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E x p e r i e n c e d i f f e r e n c e s
Scouts et Guides Pluralistes de Belgique a.s.b.l.
38, Avenue de la Porte de Hal B-1060 Bruxelles
Tél. (32) 02 539 23 19 - Fax. (32) 02 539 26 05
info@sgp.be - www.sgp.be

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Created by:
Muriel Van Leemput – Geneviève Vanden Houte – SGP Workshop on Development
Layout:
Jo
Illustrations:
Jim
Cover:
Magritte – La Victoire (1924)
(cid:1) SGP 2004
Translation:
Nathalie Labar – European Scout Office
This resource has been originally produced in French by the «Scouts et Guides
Pluralistes de Belgique».
The English translation has been made possible with the support of the European Scout
Region.

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Preamble
“SPI” Activities
“SPI”, as in “spirituality” or “spiritual development”.
Frightening words? No, words that give food for thought and
a choice in personal values.
It is your challenge to organise a SPI activity, in your group,
your local programme council, your regional meeting…
Through the pages of this “spiritual handbook” you will find a
lot of information, references and activities to organise with
your group.
Just go for it! All local and regional leaders are capable of
organising a SPI activity.

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Contents
Spiritual Development Pink pages
(cid:1) What exactly does spiritual development mean?
(cid:1) Why should we talk about spirituality in Scouting?
(cid:1) Spirituality, an every day matter…
(cid:1) So, how can we do it?
(cid:1) How to use this tool?
« Preparation » sheets Yellow pages
(cid:1) A few activities to “warm up” and to be ready to reflect on oneself.
« SPI activity» sheets White pages
(cid:1) See the below table
Texts and quotations Blue pages
(cid:1) A few texts to use as a starting point for reflection and exchange.
Religions and beliefs Orange pages
(cid:1) A few reference points to start with
(cid:1) What is a religion?
(cid:1) What is a philosophy?
(cid:1) Beware of sects!
(cid:1) The main spiritual movements (in Belgium)
(cid:1) What about pluralism?
Bibliography Green pages
Index for « preparation » and « SPI activities» sheets
Nr Title B CS S/ R Comments
G
M01 Steps here (cid:1) Listening game
M02 I listen to you and I move (cid:1) Listening game
M03 The cat and the mouse (cid:1) (cid:1) (cid:1) Non-verbal game
M04 The mirror (cid:1) (cid:1) (cid:1) (cid:1) Non-verbal game
M05 The butterfly on the shoulder (cid:1) (cid:1) (cid:1) Non-verbal game
M06 The stone statues (cid:1) (cid:1) (cid:1) (cid:1) Non-verbal game
M07 Relaxation (cid:1) (cid:1) (cid:1) Quiet activity
M08 Contrast (cid:1) Theatrical game
A01 anti-atomic shelter (cid:1) (cid:1) Situational game
A02 Anagrams (cid:1) (cid:1) (cid:1) Letter game
A03 Chatting game (cid:1) (cid:1) (cid:1) 1 to 1 discussions
A04 Song of pride (cid:1) (cid:1) Musical activity
A05 Limited choice (cid:1) (cid:1) (cid:1) Taking a stand
A06 “Eurojokes” competition (cid:1) (cid:1) About stereotypes
A07 “Cultionary” (cid:1) (cid:1) (cid:1) About stereotypes

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A08 Listening to nature (cid:1) (cid:1) (cid:1) (cid:1) Listening activity
A09 Equal chances (cid:1) (cid:1) (cid:1) Situational game
A10 Do it (cid:1) (cid:1) (cid:1) Situational game
A11 Force the circle (cid:1) (cid:1) (cid:1) Game on majority and minority
A12 Fresco (cid:1) (cid:1) Graphical expression
A13 Positive ID card (cid:1) 1 to 1 discussion
A14 The tree’s heart (cid:1) (cid:1) (cid:1) (cid:1) Discovery activity
A15 Obstacle course (cid:1) (cid:1) (cid:1) Physical activity
A16 Balloons (cid:1) (cid:1) (cid:1) About ideal society
A17 Coat of arms (cid:1) (cid:1) (cid:1) Graphic expression
A18 Labels (cid:1) (cid:1) (cid:1) Situational game
A19 Into each other’s eyes (cid:1) (cid:1) (cid:1) (cid:1) Non-verbal game
A20 My difference, my resemblance (cid:1) (cid:1) Exchanges in a circle
A21 “Mandalas” (cid:1) (cid:1) (cid:1) (cid:1) Graphical expression
A22 Thank you… (cid:1) (cid:1) (cid:1) Non-verbal game
A23 My object (cid:1) (cid:1) (cid:1) (cid:1) Exchanges in a circle
A24 Torn paper (cid:1) (cid:1) (cid:1) (cid:1) About a society issue
A25 Emotional journey/course (cid:1) Activity in nature
A26 Small personal place (cid:1) (cid:1) (cid:1) (cid:1) Activity in nature
A27 Group photo/picture (cid:1) (cid:1) Expression based on music
A28 Photo language 1 (cid:1) Individual choices and exchange
A29 Photo language 2 (cid:1) (cid:1) (cid:1) Individual choices and exchange
A30 Photo language 3 (cid:1) (cid:1) (cid:1) Individual choices and exchange
A31 Photo language 4 (cid:1) (cid:1) (cid:1) (cid:1) Individual choices and exchange
A32 Taking a stand 1 (cid:1) Subject based on current events
A33 Taking a stand 2 (cid:1) (cid:1) (cid:1) Based on assertions
A34 Reflection based on a support (cid:1) (cid:1) (cid:1) Collective choices and exchange
A35 Resources (cid:1) (cid:1) Situational game
A36 If I could be someone else, I would be… (cid:1) (cid:1) (cid:1) Activity on resemblance and
differences
A37 Catastrophic simulation (cid:1) (cid:1) Situational game
A38 Gazing into people’s eyes (cid:1) Non-verbal game
A39 Open one’s mind/ mind opening (cid:1) (cid:1) (cid:1) Based on a graphical problem
A40 Themed text (cid:1) Exchange based on a text
A41 Dangerous crossing (cid:1) (cid:1) (cid:1) Being in a certain situation
A42 Activities to better understand law (cid:1) (cid:1) (cid:1) (cid:1) Ideas to introduce law
A43 Cub Scouts law and promise (cid:1) Around an evening gathering
A43 Scout law and promise (cid:1) (cid:1) Around an evening gathering
A43 Scout law and promise (cid:1) (cid:1) Sheet for the young person
A43 Scout law and promise (cid:1) (cid:1) Sheet for the leader
At the end of this handbook, you will also find three blank sheets to fill in yourself

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Spiritual
development

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Introduction
Spiritual development - what exactly does it mean?
The spirituality of human beings (from the latin word spiritus, mind), is
everything that relates to their beliefs, value system and emotions.
Developing our spirituality means enriching the relations that we experience as
an individual:
(cid:1) The relation to ourselves (learn to know ourselves better),
(cid:1) The relation to others (Learn to accept the existence of others and discover
the people that we meet),
(cid:1) The relation to the world, the universe (explore the various beliefs,
customs, philosophies or religions to create our own representation of the
world).
As a leader, to aid the spiritual development of young people is to
offer them the chance to begin the search of themselves through the
building of a personal value system, beliefs and deep convictions. The
aim is to bring them closer and closer to their own truth.
On the other hand, one can only know oneself through the confrontation with
others and through differences. The group dimension is therefore essential to the
spiritual development.
However, spiritual development is a personal process. We, leaders, can only guide
and support young people in their own development. Our role is not to pass on a
philosophy, religion or belief, but to allow each person to live, express and share
the truth that they have chosen1.
Why should we talk about spirituality in Scouting?
As a founder member of World Scouting and Guiding, the Belgian Pluralist Scouts
base their educational action on six fundamental pillars of youth development:
(cid:1) Physical development,
(cid:1) Intellectual development,
(cid:1) Emotional and affective development,
(cid:1) Social development,
(cid:1) Spiritual development,
(cid:1) Personality development.
Spiritual development has in fact always been an integral part of our educational
programme.
1 This is of course based on the principle that the model chosen by the young person respects the democratic principles and
foundations of our movement.

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However, many have thought for a long time that a pluralistic federation should be
neutral. People saw us as reluctant to the idea of talking about philosophy and
spirituality in the context of our scouting… As if it was taboo! As a result, some
people for whom this spiritual dimension was important did not find their place
within our movement.
Today, and like always before, at SGP, we aim at much more than the passive
coexistence of young people within more or less homogeneous groups. It is actually
an active Pluralism which we would like to practise together; a pluralism where
each of us would have the ambition to meet others and their differences, where
every individual would benefit from some space to express their ideas, share their
convictions and live their customs.
Idealistic? Maybe to a certain extend… But in an increasingly multicultural society,
isn’t it an idea that deserves giving it a go, even a little bit?
Spirituality, an every day matter …
You probably experience spiritual moments every weekend without even knowing
it! The occasions are plentiful if we work on the principle that spiritual development
happens through the expression and exchange of values, emotions, etc…
“I hate Stephanie!”: Inviting a cub scout to think about the meaning of love and
hate is already a form a spirituality. Discussing the concept of life and death with
beavers is also about spirituality.
You have now understood that spirituality does not necessarily mean pompous
ceremonies, long speeches and boring bla bla… (And this should not only apply to
the summer camp.)
So, how can we do it?
Intimate beliefs, values and emotions…How
can we encourage our young people to
express themselves on topics which are
sometimes so personal? The first step is to
create an atmosphere of respect and
attention within the group. Learning these
qualities is not an obvious thing. It is
important to devote enough time to it in
order for each person to express themselves
with confidence.
Secondly, we should remind ourselves that it
is not a scout leader’s responsibility to take
on the role of parents, psychologist, religious
or secular counsellor. It is indeed not a
matter of starting a collective therapy or re-
creating the spiritual education of our
children! Our only objective is to enable young people to reflect on themselves and
share their thoughts with others.
Our role is basically to allow for these exchanges to happen in the best possible
conditions. We’ll also be responsible for developing each person’s point of view by
opening new reflection trails or by making young people aware of the various
existing references that are available to them.
Do not worry, the leader does not need to be a professional in
philosophy! He does not need to know or have an answer for
everything, as there is no such thing as absolute truth in spirituality.
The group should be made aware of this as the leader often represents a model of
intelligence and knowledge for the younger ones. A leader should therefore avoid

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influencing young people by voicing their opinion too quickly. But beware! Running
away from the questions of a group is not a solution either.
Be available, stimulate curiosity, encourage listening and expression, be capable of
questioning the meaning that we attribute to things and life: Those are the
attitudes that any leaders could adopt.
It is therefore interesting to come off the beaten track and to vary the type of
activities. There are thousands of funny things to do with young people within the
context of spirituality. This tool was created to make your task easier.
Remember that spiritual development is never over for
anybody. So do not hesitate to approach and meet other
leaders to enrich your own spiritual life!
How to use this tool?
This tool includes “activity sheets” focusing on the spiritual development of the
child and the adolescent as well as “preparation sheets”, designed to create the
necessary conditions for a respectful and attentive group atmosphere (i.e. these
can be used before a discussion about the experience and values of everyone). It is
up to you to complete these sheets, adapt them, and rework them according to
your wishes and needs.
One can easily fall into the trap of transforming spiritual development into a “one
fits all” concept. For example, discussing pollution or the importance of recycling is
more a matter of education to citizenship than spiritual development. In the same
way, organising activities around the observation of nature is related to the
outdoors and not spirituality. In this tool, we have specified the main objectives of
each activity to show its place within the spiritual development context. This will
also allow you to invent new activities that answer well established objectives on
this topic. In this tool you will also find blank sheets that you can use as a base
for your preparation. Please do not hesitate to send your new ideas to the
Federation’s headquarters so they can be published!
This tool also offers you quotes and a few extracts from different philosophic or
religious movements. We hope that you will discover new reflection themes that will
enrich the openness of your group. A few pages dedicated to the main spiritual
movements in Belgium will also help you to better address this topic.
Finally, for those of you who are really passionate about spirituality we have added
a bibliography as well as internet links that will guide you to some very
interesting books and documents.
Wishing you a successful preparation!

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Getting
Prepared
Following are a few activities to
prepare oneself an d to be ready for
self-reflection.

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Preparation Steps here Sheet – M01
Spiritual development objectives:
(cid:1) Help children understand the value of silence,
(cid:1) Improve their self-control and self awareness.
Section : Beavers
Time : 10 to 15 minutes
Number : from 6 to 16 participants
Material : -
Type : indoors or outdoors
Activity guidelines
The beavers are gathered on the playing area.
One of them is blindfolded. As quietly as possible, the others try to approach and touch
him.
As soon as he hears some steps the blindfolded beaver says “Steps here” and points at the
place where the sound came from.
The designated beaver immediately turns into a statue.
The beavers take it in turns to be blindfolded.
Comments
The leader should take good control of the game and ensure that the statues take their role
immediately and remain statues without making any noise.
It is not necessary to change roles when the blindfolded beaver is touched. Continue the
activity in silence.
Source : MEGRIER D., 100 jeux de théâtre à la maternelle, Paris : Retz, 1995, p. 59

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Preparation I listen to you and I move Sheet – M02
Spiritual development objectives:
(cid:1) Improve listening to others and concentration skills
Section : Beavers
Time : 5 to 10 minutes
Number : any number
Material : -
Type : indoors or outdoors
Activity guidelines
Two beavers are on the playing area. One faces the audience and the other one has her
back to the audience and concentrates whilst listening to her partner.
During approximately 30 seconds, the beaver facing the audience will make some sounds
that can either tell or not tell a story.
When she finishes, the beaver specifies “I have finished”.
The second beaver will then immediately turn around to face everyone and recreate during
30 seconds the movements inspired by those sounds.
Comments
The child does not have to translate all the sounds that she heard into gestures: She might
have only remembered one of them, maybe the one that inspired her the most.
You must give free rein to the children’s imagination: If the first one says “knock knock”,
the second one will not necessarily pretend that he is knocking on a door.
Source : MEGRIER D., 100 jeux de théâtre à la maternelle, Paris : Retz, 1995, p. 57

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Preparation The cat and the mouse Sheet – M03
Spiritual development objectives:
(cid:1) Recognising one’s place within a group,
(cid:1) Recognising one’s place in relation to other group members
Section : Cub Scouts, Scouts/Guides, Explorers
Time : 15 to 20 minutes
Number : from 10 to 20 participants
Material : -
Type : indoors or outdoors
Activity guidelines
A “game master” is selected and all participants walk around the playing area.
Each person will choose one person to protect and one person to fear, without saying
anything to the others. Whilst walking, each person will get closer to the person they wish
to protect and walk away from the one they fear. This will be done with great
concentration, in honesty and without a word. There will obviously be many possibilities.
The important thing is that all members of the group carefully listen to each other.
You cannot change the chosen persons at a later stage.
The “game master” has to observe everyone and find out who is feared and who is
protected by who.
After the first 5 minutes, the game master shares his thoughts and finds out whether he
was right or wrong. The group starts again from the beginning with a new game master.
Source : HERIL A. & MEGRIER D., 60 exercices d’entraînement au théâtre à partir de huit ans, Paris : Retz, 1992, p. 84

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Preparation The Mirror Sheet – M04
Spiritual development objectives:
(cid:1) Improve sensitive listening skills and concentration
Section : All
Time : from 10 to 20 minutes, depending on the age group
Number : from 6 to 20 participants
Material : soft music
Type : indoors
Activity guidelines
The participants are split into pairs within the game area. Everyone stands approximately
one meter away from their partner and looks into each other’s eyes. The leader turns on
the soft music.
One of the participants within each pair makes slow movements that the other one has to
reproduce as if looking into a mirror. So, if the first one lifts her left arm the second one
will lift his right arm. Be careful, the two participants should not touch each other as there
is supposed to be a mirror between them.
Participants should play this game without taking their eyes off each other. The participants
will lead the mirror in turns.
Comments
For children over 8, allow 1 minute of concentration before starting with the movements to
release any laughter or tension. Participants should not break the mirror effect (i.e. by both
lifting the same arm).
The leader could also suggest the activity « Into each other’s eyes » as an introduction to
this game.
When playing this game with Beavers, you could first get them to face a real mirror to
help them understand the concept. It is crucial to show an example before leaving them to
play in pairs.
Explain clearly to young children that they can use their whole body as they will tend to use
only the upper part. For children over 8, you can also highlight the fact that the face can be
used in the same way.
Variation: When participants become comfortable with this exercise, it is possible to also
get them to use some of the space around them (From the age of 8).

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Preparation The butterfly on the shoulder Sheet – M05
Spiritual development objective:
(cid:1) Improve listening to others and concentration skills.
Section : Cub Scouts, Scouts/Guides, Rovers
Time : 15 to 20 minutes
Number : from 10 to 20 participants
Material : Soft musical background
Type : indoors
Activity guidelines
Participants are split into two equal groups. The
first group spreads around, their back turned
towards the centre of the area so that they
cannot see the others.
Quietly and with great concentration, each
participant of the second group chooses one
partner from the first group and stands right
behind him resting carefully his hand on the left
shoulder of his partner, “just like a butterfly
landing delicately on a flower”.
The participants with their back turned to the
group will try to recognise the other participants
through the touch of their hand.
Once a participant is certain to have recognised
the person behind him, he puts his right hand
onto the hand resting on his shoulder (as if to
say “I have recognised you!”).
Then, he will turn around and quietly find out
whether he was successful or not.
Comments
To fulfil this game’s objective of concentration
and listening to others, it is important to remain
silent and to have a soft musical background.
Source : HERIL A. & MEGRIER D., 60 exercices d’entraînement au théâtre à partir de huit ans, Paris : Retz, 1992, p. 81

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Preparation The stone statues Sheet – M06
Spiritual development objective:
(cid:1) Improve the expression of emotions
(cid:1) Explore a range of emotions through playing and give them a name
(cid:1) Develop self-confidence
Section : All
Time : from 15 to 20 minutes, depending on the age range
Number : from 6 to 20 participants
Material : Very soft musical background
Type : Indoors or outdoors
Activity guidelines
All walking to the same rhythm, participants will move around the game area.
When the leader gives the signal (enunciating the emotional state of the statues), the
participants will stop, perfectly still, and imitate the requested emotion. They will remain in
this position for one and a half minute (1 minute for younger children). For example, the
statues could be happy, sad, feeling ill, angry, in love, stressed…
Then, when the leader makes a new signal, participants will walk around in the most
neutral manner.
Comments
Advice: Participants should not take the time to think about or « intellectualise » the
emotion. Once the signal is given, the emotion must be transformed into a physical
expression within seconds. Do insist on spontaneity, the first chosen physical expression
will be the right one. Young people need to have trust in what they do and impose their
own vision of the various states.
This game is not a spiritual development activity per say as it is more about playing an
emotion according to the leader’s instructions than expressing a personal feeling. However,
the interest of this game lies in the fact that it allows young people to explore a wide range
of emotions and to name them.
Source : MEGRIER D., 100 jeux de théâtre à la maternelle, Paris : Retz, 1995, p. 90 et HERIL A. & MEGRIER D., 60
exercices d’entraînement au théâtre à partir de huit ans, Paris : Retz, 1992, p. 93

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Preparation Relaxation Sheet – M07
Spiritual development objectives:
(cid:1) Bring harmony to the group through the ability of listening to others,
(cid:1) Create a state of relaxation as a basis for meditation
Section : Cub Scouts, Scouts/Guides, Rovers
Time : Approx. 5 minutes
Number : 2 to 20 participants
Material : mattresses or cushions to sit down comfortably
Type : indoors or outdoors
Activity guidelines
All participants sit down cross-legged and huddled up against one another with their body
relaxed.
The « game master » inhales deeply and starts a long “ohm” with a grave/deep voice.
The group slowly and progressively joins in, some taking over from others when these need
to inhale again (breathing from the stomach).
The collective song will get deeper and denser. The group will progressively enter a perfect
state of harmony.
Comments
It is important to choose the right time for this activity. For example, the opportunity could
arise during the evening around a camp fire…
Do not expect this activity to be taken seriously from the start: there will be some giggles
to start with! It is better to take the situation humorously and to persevere.
This activity can also be done in pairs doing the same exercise facing one another and
sitting very closely.
Each participant chooses the person he or she wishes to be « in harmony » with.

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SPI Activity Contrast Sheet – M08
Spiritual development objective:
(cid:1) Explore a range of emotions through playing and giving them a name
Section : Beavers
Time : 5 to 10 minutes
Number : Any
Material : Board or Sheet
Type : Indoors or outdoors
Activity guidelines
In the centre of the game area, the leader places a board big enough to hide the beaver
who will play. (A sheet can also be suitable or a simple line on the floor if no material is
available. The beaver will stand to the left of the board. The leader will tell him 2
contrasting states (i.e. « you laugh and you cry »)
The child walks from the left side of the board expressing clearly one of the two states
(tears), he then walks behind the board and re-appears on the other side expressing the
opposite state (laughter).
Comments
Other examples of emotional states: to love/to hate, to be scared/ to feel secure, to be
happy/ to be sad, to be angry/ to be satisfied, to feel guilty/to feel innocent, to be
surprised/ to be bored, to be patient/ to be impatient, to be nervous/ to be calm, to be
intimidated/ to be self-confident, to be proud/ to be ashamed, to be aggressive/ to be
kind…
This game is not a spiritual development activity per say as it is more about playing an
emotion according to the leader’s instructions than expressing a personal feeling. However,
the interest of this game lies in the fact that it allows young people to explore a wide range
of emotions and to name them.
Source : MEGRIER D., 100 jeux de théâtre à la maternelle, Paris : Retz, 1995, p. 99

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SPI
Activity
Sheets

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SPI Activity Anti-atomic shelter Sheet – A01
Spiritual development objectives:
(cid:1) Become aware of the existence of different opinions,
(cid:1) Debate and argue one’s choices,
(cid:1) Become aware of the different values influencing our choices.
(cid:1) Listen to others with respect.
Section : Scouts/Guides, Rovers
Time : 1h00 to 1h30
Number : minimum 6 participants
Material : None
Type : indoors
Activity guidelines
Set up teams of 6 to 7 participants
The leader tells the following story to the participants:
Each team is responsible for the research taking place in an experimental base
located far away from any city. Suddenly, it is the start of the 3rd World War.
Bombs are raining down and the world gets destroyed more and more everyday.
The whole population is desperately looking for anti-atomic shelters. You receive an
emergency call from a research centre, they are desperate and they need help.
Here is the message that they leave:
“We are 10 people wanting to enter an anti-atomic shelter which was built for 6
people only. We cannot decide ourselves who is going to stay and who will have to
leave. It is impossible for us to decide, we’ll end up killing each other if it goes on
like this. We think you can help us decide who will enter the shelter and who will
not. We’ll obey whatever you decide” END OF MESSAGE.
You are running out of time. You only have 30 minutes to reach your shelter and
take a decision on the fate of the people who have just called you. It is a hard
decision to take as you only have a superficial description of these people. Think
carefully as the 6 people entering the shelter might be the only 6 human beings to
survive the war.
Below are the descriptions of the 10 people::
(cid:1) A 30 year old accountant
(cid:1) His wife, 6 months pregnant
(cid:1) A black militant, second year student in medicine
(cid:1) A 42 year old famous historian
(cid:1) A biochemist
(cid:1) A young TV pop star
(cid:1) A 54 year old rabbi
(cid:1) A student
(cid:1) An armed policeman
(cid:1) A 24 year old carpenter

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Choose a time-keeper to warn the group when there will only be 15, 10, 5 and 1 minute
left. All groups will then gather and share their results.
Advice for this activity’s debriefing
It is very important that everybody listens to what the others have to say. Do not hesitate
to bring order back into the groups.
This experience usually generates strong emotional reactions. Some participants may have
the tendency to attack one another and strongly criticise other choices. It is important to
focus their attention on the concepts of free speech, tolerance, sensitivity and mutual
acceptance.
At the end of the activity, the leader can ask the participants if this activity was difficult and
why; if some were influenced by others; if some prevented the group from reaching a final
decision; if some were stubborn; what values dictated each person’s choices…
Variation
The story may change, here is another example:
10 people are in danger of dying. All are in need of an urgent heart transplant. If they don’t
have immediate surgery, they will die. Only one heart is available. The surgeon needs your
help to decide which one will benefit from the transplant and live.
Here are some examples of the possible candidates for the transplant (the number of
people can vary)
(cid:1) A pregnant 16 year old girl who has given up studying
(cid:1) A policeman convicted of violent behaviour towards his citizens
(cid:1) A 75 year old priest
(cid:1) A 36 year old woman doctor, sterile
(cid:1) A black militant
(cid:1) A 39 year old prostitute
(cid:1) A homosexual architect
(cid:1) A 29 year old alcoholic lawyer
Source : SIMON S. et al., A la rencontre de soi-même – 80 expériences de développement des valeurs,
Montréal : Actualisation, 1989, p. 282

--- PAGE 29 ---
SPI activity Anagrams Sheet – A02
Spiritual development objectives:
(cid:1) Help young people building their value system,
(cid:1) Encourage the exchange of ideas within a group and the expression of
personal feelings.
Section : Cub Scouts, Scouts/Guides, Rovers
Time : 15 to 20 minutes
Number : Minimum 12 participants
Material : A4 paper and a big marker
Type : Indoors or outdoors
Activity guidelines
Ask 9 participants to each hold one letter from the word “tolerance” (1 A4 sheet per letter).
The other members of the group will try to find other words related to “tolerance” using
those same letters.
Comments
If the group is quite large, choose several words (For example: pluralism, difference,
violence, family, honesty, etc.)
Here are a few words that can be made with the letters from « tolerance »: race, rant, role,
enter!, etc.
Spelling does not really matter. The important thing is that each person is able to give his
or her ideas and explain them to the others if he or she wishes to do so.
Variation
The leader notes all the different ideas of words on a big sheet of paper. When the group
has finished finding words, everyone gathers around the leader. Each person can then ask
questions about the meaning of the words and their link to tolerance. It can be an
opportunity to give a definition of the concept or find concrete examples of tolerant or
intolerant attitudes. This activity can be an indirect way of making a group realise that they
are not always tolerant with each other.
To make this activity more dynamic, the leader could hide the letters in a specified
perimeter and ask the young people to find them (i.e. using a compass!).
Source : U.K. SCOUTS, Sawadee You Pray ? A Join-in-Jamboree Spiritual Resource, 2003

--- PAGE 30 ---
SPI activity Chatting game Sheet – A03
Spiritual development objectives:
(cid:1) Get to know the others better through their values, emotions, beliefs and
convictions,
(cid:1) Express one’s values, emotions, beliefs and convictions,
(cid:1) Structure one’s value system.
Section : Cub Scouts, Scouts/Guides, Rovers
Time : 30 minutes
Number : from 6 to 16 participants
Material : Chairs, A4 paper and a big marker
Type : Indoors or outdoors
Activity guidelines
Arrange the chairs in a circle, two by two, next
to one another and facing opposite directions, so
that the two people can chat face to face.
Participants will talk in pairs during a set time.
Then, at the signal of the leader, all participants
stand up and move to the next chair
(clockwise), so that everybody changes partner.
Comments
Some topics are more difficult to discuss as a
group or simply require a more individual
exchange. In that case, the « chatting game »
technique will be appropriate.
Variation
Ask the participants to divide into pairs and to find a quiet and isolated place with the
following instruction: “Discuss a given topic during 20 minutes. During the first 10 minutes,
one person talks. The other one may take notes but cannot interrupt. After those 10
minutes, roles are reversed”. The leader visits the groups after 10 minutes to remind them
to exchange roles.
Get the group to come back together after those 20 minutes. Each person gets the
opportunity to express how they felt during the activity or their point of view on the topic.
People should not reveal what their partner has said during the chat.

--- PAGE 31 ---
SPI activity Song of pride Sheet – A04
Spiritual development objectives:
(cid:1) Express things we are proud of,
(cid:1) Become aware of the importance of our values.
Section : Beavers and Cub Scouts
Time : 45 minutes
Number : minimum 10 participants
Material : musical instruments
Type : indoors or outdoors
Activity guideline
Ask the participants to sing the following song and to add a personal value that they are
proud of at the end of the sentence. Participants can sing the song again and again until
they run out of inspiration.
I am proud, I am proud, I am proud of the
things I do, So I tell you: I am proud:
“I am proud of………………!
Small variation
I am proud, I am proud,
Proud of… did you know it?
So I tell you: I am proud.
Source : SIMON S. et al., A la rencontre de soi-même – 80 expériences de développement des valeurs,
Montréal : Actualisation, 1989, p. 328

--- PAGE 32 ---
SPI activity Limited choice Sheet – A05
Spiritual development objectives:
(cid:1) Know oneself better,
(cid:1) Get to know the others through their values and beliefs.
Section : All
Time : approximately 20 minutes
Number : minimum 10 participants
Material : sentences (see the below examples)
Type : indoors or outdoors
Activity guidelines
The room has to be cleared in order to define two separate areas.
Before each question, participants gather in the centre of the room.
The leader reads a sentence (i.e. “I am a gushing spring or a placid lake”). Participants
make their own choice and stand on the side of the room representing their choice: To the
right, the gushing springs, and to the left, the placid lakes.
In both areas, participants split into pairs and take two minutes to explain the reason of
their choice. Everybody then comes back to the centre of the room and the leader reads
out a new sentence. 5 to 6 sentences are sufficient.
Participants are invited to choose a new partner for each new sentence.
A few examples of sentences
(cid:1) I save money or I spend money
(cid:1) I like living in a city or in the country side
(cid:1) I prefer breakfast or dinner
(cid:1) I love summer or winter
(cid:1) I always pay attention or I am a dreamy person
(cid:1) I am a believer or I am not a believer
(cid:1) I am an athletic person or I am an intellectual
(cid:1) I defend my point of view or I always agree
(cid:1) I am intuitive or rational
(cid:1) I am a hare or a tortoise
(cid:1) I am a computer keyboard or a goose quill
(cid:1) I am a shooting star or a light house at the top of a mountain
(cid:1) I am a washing line or the tail of a kite
(cid:1) I am a sign bearing the inscription “No entry” or “public area”
(cid:1) I ride a motorbike or a bicycle
(cid:1) I am a mountain or a valley
(cid:1) I resemble honey or vinegar
Comments
This activity is excellent to use with a group meeting for the first time.
Source : SIMON S. et al., A la rencontre de soi-même – 80 expériences de développement des valeurs,
Montréal : Actualisation, 1989, p. 90

--- PAGE 33 ---
SPI activity Eurojokes competition Sheet – A06
Spiritual development objectives:
(cid:1) Structure one’s value system by observing how humour can be used to
maintain or increase prejudices,
(cid:1) Get to know ourselves better by understanding the effect that jokes can
have on us and on the persons they’re aimed at,
(cid:1) Trigger some reaction when facing situations we do not approve of,
(cid:1) Introduce the concept of fears hidden in the jokes we tell.
Section : Scouts/Guides, Explorers
Time : 45 minutes
Number : Any
Material: A few jokes relevant to the group (jokes about vegetarians, blondes, rich people,
Jews, disabled people, politicians, stars, foreigners, homosexuals, play on words,
tricks, cartoons), a hat, a board or a big sheet of paper.
Type : Indoors or outdoors
Activity guidelines
First of all, write down the jokes on small pieces of paper, fold them and put them in the
hat.
Participants are sat in a circle and the hat goes around for each person to take a small
piece of paper and read or mime the joke that is written down. The rest of the group gives
a mark out of ten and the scores are written on the board.
At the end of the game, organise a de-briefing. Start by asking the participants how they
felt during the game. Then, ask questions such as:
(cid:1) “Which joke won and why?”
(cid:1) “Which joke had the lowest mark and why?”
(cid:1) “What makes a joke unacceptable?”
(cid:1) “Why do sexist/racist jokes hurt the people that they are aimed at?”
(cid:1) “How do you react when someone tells you an offensive joke: you smile politely,
you laugh like everyone else, you tell the person that you find their joke hurtful,
you leave the group without saying a word?”
Comments
Our advice to the leader:
(cid:1) Choose carefully the jokes to make sure that you will not lose control of the
situation.
(cid:1) Include some positive jokes: drawing cartoons is a good way of making jokes that
help us learn something positive about ourselves and the world around us.
(cid:1) Be very careful not to come up with jokes that can deeply hurt some members of
the group.
Source: BRANDER P. et al., Educational kit All different All equal Education pack: ideas, resources, methods and activities for
informal intercultural education with young people and adults, Strasburg : European Youth Centre, 1995 (© Council of Europe)

--- PAGE 34 ---
SPI Activity "Cultionary" Sheet – A07
Spiritual development objectives:
(cid:1) Enrich and structure one’s value system by finding and analysing
stereotypes, images and prejudices that we have built up,
(cid:1) Understand how stereotypes work,
(cid:1) Generate creativity and spontaneity in a group.
Section : Cub Scouts, Scouts/Guides, Rovers
Time : from 45 minutes to 2 hours, depending in the size, motivation and age of the group
Number : Any
Material : A list of words to illustrate, a board and a marker to write down the scores, sheets
of paper and pens for the drawings, tape or pins to display the drawings of the
groups.
Type :
indoors
Activity guidelines
Set up teams of 3 to 4 people. Call one person from each team and show them a word. All
drawers go back to their group and try to draw the word. It is not allowed to draw
numbers, flags or currencies (as it would be too easy), nor is it allowed to write words or
talk unless it is to confirm that the answer is correct. The other members of the group try
to guess what the drawing represents without asking any question.
The first team to find the word announces it and scores one point. A new drawer from each
team goes to the leader to receive a new word.
Once all the words have been drawn, the leader asks the groups to write down the
corresponding words under each of their drawings, whether these are finished or not. All
drawings are then displayed for the participants to compare them, discuss the differences
in interpretation and the different images associated to words.
The leader will then organise a debriefing session. This activity should indeed not be limited
to drawings. The groups need to think about the risks related to stereotypes and the
reasons behind the images we have of others.
Start by asking the participants if they found this activity difficult and why. Then, ask them
to observe the displayed drawings and compare the various images associated to the
words. Ask if the participants feel that the images correspond to the reality and question
the drawers on their choice of images to illustrate the words.
The group can then discuss the nature of the images:
“Are they positive or negative?”
“What effect do they have on our relationship with the people concerned?”
… and about the origin of stereotypes : The role of the media, our education, our family,
the group…
Comments
Suggestions of words:
Racism, difference, discrimination, anti-Semitism, refugee, conflict, European, national,
farmer, poverty, Muslim, homosexual, equality, HIV positive, gypsy, Japanese, Russian,
African, Arab, human rights, American, media, tourist, foreigner, solidarity, blind, love …

--- PAGE 35 ---
Note: We would suggest that you include the name of a less known community (I.e. the
habitants of Slovenia, Moldavia, San Marino…) to show that we seldom have stereotypes
about people we have little contact with.
During the debriefing sessions:
Avoid judging the participants’ stereotypes.
The evaluation and the discussion must contribute to the understanding of stereotypes:
ideas that have little to do with reality.
With cubs, the activity will not be approached with the same depth. It is however possible
to get the children to express their views on the meaning of a stereotype and on the
possible consequences that it might have in their relationship with others.
Source : BRANDER P. et al., Educational kit All different All equal Education pack: ideas, resources, methods and activities for
informal intercultural education with young people and adults, Strasburg : European Youth Centre, 1995 (© Council of Europe)

--- PAGE 36 ---
SPI Activity Listening to nature Sheet – A08
Spiritual development objectives:
(cid:1) Learn to respect silence,
(cid:1) Bring the group into a state of openness (favourable atmosphere for a SPI
activity), arouse the senses,
(cid:1) Experience meditation.
Section : All
Time : from 1 minute (for Beavers) to 5 minutes (for the others)
Number : from 6 to 16 participants
Material : -
Type : outdoors
Activity guidelines
The group needs to be surrounded by nature. Once the group is comfortably settled, still
and relaxed, all participants will listen to the sound of nature.
Comments
Naturally, the younger ones or the most restless will make comments or noises to distract
the others and try to make them laugh. If it happens, just ask them to continue
concentrating. You can stop this activity when the group starts to lose its attention.
With children you can add a competitive element: children will need to remember a
maximum of sounds and compare their list with the others at the end of the activity.
Nature holds a different place in everybody’s conception of the world, depending on culture,
philosophical or religious beliefs. It is interesting to ask participants how much place does
nature have in their life and what does it represent for them, especially when dealing with a
multicultural group.

--- PAGE 37 ---
SPI Activity Equal chances Sheet – A09
Spiritual development objective:
(cid:1) Explore the concept of equal chances to develop one’s value system
Section : Cub Scouts, Scouts/Guides, Rovers
Time : 1h15
Number : from 16 to 30 participants
Material : Scarves, bin bags, chocolate eggs, rope and various objects for the obstacle race, a
compass, a master word, big sheets of paper, paint, cardboard for the 3D object
Type : outdoors
Activity guidelines:
The leader asks the participants to divide into 6 groups (4 to 6 participants per group) :
(cid:1) 1 “young” group
(cid:1) 1 “old” group
(cid:1) 1 “girl” group
(cid:1) 1 “boy” group
(cid:1) 2 “mixed” groups
A particularity is assigned to each group:
(cid:1) a group of mutes
(cid:1) a group of Siamese twins (participants are attached in pairs)
(cid:1) a group of which half is blind
(cid:1) a group of which half are paralysed (the other participants carry them)
(cid:1) a group that can only move around in bin bags (both legs in the bag)
(cid:1) a group that can only make use of three arms in total
One representative from each group comes to the leader. This one will distribute a list of
missions (Same missions for all groups but presented in a different order) :
(cid:1) A relay race
(cid:1) An egg hunt
(cid:1) An obstacle race
(cid:1) A hidden master word to find in the nature (orientation course, clues, etc.)
(cid:1) A fresco to paint
(cid:1) A 3D object to make (i.e. a cube)
Instructions for the groups:
Each group must fulfil its missions in the correct order and as fast as possible whilst
respecting their particularity (Time will be recorded for all activities).
All group members must take part in each mission. In the blind and paralysed
groups, roles may be changed during the game to avoid weariness.
When the activity is over, the leaders will gather all participants and ask them what
they thought of the activity and of the experience (Please wait for everyone to able
to express their feelings before moving on to the next step). Afterwards, the
leaders will ask the following questions:
“How does it feel to know that, in any case, you will find it harder to achieve the
mission than everyone else?”
“How can we make this game fairer? What changes must be made to the rules? “
“What links can be established between this game and the society we live in? “
At the end of the discussion, the leader will conclude the activity by thanking all
participants and giving a short conclusion.

--- PAGE 38 ---
SPI Activity Do it ! Sheet – A10
Spiritual development objectives:
(cid:1) Develop one’s value system through experiencing discrimination,
(cid:1) Get to know oneself better through the analysis of our attitude towards
discriminated groups.
(cid:1) Discover the mechanisms that maintain minorities on a lower level within
our society.
(cid:1) Become aware of the way we contribute to the maintaining of those unfair
social structures.
Section : Cub Scouts, Scouts/Guides, Rovers
Time : 60 minutes
Number : maximum 30 participants
Material : 4 big sheets of paper, 4 old magazines, 4 pairs of scissors, 4 sets of permanent
markers, 4 glue sticks, 1 watch
Type : indoors
Activity guidelines
Divide the participants into four groups and place them at each corner of the room.
One or several leaders are responsible for taking notes of what is being said or done by the
members of each group during the activity.
Announce that the leaders will come through the groups to distribute the material and
communicate the instructions.
Go to the first group, give them their material and announce clearly:
“You have one sheet of paper, one magazine, a pair of scissors and some glue. You must make a
collage featuring the spring season. You have 20 minutes. Please start whenever you want.”
Then, visit the 2nd and 3rd group giving them the same instructions, except that the 2nd
group will need to feature summer, and the 3rd group will feature autumn.
Finally, go to the 4th group, give them their material and announce something that could
sound like this:
“Mpso, flosamd loerabtbz losinse bauqvxa poyeks, nseioamans sajiyudo lazerva losifalitome. You
have 20 minutes. Please start whenever you want.”
Whilst the groups are working, walk around the room to encourage and support groups 1, 2
and 3 but blame group 4 for not doing what they have been asked to do.
After 20 minutes, stop the activity and ask all groups to give you their collage. Organise a
debriefing: you can start by asking the members of the groups to give their opinion about
the activity and ask them if everyone has participated.
Then, open a discussion comparing this activity and the reality. Here are a few examples of
questions that can be used to start the discussion:
“Can you see any connection between this activity and the reality?”
“In our society, who does the 4th group symbolise?”
“Why do we have a tendency to blame the victims of social injustice?”
“How do people who feel that they are victims of social injustice react? Do they
react in the same way as the members of the 4th group?”
The notes taken by the observers can be useful to enrich the debate, remind the
participants of this or that attitude, etc.

--- PAGE 39 ---
Comments:
This activity may provoke strong reactions from the members of the 4th group, frustrated
at not being able to understand the instructions and being blamed for it. They will
sometimes take it out on the leaders or the other participants. To avoid this, please make
sure:
(cid:1) To make very mixed groups so that nobody feels targeted.
(cid:1) To make it clear before the evaluation that this is only a game and that all
participants should now detach themselves from the activity.
(cid:1) To allow each participant to express their feelings during the discussion before
starting to analyse what has happened.
Variation:
If you wish to increase the impact of this activity, you can ask the groups to create a small
sketch instead of a collage. This will make it even more stressful for the 4th group which
will dread the idea of having to play their sketch in front of a public without having
understood the instructions. Be careful once again to make sure that nobody’s feelings are
hurt.
Source : BRANDER P. et al., Educational kit All different All equal Education pack: ideas, resources, methods and activities for
informal intercultural education with young people and adults, Strasburg : European Youth Centre, 1995 (© Council of Europe)

--- PAGE 40 ---
SPI Activity Force the circle Sheet – A11
Spiritual development objectives:
(cid:1) Develop one’s value system through the experience of belonging to a majority
or to a minority
(cid:1) Get to know oneself better through analysing the strategies that we use in
order to be accepted by the majority.
(cid:1) Be aware of the times when we appreciate being part of the majority and when
we prefer to be part of the minority.
Section : Cub Scouts, Scouts/Guides, Rovers
Time : 40 minutes
Number : 6 to 8 people per circle
Material : some paper and a watch
Type : indoors or outdoors
Activity guidelines
Divide the participants into groups of 6 to 8 people.
Ask each group to designate an observer and an outsider.
Ask the members of the groups to stand shoulder to shoulder in order to form a closed
circle.
Explain that the outsider needs to try to enter the circle whilst the others try to prevent
him from doing so.
Ask the observer to take note on the strategies used by the outsider and by those in the
circle. The observer will also be asked to time the activity.
You can give some concrete instructions to the observer:
“What were the participants forming the circle saying to each other and what did
they say to the outsider?”
“What did the participants of the circle do to prevent the outsider from entering?”
“What did the outsider say?”
“What did the outsider do?”
After 2 or 3 minutes, whatever the outcome of the outsider’s attempt, ask two other
participants to play the roles of the observer and the outsider.
The activity ends when all participants wishing to try to force the circle have been able to
give it a go.
Please make sure that the participants do not adopt an aggressive behaviour.
At the end of the game, gather all participants to ask them about what happened and what
they think about it. You can ask them how they felt in the role as a member of the circle or
as an outsider, if those who managed to force the circle feel different from those who did
not.
You can ask the observers to talk about the various strategies used by the outsiders, and
those used by the members of the circle to stop the outsider.

--- PAGE 41 ---
Afterwards, you can ask the participants to say when, in real life, they like being an
outsider or being part of the minority and when do they prefer to be part of the majority.
Also discuss which are the strongest groups and the weakest groups in our society?
In our society, the circle can represent privileges, money, power, work or
accommodation. Which strategies do outsiders have to use in order to gain access to these
resources? How does the majority manage to preserve its status?
Variation:
If there are enough participants to form several groups, you can ask these groups to name
themselves. This will reinforce the feeling of identity within the groups.
Follow up suggestion:
Ask the participants to think about how they could become more aware of their own
behaviour which can involuntarily lead to the exclusion of others. They could reflect on the
following questions:
“Is our section a true reflection of this area’s population?”
“If not, how did we get to this situation?”
“How could we welcome others?”
The leaders can encourage young people to propose concrete ways of welcoming more
young people.
Source : BRANDER P. et al., Educational kit All different All equal Education pack: ideas, resources, methods and activities for
informal intercultural education with young people and adults, Strasburg : European Youth Centre, 1995 (© Council of Europe)

--- PAGE 42 ---
SPI Activity Fresco Sheet – A12
Spiritual development objectives:
(cid:1) Express one’s feelings,
(cid:1) Improve listening to others,
(cid:1) Learn to know others through our own feelings and beliefs.
Section : Beavers, Cub Scouts
Time : 40 minutes
Number : from 6 to 16 participants
Material : Big sheets of paper, water, paint
Type : indoors
Activity guidelines
The leaders play a song once to the whole group (children’s song or an easy song)
Then, all participants join their efforts to paint a big fresco with their fingers to express the
emotions inspired by the song (the song should continue to be played as background
music).
When everyone has finished painting, each participant explains to the group what he has
chosen to paint and why.
Comments
One rule must be observed: It is not allowed to paint over someone else’s drawing (A
drawing can be developed by a second participant as long as it is not spoilt or completely
changed)

--- PAGE 43 ---
SPI Activity The positive ID card Sheet – A13
Spiritual development objectives:
(cid:1) Bring young people to reflect on themselves
(cid:1) Bring young people to become aware of how their own values and the way
they come across are perceived by others.
Section : Rovers
Time : 30 to 40 minutes
Number : Any
Material : A pen and paper
Type : Indoors or outdoors
Activity guidelines
The leaders ask the participants to divide into pairs and to chose a quiet place.
In each sub-group, one person will express:
(cid:1) What the other person definitely is not,
(cid:1) A fault that the other person definitely has not got,
According to what they have observed or felt (It can be interesting to take notes but it is
not mandatory).
The game will take place in the form of a dialogue
To avoid any frustration, the other person should be able to ask questions and to rectify
any information which does not really correspond to him or her. It is however important to
remember that the objective of this activity is to be able to see what positive traits the
others see in us, even if it is different from what we had thought.
After a set period of time, the roles are reversed.
It is also interesting to change partners in order to create new links within the group.
At the end of this discussion period, the group can gather to exchange their feelings and
talk about the content of their dialogues. Of course, not everyone is obliged to talk.
Comments
To make this exercise truly enriching, it is better to organise it with participants who
already know each other.

--- PAGE 44 ---
SPI Activity The tree’s heart Sheet – A14
Spiritual development objective:
(cid:1) Understand the importance of nature : it is a living universe, bigger than
us, which can sometimes elude us
Section : All
Time : Approximately 20 minutes, depending on the size of the group
Number : maximum 16 participants
Material : one or two old stethoscopes
Type : outdoors
Activity guidelines
During a walk in the forest, use a stethoscope to listen to
the sap travelling through the trunk of the trees all the way
to the leaves. It is rather impressive!
It is a good time to start a discussion with your group about
the respect of life and nature (including all further
discussions on citizenship which this topic can lead to: avoid
throwing rubbish in the nature, damaging trees, and
polluting in general, etc.)
Nature can hold a different place in each person’s
perception of the world, depending on our culture and our
philosophical or religious beliefs.
It is interesting to ask the participants what place nature
holds in their life and what it represents for them, especially
when dealing with a multicultural group.
Comments
Have you ever seen these crazy people hugging trees?
Some people say that they are able to feel and draw the energy coming from the plant.
Maybe these people aren’t crazy after all? Try it with your young people!
How can we know if something is alive?
Does a star live? Does a rock live? Does grass live?
Actually, something is alive when it needs food: a flower drinks the light of the sun and the
water from the rain. With the water, the air and the light, it feeds itself and grows.
A being is known to be alive when it breeds or can create other living beings. A rock cannot
create other rocks.
Daisies in the field are able to reproduce by using their pollen which travels in the air and is
transported by bees.
On our planet, there are billions of living things, there are so many that it is impossible to
keep a count of them: it is impossible to count all the grass blades, the shells, the spiders,
the weeping willows, the sea weeds, the ravens, the salmons, the human beings, the
worms, etc.
The world of the living is the world of human beings, but it is also the world of sea weeds,
trees, flowers, rats, snakes, lions, dogs, flies, etc.
On the other hand, planets, rocks, sand, stars, gold are not part of the living. Their world is
that of matter.

--- PAGE 45 ---
SPI Activity The obstacle course Sheet – A15
Spiritual development objectives:
(cid:1) To make the participants aware of the inequalities that occur when some
people receive privileges that others do not have,
(cid:1) Get to know others through their values and emotions,
(cid:1) Develop one’s value system,
(cid:1) Express one’s emotions.
Section : Beavers, Cub Scouts, Scouts/Guides
Time : approximately 50 minutes
Number : from 16 to 20 participants
Material : 4 benches of the same size, one rope, 4 cards “instructions for the teams”, 4
scarves (to symbolise the “wall”)
Type : outdoors
Activity guidelines
Phase 1
Prepare an obstacle course as shown below:
Teams starting line rope benches wall
(cid:1) Choose a big piece of land and draw a departure line, long enough for 4 teams to
stand behind it in single files.
(cid:1) Place the rope parallel to the departure line, at one third of the distance of the
course.
(cid:1) Place one bench per team at two thirds of the distance of the course.
(cid:1) Finally, finish the course with a symbolic “wall”
(a row of leaders, scarves, etc…)
Divide the group into 4 teams of equal physical strength.

--- PAGE 46 ---
Phase 2 (10 minutes)
Give one instruction card to each team:
Instructions for the teams Instructions for the teams
Relay race : each runner Relay race : each runner
(cid:1) Jumps over the rope (cid:1) Jumps over the rope
(cid:1) Jumps over the bench (cid:1) Turns once around the bench
(cid:1) Touches the wall (cid:1) Touches the wall
(cid:1) Jumps over the bench (cid:1) Turns once around the bench
(cid:1) Jumps over the rope (cid:1) Jumps over the rope
(cid:1) Touches the next person (cid:1) Touches the next person
Instructions for the teams Instructions for the teams
Relay race : each runner Relay race : each runner
(cid:1) Jumps over the rope (cid:1) Lifts the rope to walk under it
(cid:1) Turns twice around the bench (cid:1) Turns three times around the bench
(cid:1) Touches the wall (cid:1) Touches the wall
(cid:1) Turns twice around the bench (cid:1) Turns three times around the bench
(cid:1) Jumps over the rope (cid:1) Lifts the rope to walk under it
(cid:1) Touches the next person (cid:1) Touches the next person
The team members read the card together and check with the help of a leader that they
have clearly understood how they should run the race. They should not see the instructions
of other teams. Do not mention that the cards are different.
Phase 3 (15 minutes)
The participants start to race each other on the obstacle course in the style of a relay race
Phase 4 (15 minutes)
Once the race is over, start a group discussion about the results of the race:
(cid:1) Which team managed to finish first and why?
(cid:1) Which team finished last and why?
(cid:1) Was it a fair race?
(cid:1) How did you feel when you were part of the privileged group?
(cid:1) How did you feel when you were part of a disadvantaged group?
(cid:1) What should be done to make this race fairer?
Phase 5 (10 minutes)
Start a discussion about every day life situations in which people have to compete despite
the fact that some people have been given privileges or disadvantages placing them on
different levels.
Those inequalities can be due to races, gender, physical aptitude, language, social class,
etc. They can occur at school, in a larger community, at national level or world level.

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SPI Activity Balloons Sheet – A16
Spiritual development objectives:
(cid:1) Structure and develop one’s value system, reflecting on the mechanism of
oppression, discrimination and exclusion,
(cid:1) Create a good atmosphere within the group
Section : Cub Scouts, Scouts/Guides, Rovers
Time : 20 to 30 minutes
Number : 10 to 40 participants
Material : 2 balloons and 2 pieces of string (+/- 50 cm) per participant, markers, adhesive
labels, 1 notice board, a fairly large playing area
Type : indoors or outdoors
Activity guidelines
Ask the participants to reflect individually during one minute on the society in which they
would like to live and define two characteristics describing it.
Ask them two write down those two characteristics on a label and to come one by one to
stick it on the notice board.
Ask them to think about the reasons preventing them from pursuing the 2 objectives of
their ideal society. Distribute the markers and give 2 balloons and two pieces of string to
each participant. Ask the participants to write down on their balloons the obstacles that
prevent them from experiencing their ideal society.
Everyone sits in a circle and reads what they have written on the balloons. The participants
attach the balloons to their ankles. Once everyone is ready, explain to the group that they
are able to break their “chains”, symbolised in this occasion by the balloons. To do so, they
simply need to jump on the other participants’ balloons and try to burst them.
At the end of the game, organise a debriefing. Ask if the participants liked this activity and
then use some of the following questions:
“What makes the obstacle so difficult to knock over?”
“Where do they come from?”
“Do you think that some people need to overcome obstacles more difficult than
others?”
“Who do you think has the heaviest chains? Can we help them to break their
chains?”…
This discussion can lead to concrete actions. The group can decide to take action to realise
one aspect of their ideal society.
Comments
Balloons can be replaced with condoms. This could help to overcome sex and AIDS taboos.
Please note that condoms are harder to burst than balloons!
Source : BRANDER P. et al., Educational kit All different All equal Education pack: ideas, resources, methods and activities for
informal intercultural education with young people and adults, Strasburg : European Youth Centre, 1995 (© Council of Europe)

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SPI Activity Coats of arms Sheet – A17
Spiritual development objectives:
(cid:1) Clarify one’s value system,
(cid:1) Try to find an answer to our existential questions: what is the aim of life? What
is it that influences our actions? …
Section : Cub Scouts, Scouts/Guides, Rovers (questions should be adapted according on the
age of the participants)
Time : 60 minutes
Number : Any
Material : A pen and a sheet of paper for each participant
Type : indoors
Activity guidelines
Each participant draws the sketch below on a sheet of paper. It is their personal coat of
arms:
The participants will then draw a picture or a symbol in each section, answering the below
questions:
1. What is the greatest achievement of my life?
2. What is my best quality?
3. What gesture can a person do to make me happy?
4. What has been my worst failure?
5. Which project would I undertake if I only had one year to live and if I was
guaranteed a total success?
6. If I were to die today, which are the three comments that I would like to hear
people say about me? (Or, if I left for good to go and settle in another country…).
Remember! Questions should be answered using only drawings, not words.

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Here is an alternative list of questions:
1. Is there one point on which you’ll never give in?
2. Is there something that I would like to obtain by any means (or to be or to
become)?
3. Which goal would I like to have reached before my 65th birthday?
4. Three areas in which I am excellent.
5. The motto which directs my life.
Some advice for this activity’s debriefing
The leaders can invite the participants who wish to do so to exchange and talk about their
coat of arms. They will explain their drawings and symbols but retain the right to reveal
only as much as they wish.
This activity is very personal and therefore does not necessarily need a session of
debriefing. Some participants might not wish to share their existential questions with
others.
The participants could also display their work in the form of an art gallery.
Source : SIMON S. et al., A la rencontre de soi-même – 80 expériences de développement des valeurs, Montréal :
Actualisation, 1989, p. 279

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SPI Activity Labels Sheet – A18
Spiritual development objectives:
(cid:1) Get to know ourselves better through exploring the link between what
people expect from us and the way we behave,
(cid:1) Understand the consequences that our own behaviour can have on others,
(cid:1) Develop and structure one’s value system through a discussion on
stereotypes.
Section : Cub Scouts, Scouts/Guides, Rovers
Time : 45 minutes
Number : minimum 10 participants
Material : one label per person
Type : indoors or outdoors
Activity guidelines
To prepare this activity, the leader will write a characteristic on each label (i.e.
irresponsible, spiritual, stupid, intelligent, clumsy…) and think of a task to give to the group
(cooperate to create something, organise a debate…)
Then, the leader will stick a label on the forehead of each participant, without telling them
what is written on it.The leader explains the mission to the group and points out that they
should behave with each other according to what they can read on the labels.
For example, if one participant has the “lazy” label stuck to his forehead, the other
participants will have to treat him in that way (without telling him what’s written on his
label).
The players will have to see their mission through. At the end of the game, if they wish to
do so, the participants can try to guess what’s on their label, although this is not the main
aim of this game.
Once the mission is over, the leader will organise a debriefing session. It is essential to let
everyone express themselves. The leader will ask the following questions:
“How did you feel during this activity?”
“Is it difficult to treat others according to their labels?”
“Did some of the participants start to behave like their label read? (For example,
did someone labelled as “funny” start to tell jokes or did another one labelled as
“lazy” stop participating?)”
“What kind of labels do we put on people in reality? What consequences does it
have on them and on the way we perceive them?”
“In real life, who has been given a label?”
“Does this label reflect reality?”
Comments
Some advice for the leader: Be careful when choosing the labels.
For example, if one of the participants tends to be lazy, it is better to avoid giving him that
label.
The objective of this game is not to uncover the opinions that participants have about each
other, as this could have a very negative impact on the group.
Follow up suggestion: During future activities, to avoid young people being “labelled”,
make sure that they do not always play the same role or have the same function.
Source: BRANDER P. et al., Educational kit All different All equal Education pack: ideas, resources, methods and activities for
informal intercultural education with young people and adults, Strasburg : European Youth Centre, 1995 (© Council of Europe)
