Post by Cam on Jul 6, 2006 21:34:22 GMT -5
Taking OELC Home – LD #10
Sherpa Walk (booking required)
Materials:
• At least 100’ of rope (can be one, but preferably 2-3 pieces varying in length)
• Blindfolds for all members of group
• Sound source (shaker or rattle, clapping will do)
• Area suitable for tying off multiple rope lengths (with enough space for group to move in and around)
Set Up:
• Set up ropes in a manner that has ropes intersecting and leading to dead ends – use varying levels (ropes which lead up or down)
• Place a bag of candies within the ‘sherpa course’ in a manner such that the leaders may find them with some searching (in a tree, on the ropes, near an obstacle)
• Create a sound source (rattle, shaking, hand clapping)
• Designate a facilitating leader and 2-4 Sherpas – leading facilitator may become one of the sherpas after giving the initial instructions. Sherpas will be required to watch the group as they move through the exercise and warn them of danger by making the rattle or hand-clap source near the location of the danger. Ex. A clap or rattle may indicate a low tree branch – head risk.
Activity:
A facilitating leader reads / explains the scenario or story to the group – be sure to demonstrate the sherpa’s ‘danger sound’. The remainder of the group are blindfolded and asked to join hands and line up as a group. A designated ‘sherpa’ uses the sound source to lead the group to the ‘sherpa course’ – putting the leader in contact with the ropes of the course. Sherpas will now only communicate via sound with the group indicating danger as necessary. The group now must navigate the sherpa course in search of the candies. They can communicate verbally and physically with each other. Once the group has successfully navigated through the rope course to find the bag of candies, the activity is over.
Inuit Blanket
Materials: Inuit Blanket (booking required)
Set Up:
• Spread blanket on the ground in a large open space, free of danger or obstacles (i.e. rocks)
• Communicate the following important safety information to the group before starting:
1. Emotional Comfort –
o No Joking; put downs
o Challenge by choice (freedom to pass)
2. Physical safety
o Proper grip of blanket and handles
o Correct stance (bent knees; one foot forward)
o Leader removes shoes; glasses, before getting in the blanket
o Leader correctly positioned on blanket with center of gravity in the middle
o (female center of gravity in the hips, male center of gravity in the mid chest)
o Hands clasped together on chest, legs straight (do not cross feet)
3. Verbal trust exchange
Activity:
A volunteer lies down on the blanket, repeats the verbal trust exchange, and the facilitating leader counts off the slow lifting of the blanket off the ground. With the permission of the volunteer, the experience may be enhanced by the gentle rocking of the blanket while off the ground, or the tossing of the volunteer gently into the air. The blanket will be returned gently to the ground and the volunteer is thanked for trusting.
Nitro Crossing
Equipment
• Knotted rope
• One large and one small platform
Check to see that the two platforms required for this activity are at the site. Since these platforms can be used for other activities, it is a good idea to check that no one else requires them for the same time period.
At the time of printing there were only two platforms. OELC may make a larger platform in the near future. This would make the element considerably easier.
Set up the rope so that it swings perpendicular to the cable. Because there is slight grade under this element, start your group on the large platform on high ground and swing to low ground.
Before starting this activity, make sure you remove any loops left in the swing by other groups.
Safety
As with all activities, set a safe tone early, and ensure that all participants are responsible for their own safety.
The critical action to watch during this element is the swing across platforms; as it is here where the potential for injury is the greatest. The rope has several permanent knots tied in it. To prevent rope burns while swinging, have participants grasp the rope so that their hands rest at the top of the knot to prevent slippage.
Many of the participants will not be strong enough to support their own weight while they swing. A solution to this problem is to create a large loop in the rope. The person swinging places their knee in the rope for support. “Why their knee?” you might ask. When a foot loop is made, rather than a knee loop, the free leg rises up and hits the receiving group on the second platform. The group on the platform reaches out, grabs the person (usually by the extended leg) and attempts to haul the aboard. I n this awkward and off balance position, the swinger may let go and fall backwards since they are held only by their foot. To prevent this, encourage the swingers to place their knee in the large loop. This keeps the person’s body upright and allows the receiving group to grasp them by the torso or the rope.
While the group is swinging across it is a good idea to have some spotters tracing their path. It is not unusual to see people take Tarzan-like swings, only to realize, too late, that they can’t support their own weight.
Once a few people have successfully crossed onto the second platform they will begin to realize that they are quickly running out of space. One solution to this is to piggyback people, or to put them up onto their shoulders. If this occurs make sure you or someone else is nearby to break any potential falls.
Issues
Watch out for gender stereotyping when you do this activity. Unfortunately, too often, the larger males will hoist up unsuspecting females on their shoulders. The respect for the rights of the individual is forgotten for the good of the cause. Groups goals Vs individual needs; a good debrief topic that is bound to stir things up in even the most functional of groups.
There are lots of things going on and chaos may seem like the only constant. This initiative demands on the spot decision making and problem solving skills. Once decisions are made, they often have to be re-evaluated. This is something most groups fail to do. Before you start, allow the group to have some time to plan.
This is a good activity to fail at. It can easily be revisited on another day with a renewed commitment to work together,
As with the web, the distance between people on the platforms becomes a real barrier to effective communication. A division in the group occurs when the landing platform people work on their problems independently of those on the starting platform. This is another good issue to discuss in the debrief.
The Nitro crossing is traditionally a timed element. You may want to set a limit of 10 – 14 minutes for competition. Racing against time adds a lot of excitement to the activity, but it may also limit the group’s ability to achieve success.
A Bucket of water (or nitroglycerin or biodiversity, it’s up to you) adds an exciting modification to this activity. Fill up a small plastic bucket with water and explain to the groups that they must transport it across without spilling a drop. This is much harder than it sounds.
Allow the group to set goal for themselves. They can decide on the number of ground touches permitted or the time required to complete the activity. On the other hand, you may control the parameters by stopping the activity when a certain number of people have touched or removing those people from the activity. Another way to do this activity is to send all those people who have touched back to the beginning to try and cross again.
The Multi Vine
Imagine that your team is on a jungle safari. They must successfully navigate themselves across a thin cable holding onto only the jungle vines that dangle down from the three canopies above. Every step is critical since there are crocodiles lurking in the water below. This is but on fantasy scenario you can paint in this terrific large team event.
Objective
The object of this initiative is for the team to travel from one end of the 40 foot cable to the other without stepping off onto the ground. The group must maintain contact with each other while on the cable. Contact may be in the form of hand to hand, hand to shoulder, hand to clothing, or two people hanging onto the same rope. The entire team snakes along the cable until the first person comes to the end and gets off. That person now joins the others in a spotting role to ensure the safety of the rest of the group.
The initiative is complete when all members of the groups have successfully crossed the cable. Penalties for feeding the crocodiles include having the individual repeat the journey, or having the entire groups start again.
Equipment
none
The multi vine requires no special equipment. It is located at the southern most end of the wooded ropes course area. When bringing a group to this element, make sure that you enter the area without disturbing any of the other groups on the course. The cable for multi vine can be loosened or tightened by rotating the screw vice at either end of the cable.
Safety
One of the best ways to prevent accidents on the multi vine is to discuss the nature and type of fall that can occur. Participants support themselves by both cable and the rope. When off balance, participants tend to cling desperately to the rope for support. This causes rotational swinging type falls. To prevent this, simply ask the participants to step off the wire once they feel themselves losing balance. This is safer than holding on for dear life, relying on the spotters and putting the rest of their team off balance.
Since the cable can hold about six people at any one time, have the rest of your group act as spotters. Each person should be spotted by at least one (preferably two) people on either side of them. It is important to demonstrate to the spotters the different types of falls that are possible.
Once members of the team have safely reached the end of the cable, they can then relieve someone who is spotting. This will allow them to connect onto the end of the chain and attempt the crossing themselves. As with the other cabled elements, prevent the participants from attempting to balance on the cable without spotters.
Issues
The multi vine is a great team event that creates strong interdependence between participants who are working side by side as well as with the entire team. The multi vine is a good activity to use as a metaphor for different leadership issues since it demands a high level of cooperation and communication.
As a variation, ask one person to volunteer as the group leader. The rest of the group can provide constructive feedback on the leader’s performance.
In the debrief, discuss how conflicting ideas were handled. What was the group’s most successful strategy? Why did it work? Why didn’t it work? What leadership skills are needed in conflict situation? What have you learned doing this activity that could be useful to you when you attempt to lead a group in the future?
Taking OELC Home
Debriefing Points
Debriefers should observe the activity and take notes on the process. This will help you remember points when you do the debriefing.
Your debriefing should also include What, So what, Now What
WHAT – the activity itself
SO WHAT – why did they do the activity? What was the point?
NOW WHAT – how can they use what they learned in the activity in real life?
A good way to do this is to write the three elements on a whiteboard or flip chart, and jot down points underneath each as you receive them from the group.
Here are some possible points to consider when observing an activity:
Sherpa Walk
• Was the group attentive, focused and on task the whole time?
• Why does a group perform a task more effectively when they are quiet?
• When problems arose at the front of the line, how were they dealt with?
• Who was involved in problem solving?
• Were any people from the back of the line involved in any problem solving?
• Did the group members help eachother through obstacle?
• Did the group perform better as the activity progressed? Why?
• Did you observe specific leadership styles?
• Why is the Sherpa walk a trust activity?
Don’t forget to check out the rear of the group and listen to what they are saying. (Or not saying)
Nitro Crossing
Watch the process carefully, and take note of how the group members problem solved before the actual crossing took place.
• How focused was the group when they entered the low ropes are?
• Was the groups attentive while receiving instructions?
• What strategies did the group use to problem solve? (e.g. How to get the rope, who goes first, who the spotters are on the landing are etc.)
• Did you observe any specific leadership styles?
• Did any groups member go out of their ‘safety zone’ and take a risk?
• Did the group show encouragement to each other during the activity?
Multi Vines
• How focused was the group when they entered the low ropes are?
• Was the group attentive while receiving instructions?
• What strategies did the group use to problem solve? (E.g. How to get the ropes, how to remain in contact etc.)
• Was there communication up and down the line in the group?
• Did you observe any specific leadership styles?
• Did any group member go out of their ‘safety zone’ and take a risk?
• Did the group show encouragement to each other during the activity?
• Were the spotters: (a) giving advice (b) encouraging only (c) not speaking at all. Did the spotter help the group achieve their goal?
Inuit Blanket
• How focused was the group at the start of the activity?
• Was the group attentive while receiving instruction?
• How did the people who were tossed feel?
• Did any group member go out of their ‘safety zone’ and take a risk?
• Did the group show encouragement to each other during the activity?
WHAT CAN YOU DO IN YOUR SCHOOL WHEN YOU GET HOME?
-Bring new ideas
-Chair meetings
-be a better leader
-conduct ensembles
-Organize band repertoire
-Get people out to band
-Be a role model
-assist band director / teacher
-be an executive member
-organize chamber ensembles
-deal with people
-bring positive mental attitude
-help younger students
-explore vocal music
-organize large group activities
WHAT SHOULD YOU REMEMBER WHEN USING THINGS YOU’VE LEARNED?
-be friendly
-know how to take control
-stay calm
-time management
-be patient
-take the initiative
-be prepared
WHAT CAN YOU DO THE GET YOUR TEACHER TO LET YOU BE A LEADER?
-talk to the teacher
-start the ensemble
-show leadership skills
-volunteer to lead (not cancel)
-get all assignments done in class
-balance time therefore more music i.e. fundraising
-concentrate on improving own skills
-approach with new ideas
Here is a word file of that.
Yousendit isn't working, so I used megaupload, which is mega-annoying. Just make sure you enter the security code at the top of the page. It isn't a very user-friendly page.
-Cam
