Chapter 3 – Pete Kirkpatrick’s Notes

PERSONAL DEVELOPMENT ACTIVITIES

During any training programme there will be opportunities to introduce some unusual forms of
training to the participants. Generally, individuals are familiar with the normal methods of learning,
lectures, demonstrations, question and answer sessions. They will not be so used to undertaking
activities that could be considered fun, playful, different even childlike. Despite our conditioning on
how learning should be, there is plenty of contrary evidence to show that when training is
innovative, stimulating, novel and enjoyable, it is also memorable and productive. It is widely
accepted that our greatest feats of learning occur in our early years of life, a time when we where
curious, adventurous and not held back by the protection of our self-esteem. This image of a child
at play can be useful for both the trainer and the participant to reflect on.

Nevertheless, all such activities can be self-defeating. Some people will still find them silly,
alienating, pointless and threatening. Maybe because some individuals feel insecure doing such
activities and are not prepared to commit themselves at all or fully. Trainers should be on guard for
such behaviour and attempt to fulfil the following criteria:

Over the next few pages are some of these different activities that are grouped into the following
categories:
 Chapter 3 – Pete Kirkpatrick’s Notes

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Name Games

Name Activities: Activities that break the ice at the start of the course and allow each other to
learn other’s people’s names and background.

• Stand with: The trainer shouts out a category and then the group moves into the different
types, i.e., “Move into groups of the same eye colour!” This game can develop into many
different categories - ages, favourite soap operas, car types, and attitudes!

• My Name is...and this is: The first person announces their name, prefixed with another name
taken from the first letter of theirs, i.e., I’m Peter the polite! The second then follows with
something like this: My name is Mike the mighty and this is Peter the polite!

• 30 second Life Story: Each person is asked to tell everybody a 30-second run down on his or
her lives. This game should be moved at pace with enthusiasm.

• This is... The group are divided into pairs and given 5 minutes to interview each other. At the
end of that time each person introduces each other.

• Throw the Ball and Name: The group is asked to stand in a circle and catch the ball thrown
initially by the trainer. On catching the ball that person must announce their name and throw it to
another, eventually after all have been named, the ball goes around again. This time the
thrower, as well as saying their own name must state the name of which they are throwing to.

• Advertisement: Each person writes a description of self in the form of an Advertisement that
way that makes him or her unlike the rest. This should concentrate on personality and skill not
physical descriptions.

Thinking Activities: These are activities that hopefully will make the group think about how they
view things at the moment and open up people’s perspective to opportunities.

• Getting rid of your baggage: The delegates are invited to write down on Post It’s the items of
baggage, what annoys them or things to be sent to room 101 that might hinder their learning
and participation during your event. The sources for this ‘baggage’ can be personal or
 Chapter 3 – Pete Kirkpatrick’s Notes

organisational. All contributions can then either be dumped into a waste bin and then
individually discussed for shared problems, or left till the end of the event to re-visit for the
individuals to consider if the problem still looks the same or different.

• Join the Dots: The group are asked to consider how they would join up a set of dots by using
drawing 4 straight lines that are linked and the pen never leaves the paper.

• • •
• • •
• • •

• The solution to this exercise can only be achieved once people go outside a self-imposed box. A
solution is possible with 1,2 or 3 lines if the dots are drawn on paper.

ad
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• The Horse: By using 5 pieces of cutlery or wood construct the model of the imaginary horse.
The task of the group is to change the direction the horse is running by moving 1 piece only.
This simple task should create some problems that can be discussed. For the solution always
think of moving the back leg to the front.

• Write 10 things: For this exercise pen and paper are required. The group is asked to write
down the first 10 one-word things that come into their mind over a certain topic. This can be
something very common to them, i.e., the weather or anything to do with the training
programme. When asked most people would expect the lists produced to be very similar. See
what happens. This exercise can be continued by taking onwards any one word that the majority
select.

• Fast Balls: The group is asked to pass around each other an object. So that it passes
through everybody’s hands and returns to its start point in the quickest time possible. The
trainer then suggests ‘Is that best you can do? Others have done it quicker.’ Gradually the
group will draw together and establish a better method which behaviours can be used to
represent the qualities required over the next few days.

Problem Solving Activities: These activities will generally involve the group working together to
find a solution to a problem. During this process, listening skills and planning abilities have often
been found wanting. There are countless types of these activities around. The one’s described try
and utilize the minimum of equipment and can be completed in almost any space.
 Chapter 3 – Pete Kirkpatrick’s Notes

• Forms a Shape: This one requires blindfolds. The group is asked to create with a length of
rope/s the biggest defined shape possible. This shape can be a square, triangle or a
combination of both.

• Shopping: The group sits in a circle and is given a single secret word each. (Sausage, trifle,
steam roller, hedgehog.) The group then must tell a story, each adding a piece to the story and
somewhere placing our unique word before the is sentence is completed. At the end, everybody
tries to spot the secret words used.

• Send a Message: The group are told that in 15 minutes they will be asked to transmit and
receive 2 simple messages between the two separate halves of the group, who will be standing
some distance apart. No verbal, Morse codes or written messages are to be passed. After the
planning stage the trainer delivers the first message and once that has been successfully
received he delivers the second. Normally groups do not plan for upper and lower case letters,
numbers and “exclamation marks!”

• Bridge that Gap: The group is asked to create a human form of bridge that can span a given
distance. In its construction the group are restricted to a set number of feet, bums and hands
that can touch the ground. This number can be slowly reduced or negotiated down.

• Shark Island: In this activity a defined area, safe box, mat or shape is used for the group to
assemble on. This should then be reduced in size to make the group make some real efforts to
combine, think and help each other.

Energy Activities: These activities work well at the beginning of the day, especially if the group
seem very unmotivated and sluggish. They also are very useful if some very serious discussions
have just been completed and a change of energy is needed.

• Musical Papers: Like musical chairs but this time lay out newspaper islands out that the
delegates must stand on when the music stops.

• Murder and detectives: The group stand in a circle and are briefed that one person will be
secretly nominated as the murderer. Once this is done, the murder can then kill other group
members by winking at them. The person who receives the wink must die.

• Grandmother – Creep up and try and snatch article without been seen by the grandmother.
Groups may find working as a team may allow a raider to snatch successfully. The volunteer
sits in a chair holding a rolled up newspaper with an object that the group has to snatch
between their knees. The person can protect the keys by swishing the raiders.

• Numbers: The group are asked to simply count up the same number as people in the group.
The restrictions are that the numbers must be said in order. Only one person at a time should
speak. You cannot say the next number, if the person who last spoke is next to you. The group
is to start again at the beginning if any of the rules is broken.

• WOW! That’s a big one!’ The group is tasked with starting a simple story, that each
contributes in turn with a few sentences and words. As the story develops the end storyteller
must incorporate the final line - WOW!
 Chapter 3 – Pete Kirkpatrick’s Notes

• Lawyer: The trainer states rules of the game. All must not answer, nod, smile or react to any of
my questions, and only the person on your right may answer for you. The last one left is the
winner. Is that understood? (Instant failure). Try again with any form of question, for example:

Have you had breakfast?

Are you enjoying the course?
Where did you go on your holidays?
Ever been scared?

• Disabilities: Once again the group are issued with a general instruction, this time it is to act the
part of the person described to you in secret by the trainer. The trainer gives each person the
role he would like him or her to act once the activity gets under way. The activity is fun but also
reveals how such people cause problems within teams and only by understanding what their
problem is, can real progress be made. The possibilities of the roles are endless. These are
some which seem to work:

Somebody who:

Somebody who always acts like a big kid.

Somebody who never takes things seriously.
Somebody who always asks. ”Why?”
Somebody who always does the opposite of what is asked.
Somebody who never looks where they are going.
Somebody who shouts all the time.
Somebody who just wants to get the job done.
Somebody who doesn’t mind upsetting people.
Somebody who sees risk in every activity.
Someone who always wants to look at the manual.

This set of dysfunctional people is then given a simple task to complete

• Change Place if... The group should be sitting in a circle with no spare chairs available. The
trainer announces from the centre of the circle that he is going to make a statement and if that
statement is true for you, then you must leave your seat and sit elsewhere. People moving
cannot go to either of the chairs next to them. The person left in the centre without a chair must
then make the next statement. “Change Places...” This exercise can start with fun things and
lead on to more serious issues.

Move places if...”

You’re fed up.

Your feeling excluded.
You want to be elsewhere.
You’ve felt scared this week.

• Rapturous Applause: This is a silly game that can have long-term benefits during the week.
Its objective is for people to show appreciation for others. In this game each person is asked
to stand within the circle of the group and do something. The group is asked to respond to
 Chapter 3 – Pete Kirkpatrick’s Notes

that individual with rapturous applause, whoops, and whistles and generally over the top
appreciation. Generally after a slow start the tempo does rise. Later in the week, the key
phases. “Lets have rapturous applause for...” usually does bring forth real vocal appreciation.

• Yes Lets: This game is very much like the last. On the surface it is just a silly game. But this
game objective is to bring out energy and motivation to support a suggestion. In the game
the trainer should start by requesting the group to respond to his request, with that action
and the shout. “Yes, lets!” After a while anybody can call out a suggestion.

Sample Suggestions:

Let’s run around the room! - Yes, lets!”

Lets hop on one leg! - Yes, lets!”
Lets sing ‘Happy Birthday’! - Yes, lets!”
Let’s give Brian a cuddle! - Yes, lets!”

Later in the week, this type of response can be mustered to normal requests:

Let’s have a break.

Lets move on to the next activity.
Let’s go back -- "Yes, let’s!”

• Pass the Clap: All the following activities are played with the group standing or sitting in a circle.
Pass the Clap involves the trainers clapping their hands in one direction. This movement and
direction is then passed around the circle. Clapping against the flow or across the circle can
change the direction. The general aim of the game is to pass the clap quickly and smoothly.

• Yee Aaagghhh: This is a noisy game. The players this time passes initially the call ‘Yee
Aaagghhh’ with an American Wild West type holler and arm movement. This call can generate
around the circle and later calling ‘Ho Down’ and using the opposite arm in the other direction
can reverse the flow. The other call ‘Hay Barn’ involves the caller holding both arms above his
head, to resemble a roof, and then bringing the arms down to point at somebody opposite who
must carry on the game.

• Armadillo’s and Hippopotamus’s: This is a difficult game to describe. The trainer starts off by
passing an object in one direction, say a pen, and makes the statement “This is an Armadillo.”
The receiver must then respond by asking the trainer. ‘A what?’ He will then repeat. ‘An
Armadillo.” The pen is passed then to each person with all those statements made, with the
questions returning without mishap backwards and forwards from the trainer. It might sound
like this:

‘This is an Armadillo.’
‘A what’
’An Armadillo.
‘This is an Armadillo.’
‘A what’
’An Armadillo.
‘This is an Armadillo.
‘A what’
’An Armadillo.
 Chapter 3 – Pete Kirkpatrick’s Notes

Things are made more complicated by passing in the other direction another object, this time the
object can represent, a Hippopotamus? Another variation is to use the words – Ding and Dong.

• Trust Games: These activities involve individuals trusting each other with their physical safety.
These events can seem strange at first. However, if the trainer is patient and allows a
progressive built up, as long as individuals are not let down, real trust can be built. Note: It is
very easy to concentrate on only those who are asking for trust; an equal source of learning
can be facilitated from those who are trusted.

• Blindfold Walk: This activity involves the group being divided into pairs, one member then
chooses to be blind folded and the other person then leads then around a given area. At first, a
firm guiding hand can do this. Gradually this contact can be lessened until almost no touch and
instructions are made.

• Blind Fold Skip: This involves the maximum number of the group skipping over a turning rope
for a stated number of times. Once a standard has been set, the group is asked to perform the
same exercise this time with the jumpers, blindfolded.

• Blind Fold Sprint: Similar to the last exercise, the group are asked to set a standard for all the
group to run 40-50 meters over safe ground. Once the time is set, the group is then asked to
set and achieve a time for all the group to run that same distance blind folded. Safety note: All
group members need not run at once and only the runners need to be blind folded.

• Blind Fold Run: The group is asked to look at a certain stretch of ground over which they
have a choice to move as quickly as they feel safe, whilst blind folded. Ideally at one end, there
should be a real threat, that only the other members of the group can protect them from by
providing a human barrier. Safety Note: Coaching is required to minimise the possibility of
injury by clashing heads and knees. The trainer may wish to restrict verbal instructions or
encouragement.

• Blind Fold Hunt: The group are placed behind a start line and asked to work out how to walk
blind folded to an object in the distance. (This should be easily seen from the start line and is
best placed in an area of mixed terrain.) The blindfolds are to worn once the group is over the
start line.

• Airplane: An area is prepared with tables and chairs spread out in a random pattern. Them
individuals are paired off with one being blindfolded and the another acting as an air traffic
controller to effect a safe approach to a imaginary airfield by the use of voice only

Falling Leafs: This activity requires a delicate touch to deliver. The group is asked to stand in a
close circle with one member standing in the centre of the ring. The outside people are coached on
how to safe guard the person in the middle who will be falling towards them. The falling person is
instructed to stand erect, eyes closed and hands clasped on their chest. The object of the exercise
is to promote effective support, language and a safe environment within the group.
Chapter 3 – Pete Kirkpatrick’s Notes
 Chapter 3 – Pete Kirkpatrick’s Notes

DEVELOPMENT GAMES TO IMPROVE LISTENING SKILLS

All the following activities will assist in the development of listening skills. For these to work well
a good learning atmosphere should prevail where risk taking and productive reviews are
practiced. These activities can be completed at any time and location, in a training room, during
a mountain day or sat on a riverbank.

• Quick It’s an Emergency: Tell the group this game will cause some laughter, but the laughter
is about the game not directed just at the individual. Ask the entire group to leave the room and
then return only when asked to. When the first person walks back into the room, the trainers
then gives a breathless message, such as:

‘Quick! Find a phone or tell the next person to. There’s been an accident I just saw an old lady
fall of the pavement, young man dressed in jeans, dashed out and snatched her handbag. He
then jumped on a passing bus and got away. Ring the police?

Each person is then directed back into the room where the story is retold each time. Generally,
the story changes in the process. The uncertainty, the pressure, the style of delivery, the number
of facts and more, all lead to flawed communication. When the original and final story are
reviewed, plus the factors which lead to the break down, a basis for further development work
can be constructed.

• Mime Chain: Several people are asked to leave the room. On request the first returns to watch
a mime, without any explanation of something simple, i.e.: changing a baby’s nappy. He is then
asked to reproduce this mime to the next person, once again without any words. This system is
then reproduced throughout the people outside. Finally all are asked what did they think they
where doing.

• Learning about the other person: Divide the group into pairs and ask each person to listen to
the other person’s general life story. Later each person is to give a 1- minute presentation on
that person. This activity can be spiced up by requesting the story contains:

• A secret nobody else knows about them.

• My proudest moment.
• An outrageous untruth - which later the whole group try to identify.

• Things: Each person pairs off with another and they talk to find out 5 things in common
between them and 5, which are not.

• No you didn’t: In this activity, each person starts to tell of a mundane story of for example what
they did last weekend. During this story the listener interrupts and states as many times as
appropriate - “No, you didn’t.” The talker must continue on but change the facts. Ask the
participants to use their imaginations.

• Talk Down: In this activity the objective is not to listen to the other person’s story. Each person
in the pair on the command is to start speaking about anything. The task is to continue your
story without forming a mental picture of any element of the other person’s story. It is the best of
3 rounds. This is a very noisy activity.
 Chapter 3 – Pete Kirkpatrick’s Notes

• Wise Monkeys: The group are dived into separate groups:

Dumb Monkeys: Blind Monkeys Deaf Monkeys:

Those who see and hear Those who are Those who see can hear the
but can only speak to blindfolded, but can Dumb Monkeys but are only
Deaf Monkeys. speak and only hear the allowed to speak to the Blind
Deaf Monkeys. Monkeys

The group is given a simple task to complete.

• Skill Practice: Once a good atmosphere is acquired, the real development of listening skills
starts. The activity will be simply conversations between individuals. Each in turn will practice a
skill. These more risky activities will only work best if the pairings are compatible. So give
everybody an opportunity to change if appropriate.

Practice

• Keeping silent.
• Returning the key words.
• Asking open questions “What do you mean by that?”
• Challenging.

Drawing By Description

Everyone gets a partner. One partner draws and the other person describes what is to be drawn.
The first pair to complete the picture ACURATELY wins! There are two rounds.

Round one
One person draws a non-sensical picture and then describes this to their MUTED partner who
must try and draw what is being described to them. No sight of the original picture is allowed.
During the exercise, the muted partner can only answer questions.

Ask the partners to discuss, or lead a discussion on:

• What was not said that needed to be said

• What was the most effective description given?
• What would have made the communication work better?
• What situations in life are just like this exercise?
• How can you improve your listening? Communicating?

Round two

The activity is repeated (with a different picture) with the drawers being able to ask questions. You
may wish to have the partners switch roles for the second round.

Ask the partners to discuss, or lead a discussion on:

• Were the pictures more like the original this time?
 Chapter 3 – Pete Kirkpatrick’s Notes

• What was different? What worked?

• Where were there still places to improve?