Introduction
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Most of these "Project Adventure"
style activities can be covered in a 2 to 3 hour "Introduction to Experiential
Games & Activities" session. The purpose could simply be to provide a
series of interesting experiences to help a group learn about one another and
trying out different challenges together. It can also be a fun way to
introduce basic principles of experiential education and adventure education,
such as to trainee teachers.
Instructional
notes
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Most of these activities
require no props, few logistics, can be done indoors or outdoors, and can apply
to people from a wide range in age and background. Most activities have a
physical element, but participants should be thoroughly instructed to only
participate within their physical capability, e.g., if the instruction is given
to run, only run to the extent that one is actually fit enough to run. In
other words, the responsibility for physical safety is very much on looking
after oneself.
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Note also that the trust
activities in particular involve trusting others with one's physical and
emotional safety. These activities should only be used to the extent that
the group is mature enough and the instructor skilled enough to ensure positive
experiences for taking risks of trust. To do trust activities successfully
there needs to be a serious, concentrating, caring atmosphere, otherwise
trust activities should not be allowed to proceed.
List
of games & activities
Techniques
possibly used/discussed
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Environmental ethics (e.g., picking up litter, LNT)
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Challenge by Choice
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Group management
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A well formed circle
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Importance of learning names and providing conscious, positive,
individual reinforcement to each person as early as possible, even if doing so
is a little systematic
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Dealing with distractions in nature (i.e., stop everything, pay
attention, then start activity again)
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Dealing with weather and environmental conditions in nature
(e.g., help empower everyone with confidence by providing clear ways to in
maximally comfortable gear for outdoor activity and make agreed on contingency
plans with the group for likely changes in conditions)
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Ensure the group are well hydrated and reasonable fed to allow
maximum concentration on activities
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Voice projection
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Importance of physical movement and exercise
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Demo of different group discussion models, e.g.,
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Theoretical models
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Debriefing
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Set the tone early by debriefing the first activity or two - or
capturing some other moment to stop the group and have them each express who
they are and their viewpoint
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It can then be OK to do a couple of fun activities, but the tone
is set that if issues arise or events occur, it is possible to stop what's going
on and have a critical discussion
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Use a variety of debrief models, to
avoid falling into a tedious pattern, e.g.,
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For trainee instructors and teachers, after each activity, ask
if people know of variations or ways to use, adapt, apply the activity (or the
learning from the activity)
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