaknesses and strengths

-‐Learn to work through weaknesses

-‐ (Etc.…)

To facilitate a goal setting exercise you can have groups think together of goals they

want to accomplish during the program and write them down on a white board. You

can have each person write down a goal they want to accomplish as a group on a big

piece of paper and go through the list. Before starting, you can discuss ways to

accomplish them. After the program you can go through the list and see what you

accomplished, and how you could have accomplished others that weren’t met.

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Group Briefing Components

Here is what I try to cover in an introduction speech when facilitating a challenge

course program (it varies depending on what kind of group is participating):

“Welcome! My name is _____________, and you’re other facilitators of the day are

_________, __________, ________ (have each facilitator introduce themselves). We are with

RU ABLE, which stands for Radford University’s Adventure Based Learning

Experience. We have our property at RU West with low ropes elements and high

ropes elements, along with the gym that has high ropes elements. We also lead

programs at Selu, a great piece of land that has many low ropes elements and

beautiful scenery (if the program is at Selu, I would talk a little bit about the history

of the land). We work with all different kinds of groups and all different kinds of

programs. We do team building programs, work on high ropes with groups, operate

the rock wall tower, and do some work with folks with disabilities. During the

summer, we lead groups kayaking and rafting on the river, as well as take people out

on Claytor Lake on a boat.

Before we get started, I want to point out where the bathrooms are. Next, does

anyone have any medical conditions we should know about? You can come up to me

after this if you want to keep it private.

Some safety for the day, does everyone have close-‐toed shoes? If you have gum,

please spit it out. If you have any dangly earrings, please take them off. If you have

on a necklace, if you could tuck it under your shirt or take it off, that’d be great.

Lastly, if you have anything in your pockets, please remove them and set them to the

side and retrieve them later.”

Next, I would start to go over CBC and FVC, and once done with that, head to the

challenge course/start games.

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Training Reflection/Notes

Initial Quiz Notes

Quicksilver:

1. What are the elements of a successful program?

-‐ Trust: allowing people to be themselves without fear of judgment. As

facilitators, we have to demonstrate that it's ok to look silly. We want them to

trust each other, but we also want them to trust us.

-‐ Communication: helps to prevent conflicts, allows participants to share

ideas and foster environment where people can openly talk. As facilitators

we should to listen to what participants say and make sure we answer any

questions.

-‐Cooperation: games that have everyone win are better than defining

winners and losers, helps participants see their abilities and appreciate what

they can offer to the big picture.

-‐Fun: helps people be more involved by actually enjoying what they are

doing.

2. What is the APPLE facilitation model?

Asses: gather information about the group (who are they? what do they want

to accomplish? how many participants? how long? where? special

considerations?)

Plan: helps you choose tools to use to accommodate the program.

Prepare: doing whatever is necessary to be ready to go when the group

arrives (have materials ready, know site of program)

Lead: watch what is happening, as why you are doing what you do and react

to observations.

Evaluate: while you lead and at the end. Reflect on how program went, what

could have gone better, what went well, etc.

3. What are the elements of a good debrief?

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-‐Boundaries: people need to feel safe to talk about issues honestly and

openly.

-‐Permission: acceptance of the debriefing process by others.

-‐Purpose: center it on goals, helps to prevent mindless conversation.

-‐Focus: to ensure that the lessons are brought up and understood. Prevention

of irrelevant ideas to interrupt the purpose.

-‐Responsibility: group members must take responsibility for their own

learning; participants should do most of the talking.

-‐Structure: make an inviting environment and have it be simple, focused, and

brief.

-‐Closure: ask if there are any other thoughts at the end.

4. What is sequencing?

-‐Part feeling, part intuition, part analysis, and part experience. Observe the

group to see signs of what they need, sequencing allows you to maintain the

group's flow state, their level of challenge and abilities to meet them. Plan,

observe, react, and adjust on your own.

5. What is DDADA model for presenting activities?

Describe: explain rules.

Demonstrate: show them how to play; words can be confusing.

Ask Questions: check to see if everyone understands.

Do: play!

Adapt: change up rules to keep energy up.

6. What can cause a bad challenge course experience?

-‐Leadership Style: poor explanations, bad choice of games, lack of

imagination, pushing too hard/not enough, too serious/too silly, lack of

enthusiasm, sensitive issues game, inappropriate scenarios.

-‐Sequencing: poor timing (too much/too little challenge), feeling unsafe, lack

of imagination, poor balance of competition/cooperation, diminishing trust,

pushing too hard/not enough, too serious or too silly, too active or too

passive, etc.

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-‐Participant Behavior: poor timing, sensitivity issues (politically incorrect),

reality vs. fantasy (Killer), feeling unsafe (Striker), lack of imagination, strict

adherence to the rules, cheating, success vs. failure (calling you're own

touches), bend to peer pressure, unknown of people's psyches (hidden

agendas), diminishing of trust.

-‐Logistics: poor geography/environment, nature (wind, noise, safety, etc.),

bad game (not fun, not appropriate), wrong equipment (unsafe), too

many/too few people, too much/not enough time, onlookers.

The Chapter provided on Challenge Course Programming (link in syllabus), and

1. Review the history of challenge course development.

2. What is the full value contract?

-‐ Helps give groups guidance in behavior and attitude; leader intentionally

makes the experience more developmental. (Ex: RU ABLE uses the 5 fingers

to explain a FVC)

3. What is challenge by choice?

-‐ Some participants are more willing to step out of their comfort zone, but for

others it is really hard. Having a CBC allows participants to choose just how

far out of their comfort zone they want to go.

4. What is the ACCT?

-‐ The Association for Challenge Course Technology, developed the first

universal challenge course installation standers as their first formal task in

1991, emerged summer 1993. Goal is to advance challenge course

technology, provides membership services such as conferences, newsletters,

industry updates, and standards and access to insurance coverage for

challenge course programmers. Developed standards for inspection,

technical standards for course operations, and ethical standards.

5. What are the four basic programming components?

1. Games and Icebreakers: warm the group up physically and socially; leader

uses it to foster group development and dynamics early in the program.

(name games, tag games, stretching)

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2. Group Initiatives and Trust Activities: problem-‐solving, team-‐bases

activities. Team has to work together to accomplish a goal (without help from

the leader).

3. Low Elements: stationary/permanent structures. No belay necessary, but

require group to spot each other. Foster interpersonal skills and teamwork,

used to develop trust, group cohesion, and communication skills.

4. High Elements: individual and team oriented activities that require a belay

system. Required to lib or be lifted a significant distance from the ground.

6. What are the three classic goal orientations used by challenge course facilitators?

1. Recreational: leisure, relaxation, socialization, enjoyment, thrill seeking.

2. Educational: developmental, psychomotor, cognitive, and affective.

3. Therapeutic: treatment, address dysfunctions, part of treatment plan.

The Guide for Challenge Course Operations: (Chapters 6,7,8)

1. What is belaying? (Static and dynamic belays?)

-‐Belaying is handling the heavy load of a climber by using friction with the

use of a belay device or by wrapping the rope around the belayer's body,

having the climber attached to a secure rope.

-‐Static Belay: a system in which a short section of rope or webbing provides a

secure connection between the climber's harness and an anchor. The anchor

can be a fixed point, or it can be connected to a carabineer, which is attached

to a horizontal belay cable.

-‐ Dynamic Belay: requires longer rope and a second person to be the belayer.

The rope is attached to the climber's harness and the belayer alternately take

in or lets out the rope, which allows the climber to go up or down. The

belayer's function is the secure the rope so the climber's fall is stopped.

2. What is a Just-‐Rite-‐Descender?

-‐A stationary belay system traditionally used with jumping elements to

reduce the impact of the participants jump on the belayer's body. It uses a

pole in the ground with a series of drilled holes to put the rope through that

creates friction.

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3. What are the classic climbing signals?

-‐Climber: "On Belay?" which indicates the climber is tied in and ready to

climb.

Belayer: "Belay On" indicating that the belayer is ready to belay, the belay has

been initiated.

Climber: "Climbing" indicating climber is ready to climb.

Belayer: "Climb Away" indicating that it is OK for the climber to begin.

Climber: "Up Rope" climber request that the belayer take up slack in the rope.

Climber: "Slack" climber needs belayer to release some rope so it isn't as

tight.

Climber: "Tension" asking belayer to hold some of the climber's weight.

Climber or Belayer: "Thank you" or "OK" used as response to the other's

signal. Helps when on a climbing tower or with minimal sight of each other.

Climber: "Off Belay" indicating that the climber no longer needs a belay.

Belayer: "Belay Off" response to climber, who has indicated that they no

longer need a belay, means that the belayer is no longer providing a belay.

4. What’s a LEAP anchor?

-‐An anchor that is attached with a through bolt. It supports a 12 or 14 mm

rapid link, requires a swaged back-‐up cable. (Picture on 118) *couldn't find

enough information about what the LEAP anchor is really used for...

5. What’s a cable grab?

-‐Designed to move gradually up and down a vertical cable, but locks onto the

cable if it is subjected to a sudden downward motion. Benefit is that the

climber doesn't need to continuously connect and reconnect to anchors as

they climb. Used on utility poles.

6. Are gloves needed for a rappel?

-‐The need varies depending on the friction created. They are commonly used,

but not required. With improved skill, rappelled should learn not to work as

hard to control their descent. If gloves are used, they need to be fitted

correctly; large gloves can get caught in the rappel system.

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RU ABLE Manual

1. Outline RU ABLE emergency procedures

EMS Procedures

1. Care for the injured person.

2. Assess the situation. KEEP CALM.

3. Contact campus police 540-‐831-‐5500.

4. Tell dispatcher that you are at RU West (6226 University Drive) and

your location; either the Gymnasium or the Picnic Shelter.

5. Send at least two persons to direct the RU Police and emergency

vehicle to the appropriate site/location.

6. Ensure the rest of the group is safe.

7. Provide appropriate first-‐aid. Do not move the person if possible

back/neck injury.

8. If must be moved to medical facility, transport will be done via

ambulance or other emergency vehicle. DO NOT USE PERSONAL

TRANSPORT.

9. Everyone in the group must remain in place. Attitude and needs of

the group must be immediately assessed.

Notification: You must speak with at least one RCPT Faculty Member

(numbers on page 11)

Incident Report Form.

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*listed and explained above.

Notes

• Name games*

• Games*

• Tag games*

• Always identify hazards, even if they are obvious. Most people get hurt

playing games rather than while on the challenge course.

• Activities/Stretches*

• Big group check-‐in, at the beginning of the day or randomly throughout the

program check-‐in with the group and see how they are doing.

• Trust exercises*

• Spotting speech, explain commands step by step*

• Low elementsà mohawk walk, wild woozy, TP shuffle, the wall, trust fall,

nitro, tire swing, & nitro ladder.

• Full Value Contract (FVC)*

• Framingà to start the element make a story that helps group focus on goals

and gives the activity a purpose (example: Marshmallows; you work in a hot

chocolate factory that has been flooded, you can only get the drain switch by

using the “marshmallows” to get across, the drain switch can’t be pulled by

one person so everyone needs to make it across.)

• Debriefà process and reflect on experience*

• Knotsà super 8, figure 8 on a bite, butterfly kellick hitch, bowline on a bite.

• ACCTà Association for Challenge Course Technology

• PRCà Professional Ropes Course

• The challenge course is annually inspected by Randy from the ACCT, he

inspects all the hardware

• PVMà Preferred Vendor Member, vendors that are approved through an

extensive process to make and distribute challenge course materials

• Always check equipment when setting up and document if anything is wrong

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• Dynamic ropes have a 5-‐7% stretch, static ropes don’t stretch

• Stretches*

• Transitions*

• An initiative is a problem solving activity*

• Experiential Learning Cycle*

• Processing techniques*

• Debriefing*

• Fishingà during a debrief, ask questions and fish for the question that gets

the conversation really going

• During a debrief, remain as objective as possible and let the group talk most.

• What, So What, Now What*

Training Reflections

During the training I learned a lot of technical skills about challenge courses.

Learning how certain parts of the course work and how to set up/break down the

course was really helpful. I also learned a lot more about leading games and

initiatives with more confidence.

When you are a challenge course facilitator, you are a confident leader in

charge of safely leading a group to learn communication skills and help them bond.

As facilitators, you are in charge of managing the risks involved

There are always risks involved when it comes to adventure programs

whether it’s up on a challenge course or games on the ground. When it comes to

games on the ground, there is the risk of someone tripping over something, jamming

something, or running into another participant. On the low elements, the risks

change depending on the element, but there is always the risk of falling off a cable

wire (hence why we have spotters).

During inspections, everything is checked in great detail. The anchors for

telephone poles, the tree anchors, cable quality, ropes, all equipment used is

inspected and tested.

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I am still learning what my leadership style is, but with this training I

definitely gained more confidence and got some really great examples of good

leadership skills. As a leader, ensuring a positive experience for the participants is

one of the top priorities. To ensure a positive experience, to the best of my ability, is

to be energetic, show excitement, encourage the participants, and encourage

communication and teamwork.

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