Team Building Activities

Team Building - Outdoor Education

There are so many fantastic team building activities for kids, which can vary from simple trust activities with little to no equipment, right up to obstacle courses or races that require significant preparation. However for the purposes of simplicity here are three simple ones which I love to use.

1. Entangled Hands: Get the kids to stand in a circle shoulder to shoulder and put all their hands into the circle and take someone else's hands. They can't both be the same person's hand! Then they have to work as a team to unravel the knot of hands without letting go until they're all standing in one big circle hand in hand. This is a fun activity that kids can get into and do with no equipment needed. Key to the success of the team in this game is effective communication. There's lots of communication needed to achieve the untangled circle, as it will involve co-ordinating with each other, stepping up over arms and twisting around every which way! A great variant to add in is for them to do it without talking!

2. Shared Sight: You're going to need a blindfold, two ropes and a couple of random obstacles for this one! Lay out the ropes so they snake around the room to make up a course that must be travelled, then randomly place some obstacles such as soft toys or drink cans along the way! The idea is that one kid is blind-folded and the other, using only their voice has to safely guide them through the course without touching any of the obstacles or the rope along the way. This game not only requires communication, but a huge amount of trust as well, therefore helping to meld participants into a cohesive team.

Huge Amount Of Trust Needed For This Activity

Huge Amount Of Trust Needed For This Activity

3. Raft Building: This activity requires a few pieces of equipment, including poly pipe capped at each end, empty sealable barrels and some lengths of rope. The wider the selection of items the better, because it allows for greater variation in design and greater creativity from the kids. You will also need to be near a creek/river/pool for this challenge and there's a great chance that everyone's going to get wet!!!

Raft Building
Raft Building

In small groups of 4-6 kids, set clear parameters as to how many pieces of equipment they can use. From the collection of materials they then select and use these limited resources to build a sea-worthy raft, that will not only float, but safely carry all members of the team across the river and back. It's amazing how many variations of a raft are created each time, some far more effective than others. In this activity the kids must work together to design, build, then paddle the raft as a team. It's a great way to engage all members of the team and whilst some may be stronger in design or building, others may be stronger in paddling and steering.

Raft Building - Team Activity

The real test comes when the kids have to carry the raft down to the river banks and it hits the water for the first time!! Does it float? Yes!!! Does it float with everyone on it?... Well ummm...

Team Building Activity

There are a huge range of skills being developed in this activity and it's such a fun one to do. It builds confidence, communication, leadership, teamwork, trust, cooperation and coordination! Even if the raft completely falls apart on the water, it's the process the kids have used in creating that craft that's so important in the overall learning process. If all else fails, you're still going to have a great laugh seeing these makeshift vessels breakup and see the kids scrambling to grab all the pieces before they float away!

The Idea Of Risk And Education

Risk Photo

Why is everyone so afraid of the word risk? To be honest talking about risk is a risky topic in itself, because whenever people think of risk, it conjures up visions of dangerous risk and is usually associated with money grubbing lawyers, soulless insurance companies and drawn out court cases, all of which should be avoided, like the plague or romantic candle lit dinners with Kim Jong Un.
 
Unfortunately, people become blinkered to anything else, especially when dating a dictator who desperately needs to find a new hairdresser. Seriously though, regardless whether risk is dangerous or not, it fills people with a sense of fear. Not knowing how to deal with one’s fear, leads to a perception that all risk is bad and therefore all risk must be avoided at all cost.
 
However, every part of our lives involves some form of risk. Whether it be trying a new dish off a menu for the first time, deciding what to do on the weekend or planning to leave your current job in pursuit of a new career. All these things involve risk. However, most of this risk stems from people’s inbuilt fears rather than serious risk of harm. Consequently, not all risk is dangerous risk, but it does make us feel uncomfortable, or even fearful because the outcome is unknown. Often people will delay making decisions, or avoid them entirely, because they want to avoid the risk of making the ‘wrong’ decision.
 
Education is all about taking risks, yet due to the misconception that risk is just about dangerous risk, there’s a huge disconnect with schools being proactive with their students and educating them how to take measured and reasonable risks to help them develop and grow. Instead, the focus is on ‘playing it safe’ and being totally and utterly risk averse. Once again, the nanny state and its perverse litigious legal system can justify its own existence.
 
It’s drilled into many children from a young age, ‘be safe’, ‘take care’, ‘don’t do this’, ‘don’t do that!’ ‘BE CAREFUL!!!’ It’s fair enough that parents don’t want to put their child in danger. However, I’m not talking about dangerous risks, so if they’re so risk-averse that they’re not even willing to let their kids get dirty playing around in the backyard at a friend’s house, it’s going to cause much, much bigger problems later on.
 
Unfortunately, the current generation of school-aged kids seems to have been brought up by a generation of paranoid, risk averse parents who are desperate to see no ‘harm’ come to their ‘special child!’ Sadly, as a result of this paranoid parenting, it’s actually damaged many a child’s ability to understand what it means to take a risk, and to be able to take measured and informed risks for themselves. The comfort zones of kids are slowly smothering them into inaction and indecision, then often their perception of risk is either totally over the top, or so oblivious they believe they’re impervious to anything.
 
There are only two approaches you can take when dealing with risk. You can either accept and proactively embrace the inherent risks that life brings, or you can try to avoid them completely. By trying to avoid any sort of risk and avoid the risk of ‘failure,’ this can do more damage to children, than letting them explore and experience risk from within in a positive framework.
 
If parents have the ultimate goal of ensuring their child can’t possibly fail at anything in school, they’re missing the point about education and personal development. The reality is that this ‘perfect child,’ ‘perfect world’ approach is disastrously counterproductive and can only lead to a much greater failure in the future. By being over-protective, parents are not giving their children the chance to develop coping mechanisms and the resilience needed to deal with life’s setbacks that will most certainly occur.
 
Instead of wrapping kids in bubble wrap to protect them from everything, it becomes critical to allow them to explore taking risks within a structured framework such as an experiential education program. This allows them to think for themselves, make decisions and risk failure without massive negative consequences.
 
Through experiencing what taking risks feels like and helping students step outside their comfort zones, we can help students learn about taking chances in life, which is what life’s all about. It’s not about ‘playing it safe,’ to the point that you never progress and grow as a person. It’s about pushing the boundaries to make the most of opportunities and to become the best you can. Next time you’re running a program, set up an activity that involves a good amount of perceived risk that’s suitable for the age and maturity of your students. Through this, encourage them to take a chance, try something completely new and push beyond the boundaries that have been unnaturally put in place for them by others.
 
Failing that, there’s always that romantic dinner date… 

Don't Believe Everything You Think

Abseiling - Outdoor Education

Over the past three years, as I've worked on various outdoor ed programs, I’ve seen a pattern repeating itself over and over again. With a new group every few weeks, I've found the same kind of engrained beliefs the students have about themselves presenting again and again at the start of each program.

When the students arrive, I run a session on goal setting. In this, we outline why we set goals, how we go about achieving goals and why we should be setting goals outside our comfort zone! Despite this, it’s not until we actually get out into field and start doing some challenging activities that students get the opportunity to field-test their skill level and resilience.
 
Often we’ll be running an activity where the students have little previous experience. As a result, they’re hesitant or even fearful of the activity. The feeling of pushing outside one’s comfort zone starts to solidify in the students’ minds. However, I've noticed an increasing number of students shy away from activities that involve any form or risk, or perceived risk of failure.
 
Some of this feeling of fear is perhaps due to lack of experience. Other fears however, are often inherited from external sources such as parents and family who may have misguidedly told their children to always ‘Be Safe!’ ‘Don't take risks!’ and because their children are so perfect, they can't possibly fail… at anything!
 
One of the problems this creates is an irrational fear of dangers that don't actually exist and the fear of failure to the point that it's better not to try, than to risk being seen as less than perfect. The number of ‘perfect’ children I now find who have such low self esteem and lack of self belief is astounding!
 
When setting up activities we run, especially when we’re looking at abseiling, surfing, high ropes courses and even riding a bike, I say to the students beforehand, ‘Don’t always believe everything you think!’
 
I usually get blank stares, ‘What’s he talking about?’  I leave it at that.! I don’t go into any other details before starting the activity.
 
Whatever the activity may be, I make sure that it's designed to push the comfort zone and boundaries for each and every student.
 
Because of their pre-existing self-beliefs and low-levels of resilience, more often than not the students will go into an activity thinking, ‘I can’t do it!’ It's really just their first line of  defence to avoid their fear of failure.
 
Whenever they tell me, ‘I can’t do it,’ I generally respond, ‘Why not?’
In return I usually get ‘Because…. Blah, blah, blah!’
By this time, I've tuned out as they’ll throw up every possible excuse to avoid trying. These excuses tend to come out in rapid-fire succession, just in case the first one doesn't sound believable enough, they've got the next one ready to go!
 
What they're basically saying is, ‘What excuse can I make up to protect myself from possibly failing?’ and it's this fear of failure that's increasingly driving behaviours in students.
 
However, unless there’s some pre-existing medical condition, or some real reason as to why they can’t participate, I ignore their complaints about not being able to do it and instead encourage them to give it a go!
 
Whatever the activity, we’ll graduate it throughout the day to increase the level of challenge. For example, in mountain biking, we’d start with simple biking skills, how to set your seat height, how to pedal, how to change gears, how to brake, a very important aspect. We move on to how to go over an obstacle, how to go over an obstacle when moving at speed, how to go over multiple obstacles in succession and how to negotiate around berms, downhill at speed. The activity is therefore getting harder and harder, but it's graduating at a pace with which the students can manage.
 
Suddenly, without realising it, the students are riding on relatively steep terrain covered with some serious obstacles. A couple of hours ago they were telling me, or more to the point, themselves, that they couldn't do it!
 
With a ropes course, we start with low ropes, which are literally one step off the ground. They're simple stable challenges. However, after this, we ramp it up to a high ropes course where there's an increased perception of risk.
 
We often have students who are afraid of heights and this is a great activity to seriously push them outside their comfort zone. It makes them feel fear, it allows them to confront their fears head on and I work closely with these students to pushing them through that fear and enable them to truly challenge themselves and their firmly held beliefs. Once you can get them to punch through those self doubts, then their attitudes change, their confidence growth with it.
 
The same is true with surfing because a lot of students have never surfed before. Some are afraid of the water. Some are afraid of the surf. Some are afraid of getting eaten by sharks. The reality is though, you’re more likely to get killed by a vending machine falling on top of you than you are getting eaten by a shark. But people are still afraid.
 
No matter what the activity, the biggest challenge for students always comes down to all of the irrational fears that run through their minds telling them they can't do it.
 
However, once you get them involved and engaged in an activity, the fears disappear from their mind. They forget about all the excuses they made up as to why they couldn’t do something because their minds are now focused on the here and now and before they know it, they’re actually doing the thing they told you they couldn't.
 
I love to see this when it happens and I use this to positively reinforce those affirmative risk-taking behaviours that the students have pushed themselves to do.
 
In debriefing the activity, I revisit the issue of facing fears, happily saying to the student, ‘You’ve just achieved something that you told me you couldn’t do. Two hours ago you told me, “I can’t do it,” but what’s happened?’
 
I encourage all the students to respond individually. Invariably they’ll say, ‘I did it!’ And they’re really excited about it too. You can see it in their faces and in their smiles. They’re excited to have conquered their fear. They’re excited to have done something they’ve never done before.
 
To conclude the debrief, I’ll do a summation then reinforce my original statement, ‘Don’t always believe everything you think.’
 
Suddenly, I see lights going on! Some students are having an aha moment! What I said at the start is now making sense. Whilst they mightn’t remember it at the start of the next challenging activity, I’ll remind them of it and consequently they start to further process how to better approach challenging situations.
 
When students begin to realise their thoughts can shape so much of their lives in both positive and negative ways, this can become a powerful tool to help them master their approach to new challenges and experiences. Instead of telling themselves they can't do something, they've now got a power reference point of how and why they can do something they never thought they could.
 
Using briefing and debriefing frameworks to provide relatable learning moments, is vital when working with teenagers who might not always feel comfortable nor confident in everything they’re doing, even if they pretend to be.
 
Whilst life’s not all high ropes, mountain biking and shark dodging, when students can use these more challenging experiences and relate their success in these back to every day life, they start to become more resilient and realise they can push through other challenges they face.
 
Relating outdoor activities back to a wider context in this way, can be extremely effective in helping teenagers to push themselves outside their comfort zones and grow. It helps them to adopt a better mind-set for the way they should approach the next activity, or the next family matter or the next big decision they need to make in their lives. Chances are if you do the same, it could help you to push through some of your own long-held fears and apprehensions.
 
So remember, Don’t always believe everything you think!