Everyone WIN coorperative games and activities

16 EVERYONE WINS!Chase in the Ocean Activity Level: 1 Age Level: 4+ Location: In/Out Group Size: 6 Game Description: A caller shouts “ship”: and all the children run to the base at which

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Cataloging in Publication Data:

A catalog record for this publication is available from the National Library of Canada.

Cover design by Diane McIntosh Photos: Getty Images

Interior layout: Mary Jane Jessen

Printed in Canada.

First printing January 2007.

Paperback ISBN- 978-0-86571-587-5

Inquiries regarding requests to reprint all or part of Everyone Wins!

should be addressed to New Society Publishers at the address below.

To order directly from the publishers, please call toll-free (North America) 1-800-567-6772, or order online at www.newsociety.com Any other inquiries can be directed by mail to:

New Society Publishers

P.O Box 189, Gabriola Island, BC V0R 1X0, Canada

1-800-567-6772

New Society Publishers’ mission is to publish books that contribute

in fundamental ways to building an ecologically sustainable and just society, and to do so with the least possible impact on the environment, in a manner that models this vision We are committed to doing this not just through education, but through action We are acting on our commitment to the world’s remaining ancient forests

by phasing out our paper supply from ancient forests worldwide This book is one step toward ending global deforestation and cli-

mate change It is printed on acid-free paper that is 100% old growth

forest-free (100% post-consumer recycled), processed chlorine free, and printed with vegetable-based, low-VOC inks For further information, or to browse our full list of books and purchase securely, visit our website at: www.newsociety.com

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For the Spirit in whichshe comes to play

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Preface to the Revised Edition 11

How to Use this Book 13

Activity Level One Chase in the Ocean 16

Smaug’s Jewels 16

Dho – Dho – Dho .17

Giants-Wizards-Elves 17

On Your Knees 18

Emotional Relay Race 18

Hop as One 19

Blanket Volleyball 19

Upside Down Cycling 20

Dragon Dodge Ball 20

How Do You Do? 21

Up and Around 21

Blow the Ball 22

Go Tag 22

It 23

Cooperative Relay Races 23

True or False 24

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Big Toe 24

Pull Together 24

Toby Terrific Turtle 25

Catch the Dragon’s Tail 25

Hug Tag 26

Obstacle Course 26

Creative Monkey Bars 26

Couples Sports 27

Activity Level Two Come Together 30

Snowblind 30

Lemonade 31

Hawk and Mouse 31

Amigos All 32

Don’t Use Your Teeth 32

Up and Over 33

Standing Together 33

Octopus 34

Walking Together 34

Beam Walk 35

Base Ball Pass 36

Moving Ladder 36

Snake in the Grass 37

Log Pass 37

Shape Tag 38

Cooperative Juggle 38

Wheelbarrow 39

Garden 40

One Big Slug 40

Cooperative Musical Chairs 40

Popcorn Balls 41

See Saw 41

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Rope Raising 42

Rolling Along 42

Dolphin and Fish 42

All of Us, All at Once 43

Blind Trail 43

Dances of the Mind 44

Activity Level Three What Does This Mean? 46

Where Were You? 46

Rhythm Sticks 47

Still Photograph 47

Wheel 48

Stiff as a Board 48

Down the Tube 48

Down the Hole 49

Hello, But I’m Gone 49

Use that Rope 50

Alternate Leaning 50

Hold Me Up 50

How Many are Standing? 51

Feeling Sculpture 51

Strike the Pose 52

Spaghetti 52

Find Your Animal Mate 52

Gyrating Reptile 53

Nature Acting 53

Animal Acting 54

Tied Together 54

Blind Walks 54

Face to Face 55

In and Out 55

Rhythm Learning 56

Contents ix

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Use that Body 56

Move Softly 56

No-Hands Ball Pass 57

Pasta 57

Blanket Toss 58

Strange Positions 58

Wooden Children 58

Shoe Mates 59

Rocks in a Creek 59

Ocean Friends 60

Hold that Floor 60

Slow Motion Tag 60

A Chance to be Nice 61

Whose Shoe? 61

Inuit Ball Pass 62

Don’t Let Go 62

Children’s Carapace 62

Jump Jump Jump 63

All Paint 63

Probably Wet 64

Handle With Care 64

Marble Tracking 65

Path Finder 65

Sounds and Colors 66

Tree Silhouettes 66

Hug a Tree 66

Unnature Trail 68

Duplicate 68

Prooie 69

Activity Level Four Are We Near You? 72

What Animal Am I? 72

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Pinocchio 73

Talking Without Words 73

Rhythm Pulse 74

Hit the Nail 74

Sleeper 75

Two Way Copy 75

In Between 76

Find Your Rock 76

Clothes Switch 77

I Am 77

Canyon Echo 78

Psychic Nonsense 78

Back to Back 79

Catch Me 79

Chief 80

A What? 80

Make Me Into You 81

Cast Your Vote 81

Subtle Pressure 82

Circuits 82

Guess Our Shape 82

Body Ball 83

Alphabet 83

Direct Me 84

Getting Together 84

Hello 84

Where Is It? 85

Huh? 85

Mime Rhyme 86

Human Puzzles 86

Chalkboard Drawing 87

Feel and Find Boxes 87

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Activity Level Five

Watch My Face 90

Try not to Laugh 90

What Did I Do? 90

Where Did it Go? 91

Webs 91

Nature Web 92

Dictionary 93

T-Shirts 93

ReConnect 94

Guess 94

Casual Conversation 94

Silent Drawing 95

Do You Know Me? 96

Silent Structures 96

Cooperative House Play 97

Lion, Fox, Deer, Dove 97

Prehistoric Communication 98

Cooperative Storytelling 98

Collage 99

Books About Cooperative Games 101

Indices 103

Games Group Size Index 103

Games Age Level Index 108

About EnCompass for Families 115

About the Authors 115

xii EVERYONE WINS!

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THERE WAS BIG TROUBLE ON THE PLAYGROUNDat thelocal Waldorf School Violence was present almostevery day, and most of the first and second grade childrenhad formed cliques The parent who had the responsibil-ity for monitoring the playground was getting angrierand angrier and lacked support for coping with the situ-ation The teachers acknowledged the problem, and saw

it as an extension of difficulties in the classroom, but theirevery attempt to help backfired The parents blamed otherparents and other children for the problem, and theadministration and other teachers were growing increas-ingly alarmed It was at this point that we were called in.Was there any way to relieve the pressure short of majorsurgery?

Since this is an introduction to cooperative games andactivities, we won’t describe in detail the different meansused to ease the tensions at this school Cooperativegames and activities weren’t sufficient unto themselves,but they were the critical factor They not only provided

a common ground for all to meet upon, but allowed us

to test the effectiveness of the other conflict resolutiontechniques being employed The games served both diag-nostic and remedial purposes

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The first time we met the class on the playground wehad them play “Spaghetti.” This was our way of saying

to them that we are all interconnected and, thoughsometimes relationships become knotted up, it is possi-ble to find a solution “Spaghetti” is played by havingeveryone stand in a circle, then each person taking thehand of someone not directly next to them Each personmust be holding the hand of two different people Theobject is to recreate the circle while continuing to holdhands This is not easy to do, and there is often no way

to do it, but communication and patience are sized if there is to be any chance at all Once children getthe idea they want very much to have success This classplayed twice, with manners no one would have believedpossible, before finally “winning.”

empha-Next, we played “Rolling Along.” In this game, dren pair off, lie on their backs and have to roll down afield with their toes connected At first we let them picktheir own partners, then we chose partners randomly, andfinally we deliberately matched certain students together

chil-Of course there was dissatisfaction with both the dom and deliberate methods of pairing, but the gamewas so much fun, and the release of energy so significantthat the children cooperated

ran-Then, it was into group games such as “Chase in theOcean” and “True or False.” Then we collectively made

an obstacle course, and collectively navigated it Finally,

we played “Hug a Tree.” This was an important moment

in the day, for this game requires a high degree of trust.Children are in pairs and one is blindfolded Then, in afairly dense wood, the sighted child leads the blindfoldedpartner to a tree by a circuitous route The blindfoldedchild explores the tree with all senses but sight Then, via

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a different route, the child is led back to start, the fold removed, and the child tries to find the tree.But how to arrange the pairs? If we put childrentogether who had been having difficulty with one anotherand they violated trust, it was altogether likely that coop-erative games would not be energized into healing intensity.

blind-If, on the other hand, we allowed the “best friends” whoformed the core of the cliques to pair off, then there wasthe probability that those cliques would be reinforced.The understanding of how the students were con-nected had been developing in us during the time theprevious games were played We relied on no other per-son’s judgment, not even that of the teacher It is in thecourse of the games, while involvement is total, that thechild will forget the more superficial aspects of image,and will react according to needs For instance, two boyswho were often the object of one another’s aggressionhad greatly enjoyed being paired in “Rolling Along.”They moved across the field so quickly that the otherchildren were delighted and stopped to watch them.Everyone was surprised, and comfortable, when theyrealized the new roles these boys were living

In every group there are those who have the capability

of providing a “neutralizing” influence Often, this bility is hidden, for there is great pressure to join one side

capa-or another In this class of first and second graders, theneutralizers were well underground Communication and

“safe space” had deteriorated to that extent But we hadspotted them during the group games They played thegames for the enjoyment of it, and did not worry whowas next to them They looked to us for information as

to how best to play, and were not afraid of telling thosewho interfered to be quiet

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The biggest clue to the identity of the “neutralizers”was their need to let us know they were not identifiedwith any one group of children They let us know in sub-tle and not-so-subtle ways One child would deliberatelystand apart from the group while awaiting the next round

of play Another would deliberately join in with a child

or group she didn’t usually join, and would give us a bal sign that she was doing so

ver-The “neutralizers” played a critical role in the gameswhich followed We split the more closely attached ofthe cliques among them The rest we arranged so thatthey were with children they weren’t ordinarily with, orones with whom they had moderate difficulties It workedout very well By now our allotted time was spent and itwas with a groan of displeasure that the children returned

to the classroom

Over the next few weeks, the parent who was in charge

of the playground was trained Gradually, more and morecomplex games were introduced, each time expandingthe children’s perception of safe space Eventually weplayed games like “Cast Your Vote” and “Interview,” inwhich they could express their understanding of, anddesire for, their classroom To do so took great courage

on their parts, and it was not readily forthcoming Therewere other difficulties in the relationship of the classroomteacher and the parents, but finally the class reached aplace where, at least in the playground, they could chan-nel their energy into cooperation

Principles of Application

Cooperative games are a tool, and like all tools, they must

be used with skill and sensitivity. One of the beautifuland exciting aspects of cooperative games and activities

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is that they can be varied according to the ages and ents of the participants; they can be adapted to everylearning situation Vary the games to fit the profile of theparticipants.

tal-Age is a factor for each game.Please do not take ageguidelines literally; experiment, and enjoy as you go along.But it is important to consider age, and at a deeper level,the growth stage of the children

A thorough and meaningful understanding of the growth stages of children is one of the best tools for all education. Success with these games depends in largemeasure on your understanding of child development.With this understanding, games can be chosen and appliedwith an efficacy that is astounding

The attitude of the game leader is critical.Childrenare naturally attuned to accept guidance from leaders,and so are able to read us in disarmingly straightforwardways If the leader does not genuinely wish for coopera-tion, or in any way exhibits prejudice or manipulation,the playing of cooperative games becomes hypocritical

As you model, so you teach.

If a game does not work well the first time, come back to it later.Sometimes it takes several attempts beforechildren grasp the sense of the games Cooperative gamesand activities are not woven into the fabric of Americanplay Children have not been watching the games on

TV since they were born Therefore, go slowly Do notattempt too many variations immediately That createsthe image of desperation It is better to try lots of differ-ent games Be honest, be patient and elist the children’shelp

If a child does not want to play, do not force her.Donot allow her to disrupt the group, either Our experience

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has been that after observing, most children join, or find

a different constructive activity There is something aboutthe cooperative nature of the event that increases a child’ssafe space The atmosphere becomes gentler and the chil-dren sense it

Go ahead and play.Read through the games once ortwice, familiarize yourself with ones you are to play thatday, and then go for it Why not? You’ve got nothing tolose Your ability to facilitate will come from experience,and will come rather quickly

Bring your sense of humor.This is the most tant point of all Make jokes, even bad ones Lighten up,play games and let everyone enjoy themselves Humor isthe most healthy environment for everyone, and one inwhich you will have access to the most information con-cerning the children

impor-Games in Different Situations

Cooperative games and activities have been used fully in all learning environments, at parties, within theimmediate family and the extended family, and at largegroup gatherings We have played them with whole com-munities, camps, public and private schools, the disabledand homeschooling collectives They provide an excellentfocus that allows appreciation of everyone’s abilities in afriendly, comfortable way Self-esteem grows; the innersense of peace and interconnectedness comes alive.There are games that serve as icebreakers, as a mediumfor feelings, as concentration intensifiers, as artistic andthinking enhancers, and as group and individual centeringtechniques With a minimum of effort and a maximum

success-of fun, cooperative games provide a way to recognizeand integrate the rhythms of the participants

6 EVERYONE WINS!

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In the experience described at the beginning of thisintroduction the situation was conflict within a large schoolgroup We would like to close with descriptions of twomore experiences, each of a very different nature Thesethree examples hardly exhaust all the situations amenable

to the use of cooperative games Hopefully, taken together,they will stimulate you to find your own approach to usingthem If you require more information, feel free to write

to us We are sure we can create an application suitablefor your situation

We have the honor of guiding a group of children

on a nature walk every Friday There are about a dozen

in the class ranging in age from 6 to 12 Our rhythm is

to take an hour-long walk in the forest that surroundsour community, have a snack and then play cooperativegames We have lunch and then it is more games, or story-telling, or acting The aim of the class is for the children

to learn how to be friends This aim they know Whenconflict arises we stop our activity and work towards res-olution No cliques are allowed We all agree that beingfriends is not all that easy Every one of them is glad forthe opportunity to learn They are also angry that thisskill is not usually taught for they clearly perceive thetrouble grownups have relating

Surprisingly, nature is not the primary attraction forthe children That honor belongs to cooperative games andactivities, and the social dynamic arising there from When

we come across the red-tailed hawk doing a mating flight,

or examine coyote scat to determine its diet, or surprise

a flock of wild turkeys, or collect wildflowers to press,there is always great delight, wonder and appreciation ofnature But these are not sought The children wouldrather play cooperative games This, to us, is something

Introduction to the First Edition 7

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of a shock, but a tribute to the power of these games insatisfying a genuine need of the children.

Their favorite game will not be found listed in thisbook They created it themselves and, to be honest, we

do not know all the rules It is called “Wild Horses,” and

it has something to do with play acting horses, mountainlions, people, sheep, and whatever or whomever any par-ticipant wants to be This game has evolved from a gamethey invented about the Greek myths All we ask is thateveryone be included, that there be no real violence andthat no cliques form At first there was some resistance

to these guidelines, but now they need not even be tioned Every now and then we check in with differentchildren to make sure they are included in a satisfactoryway We’ve yet to be disappointed

men-“Wild Horses” did not appear until the class had beentogether over a year We had gone through many games,most of them with success Most games had their moment

of being preferred, but, on the whole, each has had asimilar amount of consideration Often the children came

up with their own variations

One last experience concerns a mother and her year-old boy We were asked to help when the motherwas just concluding a painful and violent divorce fromthe boy’s father The boy — bright, energetic and sen-sitive — was having a difficult time in school He isstrong and likes the spotlight His classmates had seizedupon this to use him to personify their own negativetendencies As a result, he was often dared and taunted.Like his father, he responded violently The label of

six-“bad” was hung on him and any time the others needed

to participate in “badness,” this boy was the chosenobject

8 EVERYONE WINS!

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And, to be sure, part of him liked it It was attentionand power, and even those who did not like him neededhim One boy, frail in body and underdeveloped emo-tionally, particularly enjoyed leaning on him, getting hit,and both of them being punished.

While work with this family proceeded on many levels,one small but important part involved cooperative games

We wanted to reawaken the boy’s sense of ness If he could feel that he belonged on this planet and

belonging-in his family, then his life would be of value and tive behaviors would diminish

destruc-Two cooperative games were chosen and bothworked very well First, to give the mother the informa-tion on the disposition of the boy each day, an animalgame was introduced around the breakfast table Themother had many pictures of animals Each morningshe would hold one up and each person would say howthey resembled that animal that day She had everythingfrom rearing cobras to cuddling koalas There was ayounger sister in the house, and the three of them wouldplay together Often they acted out their animal feelings

Of course, their moods became family knowledge andthat instantly released some tension And the motherhad a much clearer picture of how to apply other reme-dies we were using in our attempt to improve the overallsituation

The other game was a morning family stretch game.Like the one above, it was very simple Everyone meets bythe fire for a five-minute stretch together, with each familymember being the leader on a rotating basis They soonadded the variation of a hand coordination game Theynow started their day taking a relaxed breath together.The connection that the boy needed to experience was

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present He responded favorably and his good health wassoon restored.

Friends, thank you for giving us the opportunity towrite about cooperative games and activities We truly hopeyou will experiment with them and find them as useful

as we have In this critical juncture of human evolution,they can help teach cooperation, respect and friendship.These are qualities that go a long way, and of which wecan never get enough

If we can be of any help to you, please do not tate to write

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WHENNEWSOCIETYPUBLISHERScalled to say theywanted to put out a new edition of this book, wewere overjoyed Since its first publication more thantwenty years ago, Everyone Wins has had a profoundimpact on an incredibly diverse group of readers and theirpractices Specifically, as reported by teachers, camp coun-selors, family coaches and youth group leaders, thesegames, activities and initiatives have had great value inevaluating interpersonal dynamics, teaching social justice,and assessing developmental capacities In addition, thebook has been used by child psychologists, dyslexia ther-apists, developmental psychologists and family therapists.

It has been sold in many countries, is included in thenational data bank on conflict resolution, and won theParent’s Choice Award We never would have guessedthat a little book that began on scraps of paper in myback pocket would have such an incredible impact on somany great people

When this book was first published we were justbeginning our nonprofit work Starting with the Centerfor Educational Guidance our nonprofit, now calledEnCompass, has grown tremendously Over the years wehave lead hundreds of parenting workshops, established

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the field of experiential learning programs for wholefamilies, and given lectures and talks around the world.EnCompass is now operating out of Portland, Oregonwhere we are poised to actualize our ultimate vision: TheEnCompass Institute.

The EnCompass Institute is a powerful vision ofeducation built to strengthen the American family TheInstitute uses Natural Learning Rhythms, the nationallyrecognized developmental model created by Ba andJosette Luvmour, as its philosophical basis With its LabSchool, Family Learning Center and Research Core, theEnCompass Institute integrates child development, familydynamics, teacher training, parent education, whole-familyexperiential learning and parent-teacher communication.The synergy of these parts come together in one place tocreate a powerful community of families experiencingoptimal well-being and capable of changing the world

We wish to dedicate this second addition to all thechildren May they actualize their ultimate potential andlive in well-being

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UNDER THE NAME OF EACH GAME you will find fourcategories containing information to help youevaluate its usefulness in different situations These cat-egories are:

Activity Level

“1” is the most active and “5” is the least active Thegames are arranged by activity level You will find theactivities listed in order from 1 to 5

Age

Age refers to the minimum age a participant needs to be

to enjoy the game All games are indexed by age at theback of the book

Location

“In” means the game is best played indoors “Out” means

it must be played outdoors “In/Out” means the gamecan be played indoors or outdoors

Group Size

This refers to the minimum amount of players necessary

to play the game All games are indexed by group size atthe back of the book

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How to Use the Indices

Games within an index are in alphabetical order Thus ifyou want to find a game that needs six players, go to theGames Group Size Index and look up “Six or MorePlayers.” The games are alphabetically listed If yourplayers are seven and eight years old, then go to theGames Age Level Index, look up the age and cross refer-ence with those games selected from the Games GroupSize index You are now ready to play

The body of the game information consists of the

Description, Variations and Special Hints If Materials are

needed, they are indicated in this section as well Don’t

be afraid to try your own variations — and please drop us

a line with any new hints you may discover in your play!

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A CTIVITY

1

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16 EVERYONE WINS!

Chase in the Ocean

Activity Level: 1 Age Level: 4+

Location: In/Out Group Size: 6

Game Description:

A caller shouts “ship”: and all the children run to the base

at which she points After counting three, the caller chaseswith arms outspread ready to gobble any child not on thebase and touching another The caller — if older — usuallyjust misses

Materials: A rag

The “treasure” — a rag — is placed on the ground Onechild guards it All the others try to grab it If a thief istouched by the guardian of the treasure she takes threesteps back

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Dho – Dho – Dho

Two teams face off While holding her breath, one playerfrom a team crosses the line and tries to tag one or moreplayers and make it back to her side; all the time holdingher breath and with enough air left to say Dho-Dho-Dho All tagged players switch teams If the player doesnot succeed she joins the other team

Two teams Each team agrees on a posture for a giant, awizard and an elf and shows it to the other team Eachhuddles and decides which creature it will be Teamscome to center line and at the count of three make thechosen posture and say the creature’s name Wizards foolGiants Giants beat Elves Elves trick wizards Whoeverloses has to beat it back to their safety about 20 feet awayfrom the center line before the other team catches them.Those caught switch teams

Special Hints:

Similar to Rock-Paper-Scissors with action

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On Your Knees

Make sure no knees get hurt

Emotional Relay Race

Materials: Three bowls and three pieces of fruit

Three teams — each lined up behind the piece of fruit

of its choice Each player takes time to come up withtheir sound and movement for “sad,” “angry” and

“happy.” The bowls are set distance away Each playerpicks up the fruit — runs to the bowl — puts it down

— does “angry” three times — runs back to the start —does “happy” twice — back to fruit for “sad” twice —brings the fruit back to the start — takes a bite — and

on to the next player

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Hop as One

Players in a line — except for the leader — lift and extendleft leg so the person behind can grab ankle or heel.They then place right hand on right shoulder of person

in front for support Now it’s hop time

Location: Outside Group Size: 6

Materials: Blankets and balls

Players hold the edge of the blanket They place a ball onthe blanket They then toss the ball up by cooperativelymanipulating the blanket They try to catch it in themiddle of the blanket Score is cumulative

Variations:

Use volleyball or beach ball Change blanket size; defineboundaries; use net Pass the ball between two groupswith blankets

Special Hints:

Switch positions on blanket; make sure little ones do notget hurt Skill needed Greatly helps energetic ones tocenter on cooperation

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Upside Down Cycling

Lie on back and touch bottom of feet with bottom ofpartner’s feet Do simultaneous cycling action first in onedirection then in another

Dragon Dodge Ball

Location: Outside Group Size: 7+

Materials: Sponge balls or rubber balls

All join hands in a large circle Two people form a Dragon.One, the head, stands upright The other, the tail, holdsthe head’s hips and sticks her fanny out The others passballs around and try to hit the Dragon’s fanny If a ball hitsthe ground it must be passed before being thrown at theDragon No player can hold a ball more than three seconds.Passer who sets up the hit becomes the new tail The for-mer tail becomes the head Use at least two balls at a time

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How Do You Do?

Materials: Two-foot stick; belts; string; rubber ball

With a string tied to a broomstick, hang a tennis ball justabove the ground Children support the stick at theirwaists against their belts Without using their hands theytry to swing the ball over the stick

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Blow the Ball

Location: Inside Group Size: 5

Materials: Ping pong ball and mats or blankets

One child lies on stomach on a mat Six others grabedges of the mat and pull while the child blows theping pong ball across the room How fast can they do it?

Everyone squats in a line Alternate players facing site directions, to the right and left Everyone but person

oppo-in front — the chaser — or back — the chased — kneels.

The chaser can tap a squatter who then takes up the chase.The first chaser takes the squatter’s position The chasermust always go in the same direction The chased can go

in either direction For example: Players 1 – 10 line up.Players 1, 3, 5, 7, 9 face to the right Players 2, 4, 6, 8, 10face to the left Player 1 chases 10 If 1 decides that 7 has abetter chance to tag 10, she taps 7 and takes her place Player

7 takes up the chase It’s a game of timing and cunning

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Two teams Each goes to a different tree, leaving about

150 feet between them One player calls It and startsrunning toward the other tree If she touches the treeshe scores a point But anyone who touches her or istouched by her automatically becomes It She can delib-erately touch another on her team, who then continuestoward the same goal But if touched by a member ofthe other team, It is transferred and that player tries tomove to her tree No one can block or help the runner

as she advances toward her tree

Special Hints:

It is as if a spirit is being transferred at touch Points arehard to score but not impossible

Cooperative Relay Races

Location: Outside Group Size: 8+

Materials: Varies according to type of race

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True or False

Two teams, “Trues” and “Falses,” face off in the middle

of a field with a safety area for each team about 20 feetbehind Leader makes a statement about nature If cor-rect, Trues chase Falses If incorrect, Falses chase Trues.Anyone caught goes to the other team

Big Toe

Materials: Large strong rope

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Leader divides children into two equal teams so when theypull on the rope as hard as they can, neither team moves

Variations:

Tie a rope around a heavy object and try to move it

Toby Terrific Turtle

Materials: Obstacles; green clothes; old blanket

Group huddles under blanket All are blindfolded exceptthe leader Group moves together through obstacles asquickly as possible Everyone gets a chance to be leader

Variations:

Play in mud puddles! Group can hold hands

Special Hints:

Be careful!

Catch the Dragon’s Tail

Materials: Handkerchief

Players line up with arms around the waist of the person

in front Last one has a handkerchief in her pocket Theplayer at the head of the line tries to grab the handker-chief No part of the Dragon may break

Variations:

Two Dragons attempt to catch each other’s tails Rotatethe players

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Hug Tag

Materials: Strips of cloth and hats or easily held objects

About one-sixth of the group are given strips of cloth.They are “It” and can tag any other player The othersare safe only when hugging another player If two ormore players keep hugging, “It” can take three stepsbackwards and say “1-2-3 Break!” Those players have tofind new players to hug

Special Hints:

Pick boundaries carefully Keep the game moving Greatfun for everyone Equalizes varied talents

Obstacle Course

Materials: Anything and everything

Creative Monkey Bars

Materials: PVC pipe and fittings

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Couples Sports

Materials: Balls and leg ties

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