Trust Activities

Hog Call
Human Golf
Minefield
Rabid Nugget Rescue
Sherpa Walk
60-second Speeches
Subway Sardines
Three-person Trust Walk
Turnstile
Yurt Circle


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Hog Call
Focus	Group trustworthiness
Materials	Blindfolds (optional)
Directions	You will need a large space, such as a gym, cafeteria, or field. Everyone gets a partner and creates a word or phrase that goes together. Examples are: "Salt and Pepper," "Fire and Hydrant," "To Be and Not To Be." They assign one of these as their "name" for the duration of the activity. Each person in the pair goes to the opposite side of the room or field. They put on the blindfolds or close their eyes. Two people (generally facilitators) are sighted and charged with keeping the participants from running into objects or walls. The object of the activity is for partners to find each other by calling out their yells for "Pepper" "Hydrant" yells for Everyone gets into a "bumpers up" position with hands in front and on a signal, begins calling for their partner. The activity ends when all partners have found each other.
Sample processing questions (Hog Call)	Why did you choose to take (or not take) a blindfold? How did you prove your trustworthiness to other people? How do other people prove their trustworthiness to you? Did you feel the need to peek? Why or why not?
Facilitation notes	This activity gives participants the opportunity to explore how trusting they feel of the other people in the group. Make sure to give people the option to wear a blindfold if they want or to just close their eyes. Why did they choose one over the other? Was it a comfort issue or a trust issue? Did they like the idea of having the option of being able to open their eyes if necessary? Remember that according to Challenge by Choice, peeking is acceptable. This activity keeps the focus on the total group, as opposed to having to trust one or two other people. This is good discussion material because we are constantly in situations where we need to trust groups of other people, some of whom we do not even know (i.e., when on the road and having to trust other drivers). As a facilitator, it is necessary to make sure people move at an appropriate speed and to watch for people veering off into an obstacle or wall. Warn the group that you may put your hand on their shoulder to alert them to something in their path. Top
Human Golf
Focus	Working with others; Trustworthiness
Materials	Large hula hoops and blindfolds (optional)
Directions	This is an outdoor activity. Groups of three are formed and each group receives a hula hoop. Each small group will set their own goal of where they want to go, i.e., "We want to go from the flagpole to that pine tree." Describe three roles, "golfer" "golf director." Both the golfer (who has the hula hoop) and the hole have their eyes closed. The "director" can see, but may not touch the hula hoop. To get to their goal, they must do the following: The hole stands with his/her hands over his/her head and the "golfer" must throw the hoop over them. The "golf director" verbally guides the "golfer" through the steps. The "golfer" must throw the hoop. Distance between "golfer" is up to the team. If the hoop goes over the "hole" the team changes roles and the new "hole" stands closer to the goal.
Sample processing questions (Human Golf)	Were you nervous at any point during this activity? What did your team do to make people feel more comfortable? Did you trust that your team members would not hurt you? What strategies did you use to accomplish your goal?
Facilitation notes	It may be helpful to model a throw for the group before groups start. Make sure to show how throws are gentle and high. Also ask the "hole" to stand with their backs to the "golfer" so that they do not accidentally get hit in the face. People generally enjoy this activity, finding it less risky than they perceived it to be when the directions were given. Once people become more comfortable with it, they begin experimenting with different ways to throw the hoop and trying longer throws. Top
Minefield
Focus	Individual and group trustworthiness; Communication; Goal setting
Materials	Boundary markers, lots of stuff (balls, wadded up paper, spot markers, etc.), and blindfolds (optional)
Directions	Prepare the area by marking off a large boundary. This can be in a circle, rectangle, or non-geometric shape. Sometimes the metaphor of a river is used. All the amassed stuff is strewn about randomly inside the boundaries, leaving room to walk between the items. Everyone gets a partner and they discuss a goal each would like to achieve in school. Each person writes their goal on a post-it note and places it on the floor inside the boundary. The object is to reach their goal. The person going for the goal is blindfolded or has his/her eyes closed. He or she is aided in reaching the goal by his/her partner (guide), who uses verbal directions. If, at any time, the person touches one of the objects, he/she must start over or identify a distractor that keeps him/her from achieving the goal. When the goal is reached, it is picked up, and the partners switch roles.
Sample processing questions (Minefield)	What did your partner do (or what could your partner have done) to help you achieve your goal? What were some of the problems that arose when aiming for your goal? How did you choose where to put your goal? Was it too easy, too hard, or just right? What caused you to feel safe (unsafe) during this activity? Could it have been handled differently? As a guide, did you feel it was important for your partner to achieve his/her goal? How did you help your partner?
Facilitation notes	Since everyone is participating in this activity simultaneously and it is a small space, there is usually a fair amount of noise. Some pairs work out ways to deal with the noise, while other just try to yell louder than everyone else. It is important to leave the boundaries for the guide ambiguous by not stating directly whether or not they can be inside the boundaries. If asked by participants, then state that it is up to them where to be. Some will then stay right by their partner, while others will yell from a fixed point. Top
Rabid Nugget Rescue
Focus	Individual trustworthiness; Communication; Perspective taking
Materials	Blindfolds (optional) and soft throwables
Directions	Mark an area or place a box/bag/trash can in the middle of the room. This is the "hospital." Everyone has a partner and each pair gets a soft throwable item. The items are described as rabid and extremely dangerous. Therefore, it is wise to not hang on to it for too long. The object is to throw the item, retrieve it, and get it into the "hospital." It must be done in this way: One person in the pair is either blindfolded or closes his/her eyes. This action makes the person immune to the rabid nugget and he/she can handle the item without fear of contracting rabies. The other partner throws the object a distance from the hospital. The partner then guides his/her blindfolded partner to the object using verbal instructions only. The only time he/she may touch the partner is if he/she encounters an obstacle and safety is a factor. Once they get to the object, the guide has his/her partner pick up the nugget and guides him/her, verbally, to the hospital. Once the item is safely in the hospital, the two switch roles.
Sample processing questions (Rabid Nugget Rescue)	Was it easier for you to be the guide or the retriever? Why? What did you (could you) do as the guide to help your partner feel comfortable and establish trustworthiness? What were the communication issues that you experienced? How did you handle them? Did you feel safe during this activity? Why or why not?
Facilitation notes	Safety issues: If an object is thrown under a table, bench, or desk, allow the guide to go and move it away from the barrier so that the retriever does not have to crawl around on the floor. Also, show the group what might happen if a nugget is thrown next to a wall and the guide tells the partner to bend over to pick up the nugget without warning them about the wall. Since the blindfolded person is relying on his/her partner to keep him/her from harm, some notable issues arise around trustworthiness, communication, and perspective taking. Many times an object is thrown under a desk and the guide leaves his/her partner standing there blindfolded, but never tells him/her that he/she is leaving, or why he/she left. This is a communication issue that has ramifications around building trust and establishing trustworthiness. It is also an issue of perspective taking and how it might feel to be standing there, vulnerable, and not knowing what is going on. Top
Sherpa Walk
Focus	Group trustworthiness; Communication
Materials	Long rope and blindfolds (optional)
Directions	The entire group is blindfolded, with the exception of two people who are chosen by the group. The two people without blindfolds are the guides (sherpas) and it is their job to get the entire group through a simple obstacle course. Everyone with a blindfold holds on to the rope and the sherpas are shown the course they must navigate. The group decides whether or not the sherpas can speak to them or if this should be done non verbally.
Sample processing questions (Sherpa Walk)	How were the two sherpas chosen? Why were they chosen? Did you rely only on the sherpas or did you also help each other out? What did the sherpas do that helped to get you through the course? What did you do to help each other through the course? What kind of communication did you need to make this work well? Did you feel that you could trust your sherpas and the people around you? Why or why not?
Facilitation notes	It is advisable to make the obstacle course fairly easy the first time this is tried. If outdoors, have the group navigate around trees and over a log or two. If indoors, place chairs, desks, and other objects around the room. Later, the group can attempt more challenging obstacles, like going under something or having the group weave through itself. Make sure to emphasize the importance of taking it slow. If someone feels unsafe, the activity can be stopped at any time to address the safety issue. Top
60-Second Speeches
Focus	Risk taking; Group support
Materials	None
Directions	Everyone in the group is given five minutes to prepare a 60-second speech about anything that they wish to speak about. They can choose to write notes, gather props, etc. After the time is up, the group decides the order, it can be random, volunteer, or a system like birth dates, etc. Each person then delivers the speech to the group. If the group is larger than 12 or so, have the group split into smaller groups for the delivery of the speeches.
Sample processing questions (60-Second Speeches)	How easy or difficult was this for you to do? Was it easier for you to give this speech or trust someone on a trust walk? Why? What did the group do to support you when giving your speech? What could the group have done differently to support you when giving your speech? What do you risk when speaking in front of a group?
Facilitation notes	This activity can be very threatening to some people. It may be necessary to help some people decide what to speak about. Some people may opt not to give a speech and it is important to encourage them to do it, but not make them do it. Sometimes they will choose to do it if someone else is up there with them. Or they will choose to do it on another day. If that is the case, check in with them periodically. As they become more comfortable with the group, they may be ready at another time. With some groups, it may be necessary to discuss how they wish to behave when someone is giving a speech. What would be most helpful for the individuals? How can the group support them? Top
Subway Sardines
Focus	Mixing with others in group; Personal space; Risk taking
Materials	None
Directions	The group begins in a circle and is shown "bumpers up" position (hands up in front of them). The object is to have everyone close their eyes and get to the other side of the circle. The first time it is done very slowly. The successive attempts are a little bit faster each time.
Sample processing questions (Subway Sardines)	What is personal space? How did it feel to have your personal space invaded? What do you do when someone is invading your personal space? Did you ever feel like opening your eyes? Why or why not? As we went faster, did it feel more or less uncomfortable for you?
Facilitation notes	Since this is a higher level trust activity and some people have a very difficult time dealing with the invasion of personal space, it is important to remind the group about Challenge by Choice and that they are invited to step back and watch at any time. It is also important to make sure that the group does not go too fast, because collisions can occur. Make sure to check in with them after each round to see if they wish to try another round. Usually, four or five rounds are sufficient. Top
Three Person Trust Walk
Focus	Trustworthiness; Communication
Materials	Blindfolds (optional)
Directions	Groups of three are formed and each person is offered a blindfold. Explain that each person will have the opportunity to close his/her eyes and be led around by the other two people in their group. Talk about how to lead someone who cannot see. First ask them how they wish to be led (holding hands?, them holding each person's elbow?, etc.). Then discuss possible hazards and how important verbal communication is when leading someone. If an obstacle is in the way, the guides are welcome to tell the blindfolded person what it is. The other part of this activity involves learning about each other. When someone is being led, he/she has the guides's undivided attention. That means that not only do the guides focus on keeping that person safe, but all conversation is directed to and about the person being led. They are to find out as much information about each other as possible. Give the groups ten minutes to walk around the school or grounds, making sure each person gets a chance to be blindfolded. If this is done in a classroom, a shorter time is better.
Sample processing questions (Three Person Trust Walk)	Did you feel safe when you were being led by your guides? Why or why not? What behaviors helped to make you feel the most safe? What behaviors made you feel uncomfortable? Did you find it easier being a guide or being led? How do we learn to trust others?
Facilitation notes	Since there are at least two guides in this activity, it makes it a good beginning trust activity. Make sure to emphasize that the person setting the pace is the person who is being led around. If necessary, make it clear that if anyone is acting in an unsafe manner, they will be asked to sit out for the remainder of the activity. Since safety is the primary concern, it is important to stress that, as the teacher/facilitator, you will take charge of any unsafe situations. Top
Turnstile
Focus	Making mistakes; Risk taking
Materials	Large jump rope
Directions	This is a large group jump rope activity that is divided into four levels. Two people turn the rope "front door" (i.e., when the rope is at the top, it is coming toward the group). The goal of each level is to get the entire group from one side of the rope to the other. Once the entire group is over the rope, they can move on to the next level. Level 1: People jump one at a time. Each person must run in, jump once, and run out. If someone misses, he/she comes back and tries it again. Level 2: People jump in groups of two or three. As a small group they run in, jump once, and run out. Even if one of them misses, their small group goes back and tries it again. Level 3: People go in alone again. Each person runs in, jumps once, and runs out. If one person misses, then the whole group must start over. Level 4: The same as Level 3, except that every time the rope hits the ground, a new person must be jumping. If there is a miss, the whole group starts over.
Sample processing questions (Turnstile)	How did this group handle it when mistakes were made? How much pressure did you as individuals put on yourselves? How do you usually react when you make a mistake? How do you feel? What can the group do to help when a mistake is made? What are advantages and disadvantages to mistakes being made?
Facilitation notes	This activity can bring out the best or worst in a group. The anxieties about making mistakes and the pressures that we put on ourselves and others are rampant. During Level 1, missing does not affect many people. Later, it affects everyone. How does the group deal with this? Do members fall back on put-downs and humiliation or are they supportive? In preparation, discuss the role of making mistakes in learning. Talk about a trial-and-error approach to problem solving (building models) and the difference between making mistakes (i.e., spelling a word wrong, forgetting to bring your homework to school) and gross negligence (i.e., choosing to drink and drive, accidentally shooting someone while hunting). It is also important to discuss what to do when a mistake is made during this activity. Although it may be superficial at first, later the behaviors become internalized, especially when participants see how helpful encouragement can be. Top
Yurt Circle
Focus	Trustworthiness; Working with others; Communication
Materials	None
Directions	You will need an even number of people for this activity. The group stands in a circle and counts off. Ask all the even numbers to raise a hand, then all the odd numbers. Make sure that everyone knows whether they are an even or an odd number. They then hold hands and take a step or two back, so that their arms are comfortably stretched. Explain that it is important that no one ever lets go of hands during this activity and that, through tension, everyone will be holding everyone else up. On a signal, all the odd numbered people will lean back, while the even numbered people will lean forward. They should lean without bending at the waist. It is also important to stress that no one should pull harder or softer than anyone else and that everyone should communicate with each other to make sure everyone is working together. After trying this once or twice, switch the direction of the lean for the odds and evens.
Sample processing questions (Yurt Circle)	What effect did you have on the people around you? What if someone had let go in the middle of the activity? Did you find it easy or difficult to trust the people around you to hold you up? Did you find it easy or difficult to trust yourself?
Facilitation notes	As long as people take this activity slowly, there are usually no problems. Be alert for those pulling too hard or fast on the people next to them. Sometimes there is also an issue with people squeezing the hand of the person next to them very hard just for fun. This is a good time to bring up that building trust does not just happen during the activity, but occurs all of the time. Top