What is a teambuilding ENERGIZER?

- A playful, structure activity that prompts participants to work as a cooperative unit on a problem-solving challenge.  (Heitzman)
- An enjoyable experience that achieve...

- building team spirit and sharing common goals
- working together with greater trust and respect
- building stronger relationships that hold up under pressure
- living together and making lasting friendships
- developing better communications based on greater understanding
- increasing the ability to work together with cooperation
- learning how to make best use of resources and coaching each other
- creating a lasting impact at work
- discovering strengths in self and colleagues        (http://www.seachanges.co.uk/)

- icebreaker
- camaraderie
- community-building
- self confidence
- fun
- cooperation
- trust
- creative thinking
- concentration / focus

IT'S A HUM-DINGER!

• Materials:  index cards, list of nursery rhymes
• Source:  Ukens, L.  (1996).  Getting Together:  Icebreakers and Group Energizers.  Jossey-Bass Publishing Company.
• Prepare by writing on index cards the name of one familiar nursery song (one on each card), creating multiple numbers of the same card based on the number of participants.
• Distribute one Hum-Dinger card to each participant and request that the information not be shared with others.
• Explain that each person will hum the melody on the card and will attempt to locate other group members who are humming the same song.
• Give a signal to begin and allow time for the group members to interact and form discussion groups (when necessary).

• Materials:  index cards, tape
• Source:  Ukens, L.  (1996).  Getting Together:  Icebreakers and Group Energizers.  Jossey-Bass Publishing Company.
• Prepare by writing names on index cards (same number of cards as people)  - could be historical figures, local celebrities, athletes, literary characters or any well known figure.  Then tape these cards on everyone's back.
• When the leader says, "Go!", everyone tries to figure out WHAT NAME is on their back, by asking everyone else YES or NO questions.

DEFINING MOMENTS

• Materials:  defining moments cards, scissors
• Source:  Ukens, L.  (1996).  Getting Together:  Icebreakers and Group Energizers.  Jossey-Bass Publishing Company.
• Duplicate each page of the Defining Moments Cards on a separate sheet of card stock and cut each sheet into individual card sets.  Each page provides one complete set of five cards for a total of five participants.
• Distribute one Defining Moments Card to each participant.  The participants are to match their word card with its appropriate definitions by finding other participants with complimentary cards (each has four corresponding definitions).
• When the various groups have formed, have team members remain in their groups and discuss their favorite books, explaining the reasons for their choices.

• Materials:  Big To-Do Cards, scissors
• Source:  Ukens, L.  (1996).  Getting Together:  Icebreakers and Group Energizers.  Jossey-Bass Publishing Company.
• Duplicate each page of the Big To-Do Cards on a separate sheet of card stock and cut each page into individual cards.
• Distribute one individual card to each participant.  Explain that several famous people arrive earlier and posted their to-do lists with a special magnet, but a mix-up has occurred.  It is now the job of the players to form groups that match the name of the famous figure with the two appropriate to-do entries and the corresponding ornamental magnet.

THREE TRUTHS AND A LIE

• Materials:  writing utensil, index card / paper
• Source:  Cornett, C.E.  (1999).  The Arts as Meaning Makers:  Integrating Literature and the Arts Throughout the Curriculum.  Upper Saddle River, NJ: Prentice Hall Publishers, p. 259.
• Give each participant an index card and a writing utensil.  Instruct them to write down three things on the card about themselves- three things that are true and one that is a lie.  Allow enough time for people to finish the card.  When time is up ask participants to gather in groups of about 3-5 people (depending on group size) and determine what the truths are and which one is the lie!

A BUNCHA BESTS!

• Materials:  writing utensil and paper if desired
• Source:  Ukens, L.  (1996).  Getting Together:  Icebreakers and Group Energizers.  Jossey-Bass Publishing Company.
• This is your very own awards show!  You get to give awards to all the great people and great things in your life.  Think of the "bests" in your life and write them down.
• 1.  The best friend I had as a kid was..........
• 2.  The best teacher I ever had was..............
• 3.  The best job I ever had was..................
• 4.  The best vacation I've ever taken was......
• 5.  The best class I ever took was...............

SNAPSHOTS!

• Materials:  writing utensil and paper if desired
• Source:  Ukens, L.  (1996).  Getting Together:  Icebreakers and Group Energizers.  Jossey-Bass Publishing Company.
• Take a look at some interesting scenes from your past.  Write down or draw the following snapshots of your life and tell your group about the most interesting ones.
• 1.  A time I was really happy:
• 2.  A time I toughed it out and accomplished my goal:
• 3.  A time I took a big chance but it paid off:
• 4.  A time I was really embarassed:
• 5.  A time I really chickened out:
• 6:  A time I was really sad:

CONTROL TOWER TO PILOT

• Materials:  one blindfold per pair, masking tape
• Source:  Heitzman, B.  (adaptation from a classic creative drama activity).
• This activity involves trusting your partner, listening and giving directions.  Mark a 'take off' area and 'landing' area with the masking tape.  Form pairs.  One partner is blindfolded.  The sighted Control Tower leads the unsighted Pilot from 'take off' to the 'landing' area, by giving verbal directions.  An example:  "Take two giant steps to your right."  If a Pilot touches anything or anyone, even their Control Tower, she has 'crashed.'  The Pilot returns to her original spot and begins again.  Partners reverse roles when the Pilot has successfully 'landed.'
• An extension:  Indicate masking tape 'obstacles' to avoid such as bridges or tall buildings.  Another variation is to have the Pilot be a group of people, blindfolded and linked together.

LUNCH

• Materials:  (drum and maracas),  6 blindfolds, masking tape
• Source:  Heitzman, B.  (adaptation from a classic creative drama activity).
• This game involves concentration, non-verbal communication and trust.  Mark a line at one end of the room, using the masking tape.  Form two groups of four.  Partners stand in a line and connect by holding the shoulders of the person in front of them.  The first person in each line signals how many steps their group makes by the number of sounds on their instrument.  The last person in each line indicates where the group will go by non-verbal signals passed up to the first person.  (For example, a tap on the left shoulder might mean to move to the left.)  Neither group moves before their partners communicate the number of steps and direction.  Allow each group to practice.
• An extension:  Identify one group as the Hunter and the other group as Lunch.Hunterwants to find Lunch before it safely reaches the masking tape line.  When the first person in the Hunter line tags the Lunch group leader, the game ends.  Of course, Lunch wants to cross the finish line before their leader is tagged.  Continue with the each group communicating their signals.
• Another extension:  Blindfolded all participants except the last person in each line.  Play as before.

AMOEBA TAG

• Materials:  none
• Source:  Weinstein, M. & Goodman, J.  (1996).  Playfair, everybody's guide to noncompetitive play.  San Luis Obispo, CA:  Impact Publishers, p.114.
• This tag game is played entirely in slow motion and is wonderful as an ice-breaker.  The leader is the first IT and tries to tag another participant.  When tagged, the two link arms and become another IT together.  Now they are 'teenage' amoebas on the prowl, trying to tag another person and become an 'almost-full-grown amoeba' (three participants linking arms).  The 'almost-full-grown amoeba' tries to catch a fourth person.  When four people are linked together they become a 'full-grown amoeba' and reproduce by splitting down the middle, creating two 'teenage' amoebas, which separate and divide again and again until everybody has been totally 'amoebafied.'  The game ends with all the amoebas slowly and softly chanting:  "A! ME! BA!!" as they move together into a giant mass of protoplasm!

• Materials:  Ping pong, tennis, & basketball
• Source:  Weinstein, M. & Goodman, J.  (1996).  Playfair, everybody's guide to noncompetitive play.  San Luis Obispo, CA:  Impact Publishers, p.117.
• This activity is a great ice-breaker and also focuses on cooperation and concentration skills.  Participants sit on the floor in a tight circle with feet extended into the center of the circle.  A large ball is placed on the legs of one person.  The object of the game is to roll the ball around the circle as quickly as possible from person to person, without using the hands and without it leaving the circle.  If the ball rolls out of the circle, the last person who had the ball must go retrieve it - but without using their hands.  (Elbows, chin, feet are ok)
• An extension:  Add a second ball.  Later, add a third ball.  Another variation is to call out "Reverse" and the ball(s) must roll in the opposite direction.  The participants have to synchronize movements as they keep the different-sized balls moving around the circle.

MIND-STRECHER

• Materials:  Mind-Stretcher Handouts
• Source:  Weinstein, M. & Goodman, J.  (1996).  Playfair, everybody's guide to noncompetitive play.  San Luis Obispo, CA:  Impact Publishers, p.156.
• Instead of trying to figure out a brainteaser or puzzle in isolation, participants work in problem-solving teams of up to four people.  Each one of the Mind-Stretcher squares contains a familiar word or phrase.  Working in groups, participants are challenged to brainstorm ideas and decode the puzzles.  This activity is excellent for stretching the creativity muscles!

COOPERATIVE MUSICAL CHAIRS

• Materials:  Chairs, tape player
• Music:  B. McFerrin:  Don't Worry Be Happy
• Source:  Berghammer, G., Federlein, A.C. & Nielsen L., (1991).  Developmental Drama:  The Curricular Process for Pre-K - Grade 6.  Des Moines, IA:  Iowa Department of Education.
• This game is played like musical chairs but there is one important difference:  chairs are removed but participants are not eliminated.  Arrange chairs in a large circle.  At the start of the music, participants walk clock-wise around the outside circle of chairs.  When the music stops, everyone must find a chair to sit on or share.  Continue the game until the entire group is sharing only 4 to 6 chairs (or less).

SLOW MOTION FREEZE TAG

• Materials:  tape player
• Music:  C. Gounod:  Funeral March of a Marionette (Theme from Alfred Hitchcock Presents).  Cinncinati Pops Orchestra, Erich Kunzel.  Telarc.  (1989).
• Source:  Spolin, V.  (1986).  Theater Games for the Classroom.  Evanston, IL:  Northwestern University Press, p. 32.
• This game of freeze-tag challenges participants to concentrate on moving in very slow motion and within restricted boundaries.  Appoint one volunteer to be the first It.  When the music begins, all participants imitate Its movements while trying to avoid being tagged by It.  They may run, duck, breathe and look etc. - but always in slow motion.  As soon as It tags someone, It becomes frozen and the new It thinks of a new slow motion movement and the game is repeated.  Once It tags someone, he must remain in a frozen position.  The game continues until all are frozen or the music ends.

MACHINES

• Materials:  None
• Source:  Allen, J.  (199=77).  The Other Side of the Elephant.  Buffalo, NY:  DAK Publishers, Inc., p. 36.
• Participants will construct a machine using the bodies of fellow group members.  Begin by naming as many machines as possible.  Demonstrate how one part of a machine might move and have the group imitate your movements.  (Example:  you could move the hands like a clock.)  Explain, that your machine could also make sound as it moves, such as:  "EEK!  EEK!  EEK!"  Ask everyone to show you their machines sounds as they repeat their movements.  Stand in a large circle with everyone equal distance apart.  Ask them to begin a simple movement with their body that a machine part might do.  They should repeat the same movement over and over.  Now ask for another machine movement, different from the first, perhaps in a kneeling position.  Repeat the movement.  Now creat a third machine part movement.  Repeat the movement over and over until they have a steady rhythm, and then add sound for their machine part.  The sound should be repeated over and over as they continue to move.  It can go faster, louder, slower, and break down.  Now divide into smaller groups of 5 to 6 people.  Each group is going to put their different parts together to build one machine.  Have one person in each group begin a sound and movement.  One by one, the rest of the members of the group add on different movements and sounds so that all the parts seem to be interconnected.  Again, the machines go faster, slow down, explode in slow motion and rebuild in slow motion.
• An extension is to ask each small group to create with their bodies some fantastic machines and prepare to share with the entire group.  (Examples might be the Always an "A" Homework Machine, The Monster in the Closet-Detector-Machine or The Messy-Bedroom-Picker-Upper Machine.)

GROUP STATUE

• Materials:  tape player
• Music:  H. Mancini:  Theme from The Pink Panther.  Cincinnati Pops Orchestra, Erich Kunzel.  Telarc.  (1994).
• Source:  Heitzman, B.  (adaptation from a classic creative drama activity).
• Participants will cooperate in creating a group statue.  Ask the participants to sit in a circle.  Ask everyone to freeze and take a look at his/her own body shape.  Are there any holes in the shape?  Crossed parts?  Angles or straight lines?  Explain to the group that they will be exploring a variety of shapes that the body can make.  Call out specific shapes to try while remaining in their circle formation.  (Examples:  Create shapes that are rounded/straight, twisted/crossed, angular/smooth, low level/high level and with holds/without holes.)  Ask participants to move around the room to the tempo of the music.  When the music stops they must instantly form a motionless shape.  After exploring the idea of creating shapes, divide into pairs and decide who is A and who is B.  Partner A is to relax and move in any way Partner B places him/her and hold that position until moved again. Partner B is to be considerate of A by not forcing a movement that is anatomically impossible.  The shape imagery may be totally abstract or take on a specific form.  (Examples:  a flower, a geometric shape, animal or vehicle.).  After the partners have explored interesting sculptures call "Freeze!"  Look at the diversity of shapes.  Call out "Relax!"  Reverse and repeat.
• An extension is to divide into groups to create group sculptures.  Whisper to each group member the name of something the group must illustrate through body sculpture.  (Examples:  a bridge, a dinosaur, a chariot, and a lobster.  Or more complex sculptures suggesting concepts such as:  compromise, greed, risk, or deception.)
• Give the groups five minutes to form the sculptures.  Then have each group show its shape in sculpted still form for the rest to guess.

SHOE FIND

• Materials:  Participants' shoes
• Source:  Berghammer, G., Federlein, A.C. & Nielsen L., (1991).  Developmental Drama:  The Curricular Process for Pre-K - Grade 6.  Des Moines, IA:  Iowa Department of Education, p. 56.
• This activity involves participants' cooperation in solving a problem.  Ask everyone to stand in a circle.  Have each person remove his right shoe and place it in the center of the circle.  At a signal from the leader, ech person walks to the middle of the circle and picks up a shoe that is not his and returns to his place.  The participant holds this new shoe in his right hand and at the same time;  join hands with his circle neighbors.  At a second signal from the leader, the partipants return the shoe they have to its rightful owner's foot without breaking the circle.