# activities

name: Base Foundation
category: team-building
subcategory: physical team challenge
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 209
skills_developed: nonverbal communication, precision, teamwork
difficulty_level: usor
keywords: square, silent, geometry, team, physical
tags: ["team-builder", "silent", "nonverbal", "physical"]
language: en
normalized_name: base foundation
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part13
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A silent team-builder where participants lie down in a perfect square on the ground. The facilitator measures the square to check it is perfectly even. Participants may not talk, and additional limitations can be added.

rules:
Participants need to lie down in a perfect square on the ground. Facilitator measures the square to verify it is perfectly even on the sides. Participants are not allowed to talk. Additional limitations can be added.

source_excerpt:
The participants need to lie down in a perfect square on the ground. The facilitator is measuring the square to make sure it is perfectly even on the sides. Participant are not allowed to talk.


name: Base Foundation
category: team-building
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 209
skills_developed: nonverbal communication, teamwork, spatial awareness
keywords: square, nonverbal, coordination
tags: ["team-building", "nonverbal", "physical"]
language: en
normalized_name: base foundation
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part14
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants need to lie down in a perfect square on the ground. The facilitator measures the square to ensure it is perfectly even on all sides. Participants are not allowed to talk.

rules:
Participants lie down in a perfect square on the ground. The facilitator measures the square for evenness. No talking allowed. Additional limitations can be added.

source_excerpt:
The participants need to lie down in a perfect square on the ground. The facilitator is measuring the square to make sure it is perfectly even on the sides. Participant are not allowed to talk.


name: Hipster Hula-Hooping
category: team-building
subcategory: physical team challenge
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 209
materials_category: sports equipment
materials_list: hula-hoop
skills_developed: coordination, teamwork, creative problem-solving, creativity
difficulty_level: mediu
keywords: hula-hoop, team challenge, physical, no hands, team
tags: ["team-builder", "physical", "challenge", "team-building", "props"]
language: en
normalized_name: hipster hula-hooping
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part13
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team-builder where the whole team must pass through a hula-hoop placed on the ground without using their hands. A time limit or other limitations can be set.

rules:
The hula-hoop is put on the ground. The task is to make sure the whole team goes through the hula-hoop without using their hands. A time limit or other limitations can be added.

source_excerpt:
The hula-hoop is put on the ground. The task is to make sure the whole team goes through the hula-hoop without using their hands.


name: Traveler's Dream
category: team-building
subcategory: guessing game
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 209
skills_developed: questioning, geography, deductive reasoning, communication
difficulty_level: mediu
keywords: travel, geography, yes/no questions, guessing
tags: ["team-builder", "guessing", "geography", "deduction"]
language: en
normalized_name: traveler's dream
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part13
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team-builder where one person is the traveler who leaves the room while the group decides on a travel route. Each player represents a country along the route. The traveler must guess which country each player represents, asking yes/no questions.

rules:
Team picks one traveler who leaves the room. Remaining participants decide on a travel route (e.g. from Peru to Mongolia). Each player represents a specific country. Traveler's task is to reach the destination by guessing each country in order. The country representative can only answer yes, no, or I don't know.

source_excerpt:
The team picks one traveler after which he leaves the room. Participants decide on a travel route e.g. from Peru to Mongolia. Each player represents a certain country.


name: Traveler's Dream
category: jocuri-cercetasesti
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 209
skills_developed: geography knowledge, deduction, communication
keywords: travel, geography, guessing, countries
tags: ["guessing-game", "geography", "roleplay"]
language: en
normalized_name: traveler's dream
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part14
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
The team picks one traveler who leaves the room. Participants decide on a travel route and each player represents a country. The traveler must guess which country they are in at each stop, asking yes/no questions.

rules:
The team picks one traveler who leaves the room. Participants decide on a travel route (e.g. Peru to Mongolia) and each player represents a certain country. The traveler must reach the destination and guess which country they are currently in. The traveler can ask questions and country representatives can only answer yes, no, or I don't know.

source_excerpt:
The team picks one traveler after which he leaves the room. Participants decide on a travel route e.g. from Peru to Mongolia. Each player represents a certain country.


name: Snakes
category: team-building
subcategory: physical team challenge
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 209
skills_developed: coordination, teamwork, focus, physical agility
difficulty_level: mediu
keywords: snake, column, movement, team challenge, physical
tags: ["team-builder", "physical", "coordination", "movement"]
language: en
normalized_name: snakes
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part13
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team movement challenge where the group forms a snake column with only fingertips touching the shoulders of the person in front, and must complete a run from start to finish while maintaining contact. If connection is broken the team returns to start.

rules:
Facilitator marks a start and finish point far apart. Group makes a snake column with hands extended so only fingertips touch the shoulder of the person in front. Task: complete the run with each participant always touching the person in front (fingertips only). If the team fails, return to start. A time limit can be set or the group can be split into competing teams.

source_excerpt:
The group makes a snake by creating a column and putting their hands in front of them so they only the fingertips touch shoulder of the person in front. Their task is to complete the run so that each participant is always touching the person in front (but only with his fingertips).


name: Snakes
category: team-building
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 209
skills_developed: coordination, teamwork, physical awareness
keywords: snake, column, run, physical
tags: ["team-building", "physical", "movement"]
language: en
normalized_name: snakes
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part14
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
The group forms a snake-like column where participants touch only the fingertips to the shoulder of the person in front. The group must complete a run from start to finish while maintaining contact throughout.

rules:
The facilitator marks a start and finish point far apart. The group makes a snake in a column with hands touching only fingertips to the shoulder of the person in front. Each participant must always be touching the person in front. If the team fails (contact lost), they return to start. A time limit can be set or the group can be split into teams.

source_excerpt:
The group makes a snake by creating a column and putting their hands in front of them so they only the fingertips touch shoulder of the person in front.


name: Stand Under My Umbrella
category: team-building
subcategory: physical team challenge
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 209
materials_category: props
materials_list: umbrellas (1 per 2 participants)
skills_developed: teamwork, coordination, fun, closeness
difficulty_level: usor
keywords: umbrella, team challenge, fitting, progressive
tags: ["team-builder", "physical", "fun", "props"]
language: en
normalized_name: stand under my umbrella
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part13
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team-builder where participants progressively fit more and more people under fewer umbrellas. Pairs start under one umbrella each, then umbrellas are removed and participants must join other groups. The goal is to eventually fit everyone under one umbrella.

rules:
You need 1 umbrella per 2 participants. Participants gather in pairs under one umbrella. Then one umbrella is taken out of the game. Those without an umbrella must join another group. Main goal is to fit all under one umbrella.

source_excerpt:
At first, participants gather in pairs under one umbrella. Then one umbrella is taken out of the game and the ones without an umbrella have to join another group. The main goal is to fit under one umbrella.


name: Stand Under My Umbrella
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 209
materials_category: props
materials_list: umbrellas
skills_developed: cooperation, physical closeness, fun
difficulty_level: usor
keywords: umbrella, pairs, merging, groups
tags: ["icebreaker", "props", "physical", "fun"]
language: en
normalized_name: stand under my umbrella
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part14
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants pair up under umbrellas, then umbrellas are progressively removed, forcing groups to merge until everyone fits under one umbrella.

rules:
Need 1 umbrella per 2 participants. Participants gather in pairs under one umbrella. Then one umbrella is removed and those without an umbrella must join another group. The main goal is to fit under one umbrella.

source_excerpt:
You will need 1 umbrella per 2 participants for this game. The facilitator says "Let's check how many umbrellas we need to accommodate us all".


name: Euro-Trip
category: altele
subcategory: geography education
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 224-225
materials_category: board game
skills_developed: European geography, cultural awareness, time management, strategy
difficulty_level: mediu
keywords: Europe, geography, travel, board game, cultures
tags: ["board-game", "geography", "Europe", "educational", "cultures"]
language: en
normalized_name: euro-trip
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part14
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A board game where players travel around Europe, earning points and stamps by visiting capitals, answering questions about countries, and using transport cards. The player with the most points and stamps after 45 minutes wins.

rules:
Each player takes a card with a country — that country is their identity for the game. Starting and ending point is their country's capital. Players receive train, plane, and ferry cards to travel. Each player gets a stamp card to fill when visiting capitals. Players travel by throwing a dice (number = movement range). Players earn points by answering country-specific questions, hitting green fields, and using backpack cards. Game ends after 45 minutes; most points and stamps wins.

source_excerpt:
You are going on a traveling competition around Europe, to win you need to travel strategically, show your knowledge of the countries you travel to and learn about new destinations.

materials_list:
prepared map of Europe, figures, dice, prepared cards, prepared questions, papers, pens, stamp card, train cards, plane cards, ferry cards, backpack cards


name: Awareness Leads to Success
category: team-building
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 226-228
materials_category: mixed
skills_developed: self-awareness, confidence, cooperation, communication, problem-solving
difficulty_level: mediu
keywords: self-awareness, confidence, blindfold, human knot, crossword, team
tags: ["team-building", "self-awareness", "multi-task", "blindfold", "competition"]
language: en
normalized_name: awareness leads to success
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part14
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A multi-task team challenge where groups compete to complete three tasks (leader/follower, human knot, crossword) retrieved from envelopes in a slimy bucket. The game builds self-awareness, confidence, and cooperation.

rules:
Envelopes (colour-coded per team) are placed in a plastic bag inside a slimy bucket. Four teams start in corners equidistant from the bucket. A signal prompts one team member to run, grab their colour envelope (numbered 1, 2, then 3), return to the corner, and the group performs the task. After completing each task, the next runner fetches envelope 2, then 3. The group finishing all three tasks with the best time wins. Tasks: (1) Leader or follower — form a line, all blindfolded except the last, get from A to B without talking; (2) Human Knot — half the group blindfolded, grab two different hands from across the circle, then untangle; (3) Crossword solving — solve a crossword with five words about self-awareness, then run to the box to stop the time.

source_excerpt:
In this game participants will get to know a bit more about how important self-awareness is in the course to success. Through a series of tasks, they will reckon their importance and value within a group.

materials_list:
3 red coloured envelopes, 3 blue coloured envelopes, 3 yellow coloured envelopes, 3 green coloured envelopes, blindfolds, small plastic bags (20x20 cm), bucket, slimy substance, chairs, crossword containing five words about self-awareness


name: Awareness Leads to Success
category: team-building
subcategory: self-awareness
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 226-229
materials_category: props
skills_developed: self-awareness, confidence, cooperation, communication, problem-solving
difficulty_level: mediu
keywords: self-awareness, confidence, team building, blindfold, human knot, crossword
tags: ["self-awareness", "team-building", "blindfold", "cooperation"]
language: en
normalized_name: awareness leads to success
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part15
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team-building game where participants are divided into four teams and must complete three sequential tasks (Leader or Follower blindfolded navigation, Human Knot, and Crossword solving) as quickly as possible. The tasks build self-awareness and confidence through cooperation. Teams race to complete all three tasks, with timing recorded by facilitators. The bucket filled with slimy substance represents fear and difficulty that participants must overcome to get their task envelopes.

rules:
Participants split into 4 teams, each starting from a corner equidistant from a central bucket filled with slimy substance containing colored envelopes. One member runs to grab their team's envelope (numbered 1, 2, 3 in order), brings it back, and the team completes the task. Once verified by the facilitator, the next member retrieves the next envelope. The team completing all three tasks with the best timing wins.

variations:
Task 1 (Leader or Follower): participants form a line, all blindfolded except the last, and must move from A to B without verbal communication. Task 2 (Human Knot): half the group blindfolded, reach center, grab two different hands, and untangle as a team. Task 3 (Crossword): solve a crossword with five self-awareness words as a team, then run to the finish box.

source_excerpt:
In this game participants will get to know a bit more about how important self-awareness is in the course to success. Through a series of tasks, they will reckon their importance and value within a group.

materials_list:
3 red coloured envelopes, 3 blue coloured envelopes, 3 yellow coloured envelopes, 3 green coloured envelopes, blindfolds, small plastic bags (20x20 cm), bucket, slimy substance, chairs, crossword containing five words about self-awareness


name: European Trip Board Game
category: jocuri-cercetasesti
subcategory: board game
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 225
materials_category: board game components
materials_list: country cards, train cards, plane cards, ferry cards, stamp cards, dice, backpack cards
skills_developed: geography, general knowledge, strategy
difficulty_level: mediu
keywords: europe, geography, board game, travel, capitals
tags: ["europe", "geography", "knowledge", "board game"]
language: en
normalized_name: european trip board game
extraction_confidence: low
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part15
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A board game where each player takes a card with a European country and that country becomes their identity for the game. Players travel around Europe using train, plane and ferry cards, collecting stamps at capitals and answering questions about various countries to earn points. The player with the most points after 45 minutes wins.

rules:
Each player receives a country card (their starting and ending point is that country's capital), travel cards (train/plane/ferry), and a stamp card. Players move by rolling a dice. Points are earned by visiting capitals, hitting green fields, using backpack cards, and answering country-related questions correctly. The game ends after 45 minutes; the player with the most points wins.

source_excerpt:
Each player must now go now on a trip around in Europe and get as many point and stamps in the stamp card during the 45 minutes and the one who has the most points and stamps and also have come back to the country's capital wins.


name: SURVIVOR!
category: team-building
subcategory: survival roleplay
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 230-234
materials_category: props
materials_list: Maps, ID cards, Blindfolds, Markers, Paper, strings
skills_developed: communication, cooperation, empathy, problem-solving, adaptability
difficulty_level: mediu
keywords: survival, roleplay, blindfold, mute, cooperation, island
tags: ["survival", "roleplay", "disabilities", "cooperation", "team-building"]
language: en
normalized_name: survivor!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part15
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A survival role-play game where a plane has crashed on an island and three survivors each have a different disability: one is blind, one is in shock (arms tied, physically passive but can talk), and one is mute (but has a map). The three must cooperate through four tasks to survive and make it back to civilisation. The constraints simulate real-life communication challenges and interdependence.

rules:
Groups of 3 people. Assign roles: LS1 (blind, blindfolded), LS2 (in shock, arms tied behind back), LS3 (mute, has a map). When moving between tasks, the group cannot touch each other. Tasks: Task 1 - find materials and write 'FIRE' collaboratively (LS1 finds materials, LS3 guides LS2 through gestures, only LS2 or LS1 can write - not LS3 the mute). Task 2 - carry coconut shells full of water from A to B without spilling, everyone must touch the coconut. Task 3 - each person feeds a banana to someone else. Task 4 - cross a swamp (only one person at a time). If caught cheating, restart the task.

source_excerpt:
A plane crushed on an island. The impact of the crush made one blind, one in chock, and one mute. To survive, the three of them need to fulfil tasks and all the challenges to make it back to civilisation.


name: The Dragon Slayer
category: creative-stem
subcategory: creativity and group dynamics
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 239-244
materials_category: craft supplies
materials_list: Tape, Glue, scissors, markers, paper in different colours, colours
skills_developed: creativity, group dynamics, storytelling, problem-solving, crafting, music
difficulty_level: mediu
keywords: dragon, fantasy, creativity, quest, storytelling, crafting, group work
tags: ["fantasy", "creativity", "quest", "group-building", "storytelling", "crafting"]
language: en
normalized_name: the dragon slayer
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part15
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A fantasy quest that sparks creativity and builds group dynamics knowledge. Participants are divided into small teams and rotate through four missions: The River (creative problem-solving to cross an obstacle that keeps changing), Ongoing Story (collaborative storytelling with words fed by the helper), Build a Part of a Dragon (crafting a dragon body part from materials), and Sing a Song (creating a war-song). After all missions, teams reunite for the Major Quest: assembling the dragon and singing their war-songs to 'save the princess'.

rules:
Game master divides group into teams of 4-8. Each team starts with a riddle leading them to their first mission. Teams rotate through missions (4 missions, 4 teams in a Latin square rotation). Each mission is supervised by a helper. Upon completing a mission, teams receive a riddle to their next mission plus an item. At the end, all teams return to the starting point to complete the Major Quest together. Mission A (River): team proposes how to cross, helper changes obstacle properties, team adapts. Mission B (Ongoing Story): collaborative storytelling with helper-fed words, changing storyteller each round. Mission C (Build a Dragon part): each team builds a different dragon body part (feat, body, head, tail) within a time limit. Mission D (Sing a Song): teams create and perform a war-song.

source_excerpt:
A fantasy quest that spark the creativity of kids and make a learning opportunity about group work and creativity process in a group.


name: Dragon Quest Wide Game
category: wide-games
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 241-246
materials_category: craft
materials_list: tape, glue, scissors, markers, paper in different colours, colours
skills_developed: creativity, teamwork, problem-solving, storytelling, cooperation
difficulty_level: mediu
keywords: dragon, quest, riddles, missions, wide game, princess, storytelling
tags: ["wide-game", "outdoor", "creative", "team", "fantasy"]
language: en
normalized_name: dragon quest wide game
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part16
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A wide game in which a game master divides participants into small teams (4–8 members each) who rotate through four mission posts, each guarded by a helper. Teams solve riddles to find each mission and complete creative challenges. After all missions are done, teams reunite at the starting point for a major cooperative quest to assemble a dragon and save a princess. The game is framed by a legend about a princess kidnapped by a jealous dragon.

rules:
Teams start at the starting point where the game master gives each team a riddle. Solving the riddle leads the team to a mission post with a helper. After completing the mission, the helper gives a new riddle to the next mission. Missions rotate so each team eventually completes all four. Missions include: (A) The River – team imagines crossing an obstacle that the helper changes each round; (B) Ongoing Story – team builds a collaborative story, each member adding to it when the helper feeds them a new word; (C) Build a Part of a Dragon – each team creates a different dragon body part from craft materials within a time limit; (D) Sing a War-Song – each team creates and sings a war-song. Major Quest finale: all teams return to the starting point, assemble the dragon parts, and sing their war-songs together to 'slay the dragon and save the princess'.

source_excerpt:
The game master divides the big group into smaller groups depended on the big group's size. The small groups should consist of minimum 4 or 5 members till 8. After that the game master gives a riddle to each team, when they've answered correctly they'll be send to the mission where a helper awaits them.


name: Shokkinopoly
category: team-building
subcategory: entrepreneurship
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 255-258
materials_category: office/craft
skills_developed: entrepreneurship, market research, product design, marketing, selling, teamwork, creativity
difficulty_level: mediu
keywords: entrepreneurship, business, simulation, market, product, selling, SHOKKels, Shokkinopoly
tags: ["entrepreneurship", "business-simulation", "youth-work", "creative", "team"]
language: en
normalized_name: shokkinopoly
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part16
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An entrepreneurship simulation game that fosters entrepreneurial attitude and spirit in young people by taking them through a full business cycle. Teams of 3–5 act as 'companies', researching target group needs, creating a product or service, branding it, advertising it in a 90-second TV ad, then selling it to other participants using printed 'SHOKKels' as currency. A debriefing follows to reflect on the experience and optional awards are given for best marketing, customer service, profit, and social idea.

rules:
1. Preparatory research stage (20–60 min): Teams interview or survey target group to understand needs and wants. 2. Preparatory stage (60–90 min): Teams create their product/service, name, logo, promo materials, coupons, set a price, and design their point of sale. Real start-up money may be provided. 3. Advertising stage (1:30 min per team): Each team presents a TV ad of exactly 1:30 min covering product description, price, point of sale, and discounts. 4. Selling/Game stage (60–180 min): Each participant receives a set amount of printed money ('SHOKKels') and buys products/services from other teams. Using your own team's product is not allowed (or allowed once). 5. Evaluation stage (45–60 min): Teams count earned money (not unspent money), fill in a report sheet, and hand it to the facilitator. Debriefing follows with optional theoretical input on entrepreneurship topics and winner announcements.

source_excerpt:
The simulation is created to foster entrepreneurial attitude and spirit in young people and gives a chance to create something of value to the target group in a short time.

materials_list:
flipcharts, printed instructions for teams, markers, scissors, glue, stapler, printed money, real start-up money (optional), various objects, printed report papers


name: Entrepreneurship Simulation (SHOKKels)
category: team-building
subcategory: entrepreneurship
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 257
skills_developed: entrepreneurship, marketing, teamwork, creativity
difficulty_level: mediu
keywords: entrepreneurship, simulation, marketing, product, service
tags: ["erasmus+", "youth", "business"]
language: en
normalized_name: entrepreneurship simulation (shokkels)
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part17
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A simulation activity designed to foster entrepreneurial attitude and spirit in young people. Teams research target group needs, create a product or service, brand it, advertise it via a short TV ad, then enter a marketplace stage where each participant spends a fixed amount of play money (SHOKKels) buying products or services from other teams. After the marketplace, teams count their profits and a debriefing follows.

rules:
Four stages: (1) Preparatory research – interview or question TC participants about their needs. (2) Preparatory stage – create the product/service and branding (name, logo, promo materials). (3) Advertising stage – each team presents a 1:30min TV ad. (4) Game stage – each player receives a set amount of SHOKKels and buys from other teams (may buy own product/service only once). After the game, players count only money received; leftover pocket money not counted. Debriefing follows.

source_excerpt:
The simulation is created to foster entrepreneurial attitude and spirit in young people and gives a chance to create something of value to the target group in a very short time.


name: Taxi Rides
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 266
skills_developed: listening, movement, group formation
difficulty_level: usor
keywords: taxi, grouping, movement
tags: ["energiser", "group formation"]
language: en
normalized_name: taxi rides
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part17
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants pretend to get into taxis that can hold a specific number of people. When taxis stop, they must run to form groups of the specified size. Useful for randomly dividing participants.

rules:
Ask participants to pretend they are getting into taxis. Taxis can only hold a set number (e.g. two, four, or eight). When taxis stop, participants run to form the right-sized groups.

source_excerpt:
Ask participants to pretend that they are getting into taxis. The taxis can only hold a certain number of people, such as two, four, or eight. When the taxis stop, the participants have to run to get into the right sized groups.


name: Tide's In / Tide's Out
category: sports-active
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 267
materials_list: chalk or tape for line
skills_developed: listening, reaction speed, attention
difficulty_level: usor
keywords: tide, jump, reaction
tags: ["energiser"]
language: en
normalized_name: tide's in / tide's out
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part17
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants stand behind a line representing the seashore and jump forward or backward depending on whether the facilitator shouts 'Tide's out!' or 'Tide's in!'. Participants who move when the same call is repeated must drop out.

rules:
Draw a line on the floor (the seashore). Participants stand behind the line. 'Tide's out!' = everyone jumps forwards over the line. 'Tide's in!' = everyone jumps backwards over the line. If the same call is made twice in a row, participants who move must drop out.

source_excerpt:
When the facilitator shouts "Tide's out!", everyone jumps forwards over the line. When the leader shouts "Tide's in!", everyone jumps backwards over the line. If the facilitator shouts "Tide's out!" twice in a row, participants who move have to drop out of the game.


name: Five Islands
category: sports-active
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 269
materials_list: chalk
skills_developed: movement, quick thinking, fun
difficulty_level: usor
keywords: islands, sinking, movement
tags: ["energiser"]
language: en
normalized_name: five islands
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part17
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Five circles are drawn on the floor as islands. Participants choose islands, then one island is announced to be sinking and participants must rush to another. Continues until everyone is on one island.

rules:
Draw five circles on the floor big enough for all participants. Name each island. Everyone chooses an island. Warn that one island will sink soon, then call its name. Participants on that island rush to another. Repeat until everyone is on one island.

source_excerpt:
Draw five circles with chalk on the floor, big enough to accommodate all of the participants. Give each island a name. Ask everyone to choose the island that they would like to live on. Then warn participants that one of the islands will sink into the sea very soon.


name: I Like You Because...
description: Participants sit in a circle and say what they like about the person on their right.
category: team-building
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 274
skills_developed: positive communication, empathy
difficulty_level: usor
keywords: appreciation, circle, positive
tags: ["energiser", "icebreaker"]
language: en
normalized_name: i like you because...
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part17
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
rules:
Ask participants to sit in a circle. Give them time to think, then go around the circle and each person says what they like about the person on their right.

source_excerpt:
Ask participants to sit in a circle and say what they like about the person on their right. Give them time to think about it first!


name: I Like You Because...
category: icebreakers
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 274
skills_developed: empathy, appreciation, communication
difficulty_level: usor
keywords: appreciation, circle, positive, sharing
tags: ["icebreaker", "positive reinforcement"]
language: en
normalized_name: i like you because...
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part18
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants sit in a circle and take turns saying what they like about the person on their right, having time to think beforehand.

rules:
Ask participants to sit in a circle and say what they like about the person on their right. Give them time to think about it first.

source_excerpt:
Ask participants to sit in a circle and say what they like about the person on their right. Give them time to think about it first!


name: Knees Up
category: team-building
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 274
skills_developed: teamwork, coordination, trust
difficulty_level: mediu
keywords: knees, circle, balance, teamwork
tags: ["energiser"]
language: en
normalized_name: knees up
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part17
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants stand in a close circle with shoulders touching, turn sideways, place hands on the shoulders of the person in front, and carefully sit down so everyone ends up sitting on the knees of the person behind them.

rules:
Participants stand in a close circle with shoulders touching and turn so right shoulders face the centre. Ask everyone to put their hand on the shoulder of the person in front and carefully sit down together so that everyone is sitting on the knees of the person behind them.

source_excerpt:
Participants stand in a close circle with their shoulders touching and then turn, so that their right shoulders are facing into the centre of the circle. Ask everyone to put their hand on the shoulder of the person in front and to carefully sit down so that everyone is sitting on the knees of the person behind them.


name: Knees Up
category: team-building
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 274
skills_developed: teamwork, trust, coordination
difficulty_level: mediu
keywords: knees, circle, sitting, balance
tags: ["energizer", "team-building"]
language: en
normalized_name: knees up
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part18
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants stand in a close circle, turn so right shoulders face in, each puts a hand on the shoulder of the person in front, and all carefully sit down on the knees of the person behind them.

rules:
Participants stand in a close circle with their shoulders touching and then turn, so that their right shoulders are facing into the centre of the circle. Ask everyone to put their hand on the shoulder of the person in front and to carefully sit down so that everyone is sitting on the knees of the person behind them.

source_excerpt:
Ask everyone to put their hand on the shoulder of the person in front and to carefully sit down so that everyone is sitting on the knees of the person behind them.


name: Fizz Buzz
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 275
skills_developed: concentration, numeracy, quick thinking
difficulty_level: mediu
keywords: fizz, buzz, counting, numbers
tags: ["energizer", "concentration"]
language: en
normalized_name: fizz buzz
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part18
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
The group counts upwards, replacing multiples of three with 'fizz', multiples of five with 'buzz', and multiples of both with 'fizz buzz'. The aim is to count as high as possible.

rules:
Go round the group counting upwards. Replace any number divisible by three with 'fizz', any divisible by five with 'buzz', and any divisible by both with 'fizz buzz'. Count up and see how high you can go!

source_excerpt:
The group replaces any number divisible by three with 'fizz', any number divisible by five with 'buzz', and any number divisible by both three and five with 'fizz buzz'.


name: Presenting Gifts
category: team-building
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 281
materials_category: stationery
materials_list: box or bag, name slips
skills_developed: creativity, empathy, appreciation
difficulty_level: usor
keywords: gift, imaginary, names, closing
tags: ["closing activity", "appreciation"]
language: en
normalized_name: presenting gifts
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part18
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Each participant draws a name from a box and thinks of an imaginary gift for that person, then presents it to the group at the end of a workshop.

rules:
Put participants' names in a box or bag. Pass the box around and ask each person to pick a name (return and redraw if they get their own). Give the group time to think of an imaginary gift for the person whose name they drew and how they would present it. Go round the group asking each person to present their imaginary gift.

source_excerpt:
Give the group a few minutes to think of an imaginary gift they would present to the person whose name they have drawn. Ask them also to think how they would present it.


name: Alphabet Review
category: team-building
subcategory: review
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 296
materials_category: papetarie
materials_list: Index-sized question cards, Small service bells (one per team), Flipchart
skills_developed: review, teamwork, recall
difficulty_level: mediu
keywords: review, alphabet, quiz, teams, bells
tags: ["trainer", "classroom", "competitive", "review"]
language: en
normalized_name: alphabet review
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team-based review game where teams compete to answer 26 questions, one for each letter of the alphabet. Teams take turns selecting letters from a flipchart; the trainer reads the corresponding question card. The first team to ring their bell and answer correctly keeps the card. In a shortened version, the team with the most cards wins. If time allows, teams use their earned letters to spell as many course-related words as possible.

rules:
Teams take turns selecting letters from a flipchart. Trainer reads the corresponding question card. First team to ring in tries to answer. If wrong, other teams can ring in. Team with the most correctly answered cards at the end wins. Optional: teams spell course-related words using only their earned letters.

variations:
Standard version: team with most cards at end wins. Extended version: teams use earned letters to spell course-related words, with prizes for the longest list.

source_excerpt:
The first team to "ring in" tries to answer the question (if that answer is wrong, the first team to recognize that and ring in again gets a shot at it).


name: Autobiographical Scavenger Hunt
category: icebreakers
subcategory: opener
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 297
materials_category: papetarie
materials_list: A list of autobiographical information for each participant
skills_developed: introduction, social skills, observation
difficulty_level: usor
keywords: scavenger hunt, icebreaker, autobiography, opener
tags: ["trainer", "classroom", "icebreaker", "get-acquainted"]
language: en
normalized_name: autobiographical scavenger hunt
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An icebreaker opener in which participants are sent on a 'human scavenger hunt' to match autobiographical lines to the people who wrote them. Before the course, the trainer collects short autobiographies from participants, selects a line or two from each, and compiles them into a list distributed at arrival.

rules:
Trainer collects autobiographies before the course. Selects one or two lines from each. Participants receive the compiled list on arrival and circulate to find which person matches each line.

source_excerpt:
Each participant is given a copy of the list as they arrive, and is then sent on a "human scavenger hunt" in the classroom until they discover which person matches each line on the sheet.


name: The Winning Equation
category: icebreakers
subcategory: opener
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 298
materials_category: papetarie
materials_list: Flipchart
skills_developed: creative thinking, problem solving, lateral thinking
difficulty_level: mediu
keywords: brainteaser, creativity, equation, puzzle
tags: ["trainer", "classroom", "opener", "creative"]
language: en
normalized_name: the winning equation
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A creativity brainteaser opener where participants are challenged to make the equation 5+5+5=550 correct by adding a single straight line. The exercise is used to help participants start thinking creatively about problem-solving.

rules:
Trainer writes '5+5+5 = 550' on a flipchart. Participants must add one straight line to make it a correct equation. Adding a line through the equals sign (making it ≠) is acknowledged but not the intended answer. Solution: connect the top of the first addition sign to make the first '+' into '4', yielding 545+5=550.

source_excerpt:
Polain writes the equation 5+5+5 = 550 on a flipchart at the front of the classroom. He then instructs participants to copy the equation and to add one straight line to make it a correct statement.


name: Fact or Fiction
category: team-building
subcategory: review
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 299
skills_developed: review, critical thinking, evaluation
difficulty_level: usor
keywords: review, fact, fiction, true/false, evaluation
tags: ["trainer", "classroom", "review", "assessment"]
language: en
normalized_name: fact or fiction
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A review game where participants create their own true/false statements based on course material. Individuals or small groups write a series of fact/fiction statements, exchange lists with other groups, and attempt to identify which statements are true and which are false. Also serves as a training evaluation tool.

rules:
At end of a training program, individuals or small groups write a series of true or false statements based on course material. Lists are exchanged and participants identify which statements are fact and which are fiction.

source_excerpt:
Individuals or small groups develop a series of true or false statements based on the information covered. Once the statements are written, participants exchange lists and then attempt to identify which statements are true and which are false.


name: Group Goals
category: team-building
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 300
skills_developed: goal setting, self-reflection, teamwork, problem solving
difficulty_level: mediu
keywords: goals, team-building, self-reflection, priority, brainstorm
tags: ["trainer", "classroom", "multi-step", "goal-setting"]
language: en
normalized_name: group goals
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A multi-step team-building exercise focused on personal and group goal setting. Participants reflect on personal priorities, spending habits, personal goals, roadblocks, and use group problem-solving to address those roadblocks. Conducted over 30 minutes spread across one or two days.

rules:
Step 1: List three most important 'things' in your life; share and compare in small groups. Step 2: Imagine $30,000 and list how you'd spend it; compare with Step 1 priorities. Step 3: List 10 personal goals (achieved and not). Step 4: Prioritize goals; list roadblocks to top 3. Step 5: Group brainstorms to resolve roadblocks for volunteers; then small groups repeat the process for each individual.

source_excerpt:
Step 1: Ask participants to list the three most important "things" in their lives. Do not define "things." Have participants share what they've written in small groups and look for differences and common elements.


name: Learn by Doing
category: team-building
subcategory: topical: sales
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 301
skills_developed: product knowledge, teamwork, communication, analysis
difficulty_level: mediu
keywords: sales, product knowledge, brainstorm, features, benefits
tags: ["trainer", "classroom", "topical", "sales"]
language: en
normalized_name: learn by doing
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A sales training activity where small groups brainstorm and compile features and benefits of products they sell, ultimately creating a product resource manual or job aid charts. Groups compile information in descending order of importance and present it to the full training session.

rules:
Small groups brainstorm features and benefits of products they sell, provide proof of those features/benefits, and arrange them in descending order of importance. Groups present their charts to the full training session for discussion. Charts can be used as job aids afterward.

variations:
Version 1 (Xerox Canada): Groups compile product knowledge into a resource manual chapter. Version 2 (Union Safe Deposit Bank): Groups create features-and-benefits charts including product name, features, benefits, target group, who handles the product, restrictions and requirements.

source_excerpt:
Martha Krzic, a training specialist in telemarketing with Xerox Canada, taps the experience of her sales training groups by asking them to brainstorm and list features and benefits of the products they sell, offer proof of those features and benefits, and put the items in descending order of importance.


name: What's a Metaphor For?
category: creative-stem
subcategory: energizer
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 302
materials_category: obiecte
materials_list: Paper bag (one per group), Rubber band, Paper clip, Penny, Eraser, Pencil stub, Pen
skills_developed: creative thinking, metaphorical thinking, communication
difficulty_level: usor
keywords: metaphor, creativity, objects, energizer
tags: ["trainer", "classroom", "creative", "energizer"]
language: en
normalized_name: what's a metaphor for?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A creativity energizer where small groups are given paper bags filled with everyday objects and must relate each object to the training topic using metaphors. For example, a rubber band can be stretched—like a good instructor stretches participants' minds.

rules:
Trainer places everyday objects (rubber band, paper clip, penny, eraser, pencil stub, pen) in paper bags—one bag per small group. Group members choose an object and find a way to relate it metaphorically to the training topic.

source_excerpt:
She gives one sack to each small group and asks members of the group to choose an object out of the sack and find a way to relate the object to the training topic.


name: A Matter of Taste
category: icebreakers
subcategory: opener
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 303
skills_developed: social skills, introduction, self-expression
difficulty_level: usor
keywords: icebreaker, tastes, preferences, opener, acquainted
tags: ["trainer", "classroom", "icebreaker", "get-acquainted"]
language: en
normalized_name: a matter of taste
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An icebreaker opener where the trainer asks participants a series of multiple-choice questions about personal tastes (e.g., music genre, cuisine preference). After each question, participants form groups with those who share their taste for a brief get-acquainted discussion.

rules:
Trainer asks a multiple-choice question about personal tastes. Participants make a choice and form groups with others who chose the same answer. Short get-acquainted period, then a new question is asked and groups reform.

source_excerpt:
Once each person has made a choice, participants divide into groups with similar musical taste. After a short get-acquainted period, another question is asked, such as, "I enjoy (A) Italian, (B) Chinese, (C) American, or (D) French cooking."


name: The Name Game
category: team-building
subcategory: energizer
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 304
materials_category: papetarie
materials_list: Flipchart with alphabet displayed vertically, Newspaper or written material
skills_developed: creative thinking, teamwork, lateral thinking
difficulty_level: dificil
keywords: names, initials, famous people, teamwork, energizer
tags: ["trainer", "classroom", "competitive", "creative"]
language: en
normalized_name: the name game
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team energizer where groups compete to find names of famous people or fictional characters whose initials match randomly generated letter pairs. A sentence is taken from a newspaper and its letters paired with the alphabet vertically to create random initials. The team with the most names wins.

rules:
Trainer prepares a flipchart with the alphabet written vertically. A participant reads a random sentence from a newspaper; its letters are written next to the alphabet letters creating pairs. Small groups must find names of famous people or fictional characters matching each pair of initials, using each pair only once. Team with most names wins.

source_excerpt:
The groups are then asked to come up with names of famous people or fictional characters that match the random initials—for example, AN = Alfred Nobel; BO = Brian Orser—using each set of letters once and only once.


name: Old Dogs, New Tricks
category: altele
subcategory: communication
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 305
materials_category: carti
skills_developed: communication, adaptability, critical thinking, open-mindedness
difficulty_level: usor
keywords: language, writing, communication, change, adaptation
tags: ["trainer", "classroom", "communication", "language"]
language: en
normalized_name: old dogs, new tricks
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A communication exercise that demonstrates how written language is constantly changing. The trainer reads from an old book and a modernized version to show how writing styles evolve, then compares old grammar/style books with current editions to challenge participants' assumptions about fixed language rules.

rules:
Ask how many participants have read (or heard of) a classic book. Read aloud from the old version; participants react. Read from a modern update/adaptation. Compare old grammar/style books with current editions. Facilitate discussion about changes participants have noticed.

source_excerpt:
Watson then reads the first page of the book aloud. Participants usually find it dull and uninteresting. Many are surprised at how stilted the writing seems.

materials_list:
A selection of old books (fiction or academic texts), Modern adaptation or updated version, Old grammar and style books, Latest edition grammar books


name: Old Dogs, New Tricks
category: team-building
subcategory: communication
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 305
materials_category: print
materials_list: A selection of old books, either fiction or academic texts
skills_developed: adaptability, communication, open-mindedness
difficulty_level: usor
keywords: language, writing, change, communication
tags: ["opener", "energizer", "topical", "communication"]
language: en
normalized_name: old dogs, new tricks
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A trainer activity to show participants that the rules of written language are constantly changing. The trainer reads aloud from old books and compares them with modern versions to demonstrate how written language evolves, encouraging participants to adapt their personal styles.

rules:
The trainer reads the first page of an old book (e.g., Anne of Green Gables) aloud, then reads a modern updated version. Next, the trainer reads selections from old grammar and style books and compares them with latest editions to show how punctuation, letter closings, and other writing conventions have changed.

source_excerpt:
To show that the lesson applies in the workplace, Watson reads selections from old grammar and style books—readily available in many used book stores—and compares them against the latest editions.


name: Practice Makes Perfect
category: icebreakers
subcategory: opener
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 307
skills_developed: self-reflection, learning awareness, communication
difficulty_level: usor
keywords: skills, learning, reflection, opener, rotating pairs
tags: ["trainer", "classroom", "opener", "self-reflection"]
language: en
normalized_name: practice makes perfect
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An opener exercise that helps participants recognize their ability to learn new material, by reflecting on skills learned in childhood—those retained and those lost—and generating learning principles for the current course. Participants form rotating concentric circles to discuss successive questions with different partners.

rules:
Form two concentric circles, each person facing a partner. Rotate through four questions: (1) skill learned as a child still done well; (2) skill learned as a child no longer done well; (3) why did you retain that skill; (4) why did you lose that skill. Finally, in small groups generate learning points for the current class.

source_excerpt:
Carol Houseman, director of educational services for Mercy General Hospital, asks the class to form two concentric circles, with each person facing a partner. With the first partner, they share their answers to this question: "What is a skill you learned as a child that you still do well?"


name: Practice Makes Perfect
category: icebreakers
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 307
skills_developed: self-reflection, communication, learning awareness
difficulty_level: usor
keywords: skills, learning, reflection, pairs
tags: ["opener", "rotating pairs"]
language: en
normalized_name: practice makes perfect
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An opener activity using rotating pairs to help participants recognize their innate ability to learn new material. Participants discuss skills they learned as children, why they retained or lost them, and generate learning points for their current training.

rules:
Participants form two concentric circles facing partners. They discuss four questions in rotation: 1) A skill learned as a child still done well; 2) A skill learned as a child no longer done well; 3) Why they retained that skill; 4) Why they lost that skill. After each question, the inner circle rotates one person clockwise. Finally, in small groups, participants generate learning points.

source_excerpt:
With the first partner, they share their answers to this question: "What is a skill you learned as a child that you still do well?"


name: The Perils of Preconditioning
category: icebreakers
subcategory: energizer
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 308
materials_category: papetarie
materials_list: Flipchart, Optional: index cards
skills_developed: self-awareness, critical thinking, open-mindedness
difficulty_level: usor
keywords: conditioning, preconditioning, opener, awareness, debrief
tags: ["trainer", "classroom", "opener", "psychology"]
language: en
normalized_name: the perils of preconditioning
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part19
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An opener and energizer demonstrating how preconditioned people are in their responses. The trainer secretly writes 'red,' 'rose,' and 'chair' on a covered flipchart, then asks participants to spontaneously shout out a color, flower, and piece of furniture. The hidden list almost always matches the audience's answers, sparking discussion about conditioning and building new choices.

rules:
Trainer secretly prints 'red,' 'rose,' and 'chair' on a flipchart and covers it. Trainer asks participants to shout out a color, a flower, and a piece of furniture, writing the most common response. Hidden list is revealed—almost always matching. Debrief on conditioned responses.

variations:
Individual variation: each person writes on an index card then compares answers in groups of five or six, discussing reasons for similarities and differences.

source_excerpt:
When the hidden list is compared with the list made in class, he almost always has a complete match. Rahn uses this exercise as a springboard into a discussion of how conditioned people tend to be.


name: The Perils of Preconditioning
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 308
materials_category: stationery
materials_list: Flipchart, index cards (for variation)
skills_developed: critical thinking, awareness of bias, open-mindedness
difficulty_level: usor
keywords: preconditioning, bias, creativity, energizer
tags: ["opener", "energizer"]
language: en
normalized_name: the perils of preconditioning
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A quick energizer to demonstrate how preconditioned humans tend to be. The trainer secretly writes predicted answers on a flipchart, then asks participants to shout out a color, flower, and piece of furniture. The hidden list almost always matches the class responses.

rules:
The trainer secretly prints 'red,' 'rose,' and 'chair' on a flipchart and covers it. The trainer asks participants to shout a color, flower, and piece of furniture. The most common answers are written on the flipchart. The hidden list is revealed and compared. A variation uses index cards where individuals write their answers and compare in groups of five or six.

variations:
Give each person an index card and ask them to quickly jot down the name of a color, flower, and piece of furniture. They then compare their answers in groups of five or six and discuss reasons for any similarities and differences.

source_excerpt:
When the hidden list is compared with the list made in class, he almost always has a complete match.


name: The Rope Game
category: team-building
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 309
materials_category: equipment
materials_list: A long nylon rope, nine blindfolds, a good-sized room free of obstacles
skills_developed: communication, leadership, cooperation, teamwork
difficulty_level: mediu
keywords: blindfold, rope, leadership, teamwork, communication
tags: ["team-building", "active"]
language: en
normalized_name: the rope game
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team-building activity where blindfolded participants hold a continuous nylon rope and must work together to form geometric shapes. The activity reveals natural leaders and followers and highlights the importance of communication and cooperation.

rules:
Up to nine participants are blindfolded (those who refuse become observers). A long nylon rope tied end-to-end is placed in the room. Participants grab the rope and must form a triangle or other geometric shape without further instruction from the trainer. When satisfied, participants remove blindfolds to see the result. For the second round, blindfolds go back on and natural leaders from the first round are silently told not to speak, forcing followers to step up.

source_excerpt:
Blindfolded participants are led to the rope and asked to grab it. The trainer then instructs the group to form a triangle with the nylon rope, or some other simple geometric figure.


name: Sneaky Slogans
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 310
materials_category: cards
materials_list: Index cards with slogans on them, prepared in advance by the trainer
skills_developed: communication, memory
difficulty_level: usor
keywords: slogans, pairs, icebreaker, energizer
tags: ["energizer", "pairing activity"]
language: en
normalized_name: sneaky slogans
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A quick energizer used to break a group into pairs for small-group activities. The trainer splits commercial slogans across two cards; participants must find their matching partner by completing the slogan.

rules:
The trainer writes the first half of a commercial slogan on one card and the second half on another card. Cards are distributed to participants, who must find their matching partner.

source_excerpt:
Steffan writes part of a commercial slogan on a card and puts the second half of the slogan on another card. For example, on card one she puts the famous Alka-Seltzer slogan, "Plop, plop, fizz, fizz…" and on card two, "Oh, what a relief it is."


name: Success in Team-building
category: team-building
subcategory: diversity
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 311
materials_category: stationery
materials_list: A sheet of questions prepared in advance, Post-It Notes, flipchart
skills_developed: communication, teamwork, diversity awareness
difficulty_level: usor
keywords: diversity, team-building, questions, Post-It Notes
tags: ["team-building", "diversity", "topical"]
language: en
normalized_name: success in team-building
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team-building and diversity exercise where small groups share information about themselves using a structured question sheet and Post-It Notes on flipchart pages. The activity combines getting-to-know-each-other with lessons in diversity.

rules:
The trainer prepares a list of interesting questions. Participants are split into small groups of 4-6. Each participant labels questions with the name of other group members and asks them for answers using Post-It Notes. Answers are posted on flipchart pages. The trainer reads answers aloud and facilitates discussion about what was learned.

source_excerpt:
Partee instructs participants to label question number one with the name of the person directly to their left, number two with the next person, and so on around the table until each question has a member's name beside it.


name: Role Reversal
category: conflict-empatie
subcategory: conflict resolution
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 312
skills_developed: empathy, perspective-taking, conflict resolution
difficulty_level: mediu
keywords: role play, conflict, perspective, management
tags: ["communication", "topical", "conflict resolution"]
language: en
normalized_name: role reversal
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A conflict resolution exercise where finger-pointing employees switch roles with their supervisors through a role play. The exercise helps participants see problems from the other side and encourages becoming part of the solution rather than the problem.

rules:
When an employee begins to point fingers and blame management, the trainer sets up a desk with a 'The Boss' name tent. The finger-pointing employee sits in the boss's chair; the supervisor sits in front. The finger-pointer presents the problem as the boss and must form a solution from the supervisor's perspective. Excellent facilitation skills are needed to prevent confrontations.

source_excerpt:
Julian's experience has been that placing the finger-pointer in his or her new role provides a new perspective on the "need for people to become part of the solution rather than part of the problem."


name: True Confession Toothpicks
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 313
materials_category: counters
materials_list: A large supply of toothpicks
skills_developed: communication, self-disclosure, getting to know others
difficulty_level: usor
keywords: confession, toothpicks, icebreaker, opener
tags: ["opener", "energizer", "icebreaker"]
language: en
normalized_name: true confession toothpicks
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An opener/energizer where participants take turns sharing things they have never done. Anyone in the group who has done that thing loses a toothpick. The game continues until someone has lost all 10 toothpicks, helping people get to know one another.

rules:
Each participant gets 10 toothpicks. The first participant states something they have never done (e.g., 'I've never jaywalked'). Anyone who has done that thing forfeits a toothpick to the kitty. The next person shares something they have never done. This continues until someone has lost all 10 toothpicks.

source_excerpt:
Start by giving each participant 10 toothpicks or other counters. Then ask the first participant to talk about something they have never done, for example, "I've never jaywalked."


name: Personal Introductions
category: icebreakers
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 314
materials_category: bags
materials_list: Several small paper bags
skills_developed: self-expression, communication, getting to know others
difficulty_level: usor
keywords: personal items, introductions, opener, personality
tags: ["opener", "icebreaker"]
language: en
normalized_name: personal introductions
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An opener where participants take three items from their wallet, briefcase, or purse that reflect their personality or lifestyle, then share these items and the reasons for choosing them in small groups.

rules:
Each participant is given a small paper bag. They select three items from their personal belongings that reveal something about their personality or lifestyle. In small groups of five or six, each person shares why they selected those items. A variation asks for items related to the participant's job.

variations:
To make this opener more program-oriented, ask people to select three items that make statements about their jobs.

source_excerpt:
She then asks them to take from their wallet, briefcase, or purse three items that show something about their personality or lifestyle and put them in the bag.


name: Baby Pictures
category: icebreakers
subcategory: change management
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 315
materials_category: photos
materials_list: Baby photos of participants, sent to the trainer in advance
skills_developed: social connection, change awareness
difficulty_level: usor
keywords: baby photos, icebreaker, change management, opener
tags: ["opener", "topical", "change management"]
language: en
normalized_name: baby pictures
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An opener where participants send baby photos to the trainer in advance. The photos are numbered and displayed, and participants vote on who each baby picture belongs to. Used to break the ice and make learning points about equality and change.

rules:
Participants send a baby photo to the trainer before the seminar. The trainer numbers and displays the photos. Participants vote on who each photo belongs to. Votes are tallied and results are revealed for laughs. The activity is followed by discussion on two learning points: everyone starts on the same level, and change is inevitable.

source_excerpt:
She numbers and displays the baby pictures, and has participants match them up by voting on who's who.


name: Play Ball!
category: team-building
subcategory: review
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 316
materials_category: props
materials_list: Plastic bats, baseball caps, baseball cards, chairs as bases, whiteboard
skills_developed: teamwork, review, communication
difficulty_level: mediu
keywords: baseball, review, team competition, energizer
tags: ["team-building", "energizer", "review"]
language: en
normalized_name: play ball!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A review activity that converts the training room into a baseball field. Teams compete by drawing baseball cards that determine question difficulty (single, double, triple, home run) and answering training-related questions as a team.

rules:
The trainer converts the room into a ballpark using chairs as bases, baseball hats, and an inflatable bat. Participants are divided into teams. When batting, a player draws a baseball card marked as single, double, triple, or home run. The trainer asks a question of appropriate difficulty. The whole team can discuss before answering. After three misses (outs), the second team bats. The trainer acts as pitcher and umpire.

source_excerpt:
When the first team comes up to bat, one player draws a baseball card from a hat. Each card is marked as a single, double, triple, or home run. The pitcher (instructor) relays a question of the appropriate level of difficulty.


name: Body Parts
category: team-building
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 317
materials_category: cards
materials_list: Cards with the name of a body part written on them, prepared in advance by the trainer
skills_developed: nonverbal communication, teamwork, cooperation
difficulty_level: usor
keywords: body parts, nonverbal, teamwork, silence
tags: ["team-building", "active"]
language: en
normalized_name: body parts
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team-building exercise where participants are assigned cards with body part names and must silently find others with the same body part, then form a complete body. The complete body then demonstrates walking, running, breathing, etc.

rules:
Each participant receives a card indicating a body part (right leg, left arm, eyes, nose, etc.). Without speaking, participants find others with the same body part. Then, still without speaking, enough people must come together to form a complete body. Finally, the body demonstrates its abilities: walking, running, breathing, etc.

source_excerpt:
Bradly gives each individual a card indicating what part of the body they are to represent: right leg, left leg, right arm, eyes, nose, etc. Then without speaking, they have to find the other people who are the same body part.


name: Group Shuffle
variations: Use children's card decks like Crazy Eights and form groups based on identical pictures.
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 318
materials_category: cards
materials_list: A deck of playing cards
skills_developed: communication, networking
difficulty_level: usor
keywords: grouping, cards, energizer, pairs
tags: ["energizer", "grouping activity"]
language: en
normalized_name: group shuffle
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A quick energizer offering two methods to creatively divide participants into small groups: using playing cards sorted by suit, or using experience levels with concentric rotating circles.

rules:
Method 1: Use playing cards — for 32 participants in 4 groups, take 8 cards of each suit, shuffle, distribute, and group by suit. Method 2: Divide into two groups forming concentric circles facing each other. Outer circle moves clockwise, inner counterclockwise until the trainer stops them. Partners facing each other discuss previous jobs and introduce their partner to the group. Partner clusters form work groups.

source_excerpt:
Use ordinary playing cards. If you've got 32 participants, for example, and you want them in four groups of eight, simply take eight spades, eight diamonds, and so on out of the deck.


name: Tag Team Role Plays
category: team-building
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 319
skills_developed: teamwork, attention, communication, adaptability
difficulty_level: mediu
keywords: role play, tag team, teamwork, managers
tags: ["team-building", "role play"]
language: en
normalized_name: tag team role plays
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A variation on role plays where two teams of five take turns participating in a role play. Any participant can 'tag' a teammate to replace them in the role play at any time, keeping all participants attentive and building team atmosphere.

rules:
Two groups of five are formed. Group A gets the first half of a role play script; Group B gets the second half. One manager from each group starts the role play while the other four stand behind them. At any point, the active player can 'tag' any teammate standing behind them, who then continues the role play. A variation allows waiting team members to tag their way in proactively.

variations:
A variation on this is for the waiting team members to take the initiative in tagging their way into the role play.

source_excerpt:
At any point, the manager from either team in the role play can reach behind and touch or "tag" any of the other managers who are standing behind them.


name: Sea If Ewe Can Find the Errers
category: escape-room-puzzle
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 321
materials_category: stationery
materials_list: Flipchart
skills_developed: critical thinking, creative problem solving, lateral thinking
difficulty_level: mediu
keywords: errors, spelling, puzzle, creative thinking
tags: ["energizer", "opener", "puzzle"]
language: en
normalized_name: sea if ewe can find the errers
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A creative thinking energizer used after a break. A paragraph is displayed with intentional spelling errors and a self-referential sixth error (claiming six errors when there are only five). Participants try to find all errors, highlighting inflexible thinking in problem solving.

rules:
During a break, the trainer writes or displays a short paragraph on a flipchart that claims to have six errors. Participants work individually or in groups to find the errors. Most find five but miss the sixth — that the statement of 'six errors' is itself an error since there are only five. Discussion follows about thinking flexibly and considering all options.

source_excerpt:
Most participants will find five but few will ever find the sixth. The sixth is simply that there are only five errors (so it's an error to say there are six).


name: Sea If Ewe Can Find the Errers
category: team-building
subcategory: creative thinking / energizer
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 321
materials_category: paper/visual aids
materials_list: Flipchart
skills_developed: creative thinking, problem solving, lateral thinking
difficulty_level: usor
keywords: errors, creative thinking, problem solving, brainteaser
tags: ["opener", "energizer", "communication"]
language: en
normalized_name: sea if ewe can find the errers
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A creative thinking exercise where participants are challenged to find errors in a deliberately misspelled paragraph. The paragraph states there are six errors, but most participants only find five — the sixth being that the paragraph itself is wrong about the number of errors. The exercise illustrates inflexible thinking and the failure to consider all options when problem solving.

rules:
Write the misspelled paragraph on a flipchart or transparency during a break. Participants work individually or in groups to find all the errors. Most find five but rarely the sixth, which is that there are only five errors (making the claim of six itself an error).

source_excerpt:
The sixth is simply that there are only five errors (so it's an error to say there are six). The exercise points out how we often think inflexibly and fail to consider all the options when problem solving.


name: Experience Levels
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 323
skills_developed: estimation, awareness of collective experience
difficulty_level: usor
keywords: tenure, experience, opener, guessing
tags: ["opener", "icebreaker"]
language: en
normalized_name: experience levels
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An opener where participants guess the average tenure of all participants with the company, then each table tallies actual years to find the true average. The person with the closest guess wins a prize. Used to highlight the collective experience in the room.

rules:
Participants write their guesses of the average tenure of all participants. Each table adds up their total years with the company; the trainer uses these numbers to calculate the room average. The person with the closest guess wins a small prize. The trainer then makes a point about the value of collective experience.

source_excerpt:
Seely starts her sessions by asking participants to write their guesses of the average tenure of all participants. Then she asks each table to add up their number of years with the company and uses that number to find her average for the room.


name: Experience Levels
category: icebreakers
subcategory: opener / team curiosity
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 323
skills_developed: peer awareness, collaboration, estimation
difficulty_level: usor
keywords: tenure, experience, icebreaker, opener
tags: ["opener"]
language: en
normalized_name: experience levels
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An icebreaker opener where participants guess the average tenure (years with the company) of all classmates. Each table then totals their years and the trainer calculates the room average. The person with the closest guess wins a small prize. The activity highlights how much collective experience a group brings and encourages peer-to-peer learning.

rules:
Ask participants to write their guesses for the average tenure of all participants. Then ask each table to add up their total years with the company. Use those numbers to calculate the overall room average. The person with the closest guess wins a prize.

source_excerpt:
Liz Seely, a market support sales trainer for MCI, starts her sessions by asking participants to write their guesses of the average tenure of all participants.


name: Pennies Puzzler
category: escape-room-puzzle
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 324
materials_category: counters
materials_list: 12 pennies per participant
skills_developed: creative thinking, problem solving, lateral thinking
difficulty_level: mediu
keywords: pennies, puzzle, creativity, outside the box
tags: ["energizer", "puzzle", "opener"]
language: en
normalized_name: pennies puzzler
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part20
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A creativity energizer where participants are given 12 pennies and challenged to form a square with five pennies on each side. The solution requires stacking two pennies at each corner, demonstrating outside-the-box thinking.

rules:
Give each participant 12 pennies. Ask them to form a square with five pennies on each side. After sufficient time, reveal the solution: stack two pennies at each of the four corners, then place one penny between each corner pair. Discuss how the puzzle reveals unnecessarily restrictive thinking and leads into finding creative solutions.

source_excerpt:
Forbes gives each training participant 12 pennies and asks them to form a square with five pennies on each side.


name: Pennies Puzzler
category: team-building
subcategory: creative thinking / puzzle
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 324
materials_category: objects
materials_list: 12 pennies per participant
skills_developed: creative thinking, lateral thinking, problem solving
difficulty_level: mediu
keywords: pennies, puzzle, creative, think outside the box
tags: ["energizer"]
language: en
normalized_name: pennies puzzler
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A creativity puzzle where each participant is given 12 pennies and asked to form a square with five pennies on each side. The solution involves stacking two pennies in each of the four corners and placing one penny between each corner. The exercise helps participants realize they were thinking too restrictively and opens a discussion on creative problem solving.

rules:
Give each participant 12 pennies. Ask them to form a square with five pennies on each side. Solution: Stack two pennies on top of each other for each of the four corners, then place one penny between each corner to form a square.

source_excerpt:
Cindy Forbes, assistant vice president of MBNA America in Newark, DE, gives each training participant 12 pennies and asks them to form a square with five pennies on each side.


name: Killing Closed-Ended Questions
category: team-building
subcategory: communication
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 325
materials_category: paper/labels
materials_list: A list of characters prepared in advance, name tags
skills_developed: communication, questioning, active listening
difficulty_level: usor
keywords: closed-ended questions, communication, identity
tags: ["opener", "communication"]
language: en
normalized_name: killing closed-ended questions
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A communication exercise where participants wear name tags (placed on their backs) with popular characters' names and must discover their identity by asking only yes/no questions of at least five different people. After time is up, the group discusses what types of questions were most effective, demonstrating the limitations of closed-ended questions.

rules:
Trainer prepares name tags of popular figures and places one on each participant's back. Rules: 1) You can only ask questions requiring a yes or no answer. 2) You must ask at least five different people a different question. After 5-7 minutes, reconvene, discover who guessed correctly, and discuss effective question types.

source_excerpt:
She then places a tag on each participant's back and allows participants five to seven minutes to find out what their new identity is.


name: Name that Part
category: altele
subcategory: technical review
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 326
materials_category: paper/visual aids
skills_developed: technical knowledge, review, teamwork
difficulty_level: mediu
keywords: technical review, diagram, labeling, small groups
tags: ["review", "team-building"]
language: en
normalized_name: name that part
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A technical review exercise where participants work in small groups to label parts of a diagram using numbered Post-It Notes corresponding to function descriptions. Groups then rotate to check each other's work while the trainer reveals correct answers. Originally designed for a truck air brake system but applicable to any detailed equipment or process review.

rules:
Review diagram and part functions as a class. Divide into small groups of 3-6. Each group gets a poster-sized diagram, numbered Post-It Notes, and a list of functions. Groups have 5 minutes to label each part. Then each group moves to the next table to check that group's diagram while the trainer shows correct answers on a transparency.

source_excerpt:
"Name that Part" is an exercise specifically designed to review a technical diagram for a truck air brake system, but Carol Young, project coordinator for SUNY Empire State College, believes the tactic could be used in any training of a detailed piece of equipment or a lengthy process.

materials_list:
Poster-sized diagram, Post-It Notes numbered to correspond to parts, numbered list of part function descriptions


name: Playing the Numbers
category: team-building
subcategory: energizer / puzzle
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 327
materials_category: paper/visual aids
materials_list: Flipchart
skills_developed: logical thinking, pattern recognition, lateral thinking
difficulty_level: mediu
keywords: numbers, sequence, puzzle, energizer
tags: ["energizer"]
language: en
normalized_name: playing the numbers
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A quick energizer where a sequence of numbers (not in numerical order) is displayed and participants must figure out why they are arranged in that sequence, then place the two missing numbers correctly. The answer is that numbers are listed alphabetically. Works well after lunch or a break.

rules:
Place these numbers on a flipchart: 8, 11, 15, 5, 14, 1, 7, 6, 10, 13, 3, 12, 2. Tell participants these are numbers 1-15 except for 4 and 9, and their task is to discover the sequence logic and place the missing numbers. Answer: numbers are listed alphabetically, so 4 goes after 14 and 9 follows 5.

source_excerpt:
Tell the participants, "You're seeing all the numbers from 1 to 15 with the exception of 4 and 9. Your task is to decide why the numbers are arranged in this sequence, then put the missing numbers in their proper places."


name: On the Other Hand
category: integrare-incluziune
subcategory: orientation / onboarding
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 328
materials_category: paper
materials_list: Writing materials for each participant
skills_developed: empathy, self-awareness, patience with learning
difficulty_level: usor
keywords: non-dominant hand, learning curve, orientation, onboarding
tags: ["communication", "topical"]
language: en
normalized_name: on the other hand
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An orientation/onboarding activity where participants write a word with their dominant hand, then write the same word with their non-dominant hand. The time and quality difference is discussed and related to the learning curve new employees face when adopting new techniques. The exercise builds empathy for the difficulties of early-stage learning.

rules:
Ask participants to write a word related to the course topic with their dominant hand (time one person). Then ask everyone to switch to their other hand and write the word again (time the same person for comparison). Discuss expressions, hesitance, quality, and time differences. Relate to the learning curve new employees experience over weeks and months.

source_excerpt:
Susan Boyd, director of corporate support and development at PC Concepts, Wayne, PA, asks participants to write a word related to the course topic. She times one person to see how long this takes. She asks participants to switch to their other hand and write the word again.


name: Point of View
category: conflict-empatie
subcategory: customer service / empathy
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 329
materials_category: paper
materials_list: A 'registration' form prepared in advance
skills_developed: empathy, customer service, perspective-taking
difficulty_level: usor
keywords: customer service, empathy, registration, perspective
tags: ["energizer", "topical"]
language: en
normalized_name: point of view
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An empathy-building exercise for customer service training. Participants must complete a registration form with questions slanted so only specialists or recent graduates could easily answer them. The trainer acts in a detached, professional manner. After completing the form, participants discuss how their experience helps them understand customer confusion and frustration with company policies.

rules:
Trainer develops a one-page registration form with questions about education and personnel policies that are difficult for typical participants to answer immediately. Participants must complete the form to 'officially register' for the training. Trainer acts detached and vaguely impatient. Afterward, participants discuss how the experience mirrors customer confusion with company processes.

source_excerpt:
Glasstetter developed a one-page form that participants are required to complete to officially register for a customer service training program. The questions are related to education and personnel policies and are slanted so that only recent high school or college graduates, education specialists, or human resource personnel could possibly provide immediate, accurate answers.


name: Question of the Week
category: altele
subcategory: retention / follow-up
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 330
materials_category: paper
materials_list: A 'Question of the Week' prepared in advance
skills_developed: retention, knowledge review
difficulty_level: usor
keywords: question of the week, retention, review, bulletin board
tags: ["review"]
language: en
normalized_name: question of the week
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A post-training retention technique where a trainer posts a weekly question related to course material on an employee bulletin board, with the answer hidden underneath. This keeps important material fresh in participants' minds once they return to work, and managers can also use the board to relay information.

rules:
Trainer posts a 'Question of the Week' on an employee bulletin board on a sheet of paper with the answer hidden underneath. Employees can flip through the pages to read the question and check the answer.

source_excerpt:
Heidi Marker, a trainer for a full-service resort hotel in Lancaster, PA, posts on an employee bulletin board a "Question of the Week" relating to a work topic on a sheet of paper with the answer hidden underneath.


name: Opening Scavenger Hunt
category: icebreakers
subcategory: opener / scavenger hunt
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 331
materials_category: paper/labels/objects
materials_list: Stickers with letters, Variety of items used in class
skills_developed: observation, engagement, orientation
difficulty_level: usor
keywords: scavenger hunt, opener, welcome, letter stickers
tags: ["opener", "team-building"]
language: en
normalized_name: opening scavenger hunt
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A training room opener where participants go on a scavenger hunt to find items placed around the room, each marked with letter stickers. As participants find each item, they remove the letters and place them on their instruction sheets. When finished, the letters spell out a welcome message. Items can be materials participants will use during training.

rules:
Place items (e.g., markers, handouts, equipment) around the training room with letter stickers above them. Participants find each item, remove the letter sticker, and place it on their instruction sheet. When all items are found, the letters spell out a welcome message.

source_excerpt:
She places letter stickers above the items, and as the participants find each item, they remove the letters and place them on their instruction sheets.


name: Shake Hands
category: team-building
subcategory: cooperation / teamwork
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 332
skills_developed: cooperation, teamwork, strategic thinking
difficulty_level: usor
keywords: shake hands, cooperation, teamwork, points
tags: ["team-building"]
language: en
normalized_name: shake hands
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A teamwork demonstration game where participants stand in pairs holding each other's right hands. The goal is to score as many points as possible in 30 seconds by touching their right hip with their right hand while still holding their partner's hand. Competitive participants score few points; cooperative ones realize they can help each other score many more.

rules:
Participants stand face-to-face in pairs, holding each other's right hands as if shaking hands. In 30 seconds, each participant scores a point each time they touch their right hip with their right hand while still holding their partner's hand. After time is up, participants report scores; the most cooperative team scores highest.

source_excerpt:
Participants stand face-to-face in pairs, holding each other's right hands as if they were going to shake hands. The aim of the game is for each individual to score as many points as possible in 30 seconds.


name: 30 Seconds
category: team-building
subcategory: energizer
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 333
materials_category: paper/visual aids
materials_list: Flipchart
skills_developed: memory, quick thinking, engagement
difficulty_level: usor
keywords: 30 seconds, energizer, categories, listing
tags: ["energizer"]
language: en
normalized_name: 30 seconds
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An energizer game where participants have 30 seconds to list as many items as possible from a chosen category (e.g., football teams, Disney movies, fruits). Scores are tallied on a flipchart and the person with the highest cumulative total wins a prize. The trainer uses different categories throughout the day before breaks.

rules:
Trainer chooses a category and participants have 30 seconds to list as many items as possible from that category. When time is up, participants share their count. Trainer writes the number next to each participant's name on a flipchart. Use a variety of categories, one before each break and at end of day. Award a prize to the person with the highest total.

source_excerpt:
Borden chooses a topic and challenges participants to list as many titles as they can from the category, such as professional football or basketball teams or Disney movies. When the 30 seconds are up, participants show how many items they have listed.


name: Elevator Speech
category: altele
subcategory: train-the-trainer / communication
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 334
materials_category: paper
materials_list: Prepared questions written on index cards
skills_developed: time awareness, concise communication, public speaking
difficulty_level: mediu
keywords: elevator speech, time control, concise answers, train-the-trainer
tags: ["communication", "topical"]
language: en
normalized_name: elevator speech
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A train-the-trainer exercise with two components: (1) a time perception activity where participants close their eyes and raise their hands when they think 30 seconds has elapsed, revealing their relationship to time; (2) an elevator speech scenario where participants practice answering questions concisely within 20 seconds, imagining they are in an elevator with their boss's boss.

rules:
Time control: Ask participants to close their eyes and raise their hand when they think 30 seconds has elapsed. Record times as hands go up using a stopwatch. Elevator speech: Have participants stand and answer index-card questions one by one, with 20 seconds to respond, thinking 'elevator' throughout.

source_excerpt:
Shear uses an "elevator speech" analogy to help trainers develop skills to answer participants' questions concisely: Imagine you just stepped into an elevator, and your boss's boss gets on and asks a question.


name: The Envelope, Please
category: altele
subcategory: management / documentation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 335
materials_category: paper
materials_list: Photocopies of scenic photographs, Envelopes, Paper clips
skills_developed: memory, attention to detail, documentation skills
difficulty_level: usor
keywords: memory, documentation, photographs, recall
tags: ["topical", "management"]
language: en
normalized_name: the envelope, please
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A memory and documentation exercise for management training. Participants study detailed scenic photographs for one minute, then seal them in envelopes. Later they write what they remember. Still later, another participant reads the description and imagines the scene. Finally they compare with the original. The exercise demonstrates that immediately documenting specifics is more important than relying on memory when accuracy matters.

rules:
Hand out photocopies of scenic photographs. Participants study them for one minute, then fold and seal them in envelopes. After a break, participants write what they remember. Written descriptions are paper-clipped to the envelopes. Later in the day, envelopes are passed to another person who reads the description, imagines the scene, writes a brief description, then opens the envelope to compare.

source_excerpt:
Pam Meier, a training and development consultant for the Dayton Hudson Co., Minneapolis, MN, hands out photocopies of scenic photographs—usually street scenes with people and lots of detail. She asks participants to study the pictures for one minute and then fold them up and seal them in envelopes.


name: Gone in a Flash
category: icebreakers
subcategory: opener / fear-releasing
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 336
materials_category: special materials
materials_list: Magician's flash paper, A candle (lit)
skills_developed: self-awareness, vulnerability, openness to learning
difficulty_level: usor
keywords: flash paper, fear, opener, symbolism, learning obstacle
tags: ["opener"]
language: en
normalized_name: gone in a flash
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An opener activity where each participant receives a small piece of magician's flash paper and writes their biggest learning fear or obstacle on it. One by one, they walk to the front, share their fear with the class, and toss the paper toward a lit candle where it burns up instantly. The symbolism of fears 'going up in smoke' is comforting and sets a positive tone for training.

rules:
As participants enter, give each a small piece of magician's flash paper (about 2 inches square) without explaining its purpose. Place a lit candle at the front. Ask participants to write their biggest learning obstacle or fear on the paper. They then walk up, share the concern with the class, and safely toss the paper toward the candle where it burns quickly.

source_excerpt:
Weaver, an industry trainer with Canadian Valley Vo-Tech in El Reno, OK, asks participants to write their biggest learning obstacle or fear on the paper—for example, speaking up in class.


name: A Cup of Group Cheer
category: team-building
subcategory: energizer / collaboration
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 337
skills_developed: team spirit, creativity, collaboration, energy management
difficulty_level: usor
keywords: cheer, team-building, energizer, collaboration
tags: ["team-building", "energizer"]
language: en
normalized_name: a cup of group cheer
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team-building energizer where pre-assigned small groups develop a team cheer and perform it throughout the day. Groups do their cheer each time they complete a problem-solving assignment and before reporting to the class. Groups also do their cheers right after lunch to highlight and humorously address the post-lunch energy drop.

rules:
Assign participants to small groups in advance. Give groups about 5 minutes to develop a team cheer. Share the cheer with the entire group. For the rest of the day, each time teams complete a problem-solving assignment, they do their cheer before reporting to the class. Also do cheers after lunch to demonstrate the drop in energy.

source_excerpt:
Irene Ward, president of Irene Ward & Associates, Columbus, OH, helps participants of a one-day team-building seminar foster a true sense of teamwork by asking pre-assigned small groups to develop a team cheer.


name: A Cup of Group Cheer
category: team-building
subcategory: energizer
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 337
skills_developed: teamwork, energy management, creativity
difficulty_level: usor
keywords: cheer, team, energizer, team-building
tags: ["team-building", "energizer", "opener"]
language: en
normalized_name: a cup of group cheer
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Small groups develop a team cheer during a one-day team-building seminar. They are given about five minutes to create the cheer before sharing it with the entire group. For the remainder of the day, each time teams complete a problem-solving assignment and before reporting to the class, they do their group cheer to celebrate the victory. Groups are also asked to do their cheers right after lunch to demonstrate how much the energy level has dropped since the morning session.

rules:
Pre-assigned small groups have ~5 minutes to develop a team cheer. They share it with the entire group. Each time a team completes a problem-solving assignment, they perform their cheer before reporting back. Groups also do their cheers right after lunch.

source_excerpt:
They are given about five minutes to do so, Ward says, before sharing the cheer with the entire group.


name: Pass the Hat
category: altele
subcategory: review
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 338
materials_category: paper/objects
materials_list: Writing materials for everyone, A small hat or basket
skills_developed: review, attention, engagement
difficulty_level: usor
keywords: pass the hat, review, questions, engagement
tags: ["review"]
language: en
normalized_name: pass the hat
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A review activity where participants write review questions and drop them in a hat. The trainer also adds personal or non-content questions. Throughout the session, the hat is passed and participants pull out and answer random questions. Because participants don't know what type of question they'll get, they pay closer attention in class.

rules:
Ask participants to write review questions periodically and drop them in a hat or basket. Trainer also adds some personal questions (e.g., 'What accomplishment are you most proud of?'). Throughout the session, pass the hat and have participants pull out and answer a random question.

source_excerpt:
Aline Hurst, a training officer at First Security Bank of Idaho, Boise, has participants create as well as answer a variety of review questions by asking them to write review questions every so often and drop them in a hat or basket she brings around the room.


name: Pass the Hat
category: team-building
subcategory: review
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 338
materials_category: rechizite
materials_list: writing materials, small hat or basket
skills_developed: attention, retention, review
difficulty_level: usor
keywords: review, questions, hat, retention
tags: ["review", "energizer"]
language: en
normalized_name: pass the hat
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants create and answer review questions by writing them on slips of paper and dropping them into a hat or basket. The trainer also places some personal, non-content questions in the hat. Throughout the session, the hat is passed and participants pull out and answer questions. Because participants don't know what type of question they'll get, it encourages closer attention in class.

rules:
Participants write review questions and drop them in a hat or basket. The trainer adds some personal questions not related to course content. Throughout the session, the hat is passed and participants pull out and answer a question.

source_excerpt:
asking them to write review questions every so often and drop them in a hat or basket she brings around the room.


name: Just-in-Time Review
category: altele
subcategory: review / energizer
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 339
materials_category: paper
materials_list: Questions on index cards prepared in advance
skills_developed: review, engagement, critical thinking
difficulty_level: usor
keywords: just-in-time, review, index cards, opinion questions
tags: ["review", "energizer"]
language: en
normalized_name: just-in-time review
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A pre-planned review technique where the trainer distributes numbered index cards with opinion-oriented questions at the start of the session. Just before relevant material is covered, the trainer calls a number and the corresponding participant reads and answers the question. The activity can also be done as a small-group energizer.

rules:
Prepare numbered index cards with opinion-oriented questions relevant to the course. Distribute at the beginning of the session. Just before covering relevant material, call a card number and have the participant with that card read and answer the question. Variation: have the participant's entire small group answer within 90 seconds.

variations:
Creative twists can turn Hall's exercise into a small-group energizer. When a number is called, the instructor may opt to have that participant's small group (instead of the individual) answer within 90 seconds.

source_excerpt:
Nancy Hall, a trainer in Winston-Salem, NC, prepares a number of index cards with questions on them and distributes them at the beginning of the session. The cards are numbered, and the questions—while pertinent to the course material—are generally opinion-oriented.


name: Just-in-Time Review
category: team-building
subcategory: review, energizer
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 339
materials_category: rechizite
materials_list: index cards with questions
skills_developed: attention, review, critical thinking
difficulty_level: usor
keywords: review, index cards, just-in-time, questions
tags: ["review", "energizer"]
language: en
normalized_name: just-in-time review
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
The trainer prepares index cards with opinion-oriented questions related to course content and distributes them at the beginning of the session. The cards are numbered. Just before relevant material is covered, the trainer reads a number and the participant with the corresponding card reads and answers the question. This technique sets up review before class begins and keeps energy levels up.

rules:
Trainer prepares numbered index cards with questions. Cards are distributed at session start. Just before relevant material is covered, a number is called and the matching participant reads and answers the question. A variation: when a number is called, the participant's small group answers within 90 seconds.

variations:
When a number is called, the instructor may have that participant's small group answer within 90 seconds instead of the individual.

source_excerpt:
Nancy Hall, a trainer in Winston-Salem, NC, prepares a number of index cards with questions on them and distributes them at the beginning of the session.


name: Optical Illusions
category: conflict-empatie
subcategory: perception / bias
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 340
materials_category: visual aids
materials_list: A series of optical illusions (e.g., from 'Experimenting with Illusions' by Robert Gardner)
skills_developed: critical thinking, empathy, anti-bias awareness, perception
difficulty_level: usor
keywords: optical illusions, perception, bias, first impressions, judgment
tags: ["energizer", "communication"]
language: en
normalized_name: optical illusions
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part21
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An energizer and discussion activity where the trainer displays a series of optical illusions one at a time. Participants discuss what they think they see before explanations are given. After going through all illusions, the trainer shows each again with explanations, then ties the lesson to real life: visual assumptions about people can lead to misguided conclusions, reinforcing the lesson 'don't judge a book by its cover.'

rules:
Display a series of optical illusions one at a time. Ask participants to discuss what they think they see before moving on. After all illusions have been shown, display each one again with an explanation of the perceptual trick. Then facilitate a discussion linking visual assumptions about illusions to prejudgments about people.

source_excerpt:
Lange demonstrates by displaying a series of optical illusions, one at a time. He asks the participants to discuss what they think they see before moving on to the next one.


name: Optical Illusions
category: conflict-empatie
subcategory: communication
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 340
materials_category: vizuale
materials_list: series of optical illusions
skills_developed: empathy, perspective-taking, critical thinking
difficulty_level: usor
keywords: optical illusions, first impressions, perspective, judgment
tags: ["communication", "energizer", "empathy"]
language: en
normalized_name: optical illusions
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
The trainer displays a series of optical illusions one at a time, asking participants to discuss what they think they see before moving on. After showing the entire set, the trainer goes back through each one and explains the trick it plays on the eye. The lesson is then tied to real life: we often judge people based on first impressions, which can be wrong. Participants are asked to offer possible explanations for people not meeting first expectations.

rules:
Trainer displays optical illusions one at a time. Participants discuss what they think they see. After all illusions are shown, the trainer revisits each and explains it. Participants then discuss how first impressions of people can be misleading.

source_excerpt:
Lange demonstrates by displaying a series of optical illusions, one at a time. He asks the participants to discuss what they think they see before moving on to the next one.


name: You Bet Your Life
category: icebreakers
subcategory: opener
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 341
materials_category: joc de societate
materials_list: poker chips with secret words written on them
skills_developed: networking, communication, conversation
difficulty_level: usor
keywords: secret word, icebreaker, poker chips, conversation
tags: ["opener", "icebreaker", "networking"]
language: en
normalized_name: you bet your life
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An icebreaker based on the old Groucho Marx TV show. Each participant receives a poker chip with a secret word written on it and is asked not to share it. The goal is to meet as many people as possible. To collect a word, a participant must say that word in normal conversation with the person holding it. The person with the most collected words wins a prize. Words are chosen to have a high probability of naturally appearing in 'getting to know you' conversation.

rules:
Each participant gets a poker chip with a secret word. They must meet as many people as possible and say each other's secret words in normal conversation. When someone says your word, you show them the chip. Keep score. Words stay active throughout. Variations on the word count. In group discussions, show chip only to the individual who said the word.

source_excerpt:
To collect a word, a participant must say the word in normal conversation with the person who holds it.


name: The Marker and Water Trick
category: altele
subcategory: train-the-trainer, topical
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 342
materials_category: obiecte
materials_list: glass of water, large pitcher of water, magic marker
skills_developed: understanding organizational change, training awareness
difficulty_level: usor
keywords: marker, water, organizational change, training impact
tags: ["train-the-trainer", "topical", "demonstration"]
language: en
normalized_name: the marker and water trick
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A demonstration for train-the-trainer classes. The trainer dips a marker in a glass of water to color it, representing how training changes individual participants. The colored water is then poured into a large pitcher, showing how trained individuals affect the broader organization. The process can be repeated with another marker to show cumulative effect: the pitcher keeps getting darker as more people are trained, demonstrating how the whole organization gradually changes.

rules:
Trainer dips a marker in a glass of water. As the ink colors the water, explains how training has changed the participants. Then pours the colored water into a large pitcher (the color dilutes but changes the pitcher). Can repeat with another colored glass poured into the pitcher to show cumulative organizational change.

variations:
Trainer can pour a second glass of marker-colored water into the pitcher to represent additional trained employees, making the pitcher darker each time.

source_excerpt:
Yun explains how each participant will have a similar effect as their training begins to change the workplace environment.


name: The World Wide Web Review
category: team-building
subcategory: review
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 344
materials_category: rechizite
materials_list: flipchart paper, writing materials
skills_developed: recall, mind-mapping, collaboration
difficulty_level: usor
keywords: mind map, review, web, poster, team
tags: ["review", "team-building"]
language: en
normalized_name: the world wide web review
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A mind-mapping review technique. Participants are separated into groups of 3 to 10 and assigned a product, service, or work procedure from the session. A scribe writes the object in the center of a blank poster. Teams have 2 minutes to 'web' or branch off any related characteristics or points they recall. When time is up, teams rotate to the next poster until all teams have contributed to each review sheet. Finally, the class reviews all posters together.

rules:
Separate participants into groups of 3-10. Each group stands at a blank poster with a topic written in the center. In 2 minutes, teams branch off related points. After 2 minutes, rotate to the next poster. Continue until all teams have contributed to all posters. Review all posters as a class.

source_excerpt:
When Beck says begin, each team has two minutes to 'web' or branch off that object any related characteristics or points they can recall from the session.


name: Interviews
category: team-building
subcategory: communication, review
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 345
skills_developed: listening, retention, communication
difficulty_level: usor
keywords: interview, listening, retention, communication
tags: ["communication", "review"]
language: en
normalized_name: interviews
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A communication and listening exercise. One person is interviewed for 5 minutes on a specific topic by a team of three, while another team of three listens. At the end, the listening team must recap what the interviewee said in three sentences. The interviewing team scores the listening team on accuracy. Teams rotate so listeners become interviewers, with new interviewees and topics. The team with the highest total score wins.

rules:
One interviewee is interviewed for 5 minutes by a team of 3. Another team of 3 listens. Listening team recaps what was said in 3 sentences. Interviewing team scores accuracy. Teams rotate roles with new interviewees and topics. Highest total score wins.

source_excerpt:
One person is interviewed for five minutes on a specific topic by a team of three people, while another team of three listens to the questions and answers.


name: Admission Tickets
category: icebreakers
subcategory: opener
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 346
materials_category: rechizite
materials_list: admission tickets (notecard-sized), instructions sheet
skills_developed: goal setting, self-awareness, accountability
difficulty_level: usor
keywords: admission ticket, opener, expectations, pre-class
tags: ["opener", "icebreaker", "pre-work"]
language: en
normalized_name: admission tickets
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An opener that encourages participants to think about their training goals before the class begins. The trainer sends each participant a notecard-sized 'admission ticket' with instructions a few days before the course. Participants fill in their name, expectations, greatest need, get signatures from someone they shared their goals with, and from someone they promise to share what they learn with. The cards are used as an opener in the session and referred to throughout the course.

rules:
Trainer makes tickets (3x5 inch notecard size) and sends them with instructions a few days before the session. Instructions: print name; expectations for the course; greatest need in the subject area; signature of someone you've shared those with; signature of someone not attending the session whom you've promised to share something you learn. Cards are used as an opener and referred to throughout the session.

source_excerpt:
Pare, a reading curriculum coordinator at Cy-Fair Independent School District in Houston, makes tickets about the size of a 3 x 5 inch notecard and sends them—along with a brief set of instructions—to participants a few days before her course begins.


name: Putting Things in Perspective
category: conflict-empatie
subcategory: communication
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 347
materials_category: vizuale
materials_list: poster-sized color montage, flashlight, cardboard with small hole, widely focused strobe light
skills_developed: perspective-taking, critical thinking, open-mindedness
difficulty_level: usor
keywords: perspective, illusion, focus, big picture
tags: ["communication", "perspective"]
language: en
normalized_name: putting things in perspective
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An exercise on perspective and idea sharing. The trainer turns off the room lights and hangs a large color montage on the wall while participants have their eyes closed. Three different light conditions are used sequentially: a narrow flashlight beam through a cardboard cutout, a widely focused strobe light, and finally the full room lights. After each condition, participants open their eyes and write down what they see. Discussion follows about how different perspectives (narrow, scattered, or balanced) affect understanding.

rules:
Participants close eyes. Trainer hangs color montage. First: flashlight through narrow cardboard hole. Participants open eyes, write what they see, close eyes. Second: widely focused strobe light. Participants open eyes, write what they see, close eyes. Third: full room lights. Participants open eyes, write what they see. Class shares observations and discusses how perspective affects understanding.

source_excerpt:
Moody turns out the room lights and asks participants to close their eyes. While they have their eyes closed, she hangs a large picture on a classroom wall (she uses a color montage).


name: Pushing Back
variations: If the first volunteer doesn't push back, thank them and find another volunteer.
category: conflict-empatie
subcategory: communication
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 348
skills_developed: open-mindedness, critical thinking, self-expression
difficulty_level: usor
keywords: pushing back, right and wrong, multiple answers, volunteer
tags: ["communication", "empathy", "opener"]
language: en
normalized_name: pushing back
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A physical demonstration to help participants get over fear of being wrong and explore multiple valid answers. A volunteer raises their hands palms-forward. The trainer pushes against the volunteer's palms, first gently then with increasing force. The volunteer almost always pushes back. The class then discusses whether the volunteer responded correctly — some say yes (natural response), others say no (no explicit instruction to push back). The lesson: there can be multiple correct responses to a situation.

rules:
Ask for a volunteer to raise hands palms-forward. Trainer puts palms against the volunteer's and pushes gently, then harder. Volunteer typically pushes back. Trainer asks class: What were the instructions? What did the trainer do? How did the volunteer respond? Was the response correct? Discussion follows about multiple valid answers.

source_excerpt:
He begins by asking for a volunteer. He instructs that person to raise his or her hands, palms forward. He then puts his palms against the volunteer's and pushes, gently at first, then with increasing force.


name: Check, Please!
category: altele
subcategory: topical, time management
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 350
materials_category: rechizite
materials_list: check made out to each participant for $86,400, flipchart
skills_developed: time management, prioritization, self-reflection
difficulty_level: usor
keywords: time management, check, $86400, priorities
tags: ["topical", "time management"]
language: en
normalized_name: check, please!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity to facilitate discussion about time management. Each participant receives a check made out to them for $86,400 (the number of seconds in a day), with 24 hours to spend it. Participants share how they plan to spend the money, and responses are recorded on a flipchart. After the exercise, the trainer notes that most spent every penny, then draws the parallel: each day has 86,400 seconds, yet we rarely prioritize time as carefully as money.

rules:
Trainer prepares checks for $86,400 for each participant. Participants are told they have 24 hours to spend the money and must share how they plan to do so. Responses are recorded on flipchart. Trainer leads discussion comparing prioritization of money vs. time.

source_excerpt:
She hands each participant a check made out to them for the amount of $86,400 (nonnegotiable, of course) and explains that they have only 24 hours to spend the money.


name: Real-World Examples
category: altele
subcategory: topical, customer service
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 351-352
materials_category: rechizite
materials_list: questionnaire (before), questionnaire (after)
skills_developed: customer service, self-reflection, critical analysis
difficulty_level: usor
keywords: customer service, questionnaire, before and after, real world
tags: ["topical", "customer service", "review"]
language: en
normalized_name: real-world examples
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A before-and-after customer service exercise. At the start of the session, participants fill out a questionnaire recalling a good or bad customer service experience they had. During introductions, each shares their incident briefly. At the end of the session, participants take out their questionnaire again and complete a second form that asks which customer service skills discussed were used correctly or not in their example. A discussion of findings follows.

rules:
At session start: distribute questionnaire asking participants to describe a customer experience. During introductions: each participant briefly shares their incident. At session end: participants review their questionnaire and complete a second form analyzing which skills from the session were or weren't used properly. Lead discussion.

source_excerpt:
When participants enter Lorino's classroom for a half-day session on customer service training, she gives them a questionnaire (Figure 1) that asks them to recall a situation, good or bad, when they were a customer and how that incident changed their relationship with the business.


name: Total Recall
category: team-building
subcategory: review
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 353
materials_category: rechizite
materials_list: flipchart
skills_developed: memory, recall, retention
difficulty_level: usor
keywords: recall, review, memory, multi-day
tags: ["review", "multi-day training"]
language: en
normalized_name: total recall
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A daily review technique for multi-day training sessions. At the start of each day, participants individually write down everything they can remember from the previous day, without notes or discussion. After completing their lists, they discuss with others at their table. Groups then share their items with the class, which are recorded on a flipchart. The method tests what points the trainer communicated effectively — if few remember something, it was likely not presented well.

rules:
Start of each day: participants individually write what they recall from the previous day without notes. Participants then discuss with others at their table. Groups share their items with the class. Trainer records on flipchart.

source_excerpt:
So she starts each day by asking participants to write everything they can remember from the previous day, individually and without discussion.


name: Total Recall
category: team-building
subcategory: review
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 353
materials_category: papetarie
materials_list: Flipchart
skills_developed: recall, communication, review
difficulty_level: usor
keywords: review, recall, multiple-day, training
tags: ["review", "opener", "team-building"]
language: en
normalized_name: total recall
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A review activity for multiple-day training sessions where participants individually write everything they remember from the previous day, then discuss with table partners, and finally share with the whole group while the trainer records on a flipchart.

rules:
Participants write individually without notes or discussion first. Then they discuss with others at their tables. Groups then take turns offering information which the trainer records on a flipchart.

source_excerpt:
she starts each day by asking participants to write everything they can remember from the previous day, individually and without discussion.


name: Brilliant Brainstorming
category: team-building
subcategory: energizer
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 354
skills_developed: brainstorming, creativity, teamwork, language
difficulty_level: usor
keywords: brainstorming, word game, sentences, acronym
tags: ["team-building", "energizer", "word game"]
language: en
normalized_name: brilliant brainstorming
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Small groups pick a four- or five-letter word. They then have 3 minutes to create as many sentences as possible using each letter of the word (in sequence) as the first letter of a word in the sentence. Sentences must be grammatically correct but don't have to make sense, which adds humor. The team with the most sentences wins a small prize. Groups are encouraged to pick words relating to course content to build relevance.

rules:
Small groups of 5-6 pick a 4-5 letter word (ideally related to course content). In 3 minutes, create as many sentences as possible where each letter of the word is the first letter of a word in the sentence (in sequence). Sentences must have proper structure but don't need to make sense. Team with most sentences wins a small prize.

source_excerpt:
Kinner gives them three minutes to create sentences using each letter of their word, in sequence, as the first letter of a word in the sentence.


name: Brilliant Brainstorming
category: team-building
subcategory: energizer
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 354
skills_developed: brainstorming, creativity, teamwork, synergy
difficulty_level: usor
keywords: brainstorming, word game, creative, sentences
tags: ["opener", "team-building", "energizer"]
language: en
normalized_name: brilliant brainstorming
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Small groups pick a four- or five-letter word and create sentences using each letter of the word as the first letter of a word in the sentence. The team creating the most sentences wins a small prize. Encourages synergy and brainstorming skills.

rules:
Groups pick a 4- or 5-letter word. They have 3 minutes to create sentences where each letter of the word starts a word in the sentence in sequence. Sentences must have proper structure but don't have to make sense. The team with the most sentences wins.

source_excerpt:
Kinner gives them three minutes to create sentences using each letter of their word, in sequence, as the first letter of a word in the sentence.


name: Shoe Box
category: team-building
subcategory: opener
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 355
materials_category: obiecte
materials_list: object brought by each participant, shoe box
skills_developed: memory, teamwork, collaboration
difficulty_level: usor
keywords: shoe box, memory, teamwork, objects
tags: ["team-building", "opener"]
language: en
normalized_name: shoe box
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An opener and team-building activity. Participants are asked in advance to bring a small object to class. All objects are placed in a shoe box. At the session start, participants get 60 seconds to look in the box, then one minute to individually list as many items as they can remember. They are then divided into groups of four and given another minute to generate a combined group list. Groups always do better than individuals, making a strong team-building point.

rules:
Before session: ask participants to bring a small object. Put all objects in a shoe box. At session: participants get 60 seconds to look in the box. Then 1 minute to individually list items remembered. Divide into groups of 4 and give 1 more minute to generate a combined group list. Compare individual and group results.

source_excerpt:
At the start of the session, participants get 60 seconds to look in the box and then have a minute to list on paper as many items as they can remember.


name: Shoe Box
category: team-building
subcategory: opener
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 355
materials_category: obiecte diverse
materials_list: An object brought by each participant, a shoe box
skills_developed: memory, teamwork, observation
difficulty_level: usor
keywords: memory, teamwork, shoe box, observation
tags: ["opener", "team-building"]
language: en
normalized_name: shoe box
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants bring small objects placed in a shoe box. Individuals get 60 seconds to look in the box, then list items they remember. Then groups of four combine their memories. The group list is invariably better, demonstrating the value of teamwork.

rules:
Registrants bring a small object. At the session start, participants get 60 seconds to look in the box, then 1 minute to list items individually. Then groups of four get another minute to generate a combined list.

source_excerpt:
participants get 60 seconds to look in the box and then have a minute to list on paper as many items as they can remember.


name: Listen with Your Eyes
category: icebreakers
subcategory: opener, energizer
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 356
materials_category: rechizite
materials_list: copies of the American Sign Language (ASL) alphabet, ASL-fluent presenter
skills_developed: listening, attention, awareness
difficulty_level: usor
keywords: sign language, ASL, listening, attention, eyes
tags: ["opener", "energizer", "communication"]
language: en
normalized_name: listen with your eyes
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part22
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An opener demonstrating that listening requires more than passive hearing — eyes are also essential. An employee who knows American Sign Language (ASL) is asked to introduce the course in sign language. Each participant receives a copy of the ASL alphabet and tries to record what is signed. The signer slowly signs the word 'welcome.' All extraneous activity in the room stops as participants realize they cannot rely on their ears alone. A discussion about giving full attention follows.

rules:
An ASL-fluent employee introduces the course using sign language. Each participant is given a copy of the ASL alphabet to record what they pick up. Presenter slowly signs 'welcome.' After the exercise, lead discussion on the value of using all available resources to give someone full attention.

source_excerpt:
Nina Hollingsworth... asks an employee who 'speaks' sign language to introduce the course. Each participant is given a copy of the American Sign Language alphabet and asked to record what they pick up.


name: Listen with Your Eyes
category: icebreakers
subcategory: communication
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 356
materials_category: materiale tiparite
skills_developed: listening, attention, non-verbal communication
difficulty_level: usor
keywords: sign language, listening, communication, attention
tags: ["opener", "energizer", "communication"]
language: en
normalized_name: listen with your eyes
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A participant who knows American Sign Language signs the word 'welcome' while others try to decode it using a printed ASL alphabet. Demonstrates that listening is more than passive and that eyes are as important as ears in perceiving a message.

rules:
Participants receive a copy of the ASL alphabet. An employee familiar with ASL slowly signs the word 'welcome.' Participants try to record what they pick up. Followed by discussion on using all available resources for full attention.

source_excerpt:
asks an employee who 'speaks' sign language to introduce the course. Each participant is given a copy of the American Sign Language alphabet and asked to record what they pick up.

materials_list:
Copies of the American Sign Language (ASL) alphabet for all participants, a presenter who is familiar with ASL


name: Story Time
variations: After a few days, participants tell either a true story or a lie and others guess which.
category: icebreakers
subcategory: orientation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 357
skills_developed: communication, friendship, storytelling
difficulty_level: usor
keywords: storytelling, orientation, icebreaker, personal stories
tags: ["topical", "communication"]
language: en
normalized_name: story time
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
At the beginning and end of each training day, a new topic is announced and each participant shares a short personal story related to it. Topics include best weather story, most embarrassing moment, worst haircut, etc. Helps new employees develop friendships during orientation.

rules:
Trainer presents a topic. Each participant shares a related short personal story. After a few days, participants can tell either a true story or a lie and others guess which it is.

source_excerpt:
Mattson presents a new topic to the class and asks each participant to share a related short personal story with the class.


name: Stupid Questions
category: icebreakers
subcategory: opener
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 358
skills_developed: confidence, humor, participation
difficulty_level: usor
keywords: questions, humor, fear, participation, comfort
tags: ["opener"]
language: en
normalized_name: stupid questions
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Trainer reads a list of silly, irrelevant questions ever asked in a corporate classroom. Small groups then come up with their own bizarre question to share. The most irrelevant wins a prize. Helps participants overcome fear of asking questions in class.

rules:
Trainer reads a list of silly questions. Small groups come up with the most bizarre question they can. Groups share their question with the large group. The most irrelevant question wins a small prize.

source_excerpt:
Darren Patton reads aloud a list of some of the silliest, most irrelevant questions he's ever had to answer in a corporate classroom.


name: Three-Way Role Play
category: team-building
subcategory: sales training
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 359
skills_developed: sales, listening, observation, feedback, coaching
difficulty_level: mediu
keywords: role play, sales, coaching, observer, three-person
tags: ["team-building", "topical", "sales"]
language: en
normalized_name: three-way role play
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A three-person role play for sales training where one plays the salesperson, one the prospect, and one an observer/coach who can supply advice whenever needed. Roles are rotated so everyone plays each role at least once, enabling learning by doing, listening, and observation.

rules:
Three participants: one salesperson, one prospect, one coach/observer. The coach can supply advice to the salesperson at any time. Roles rotate until everyone has played each role at least once.

source_excerpt:
one participant plays the role of salesperson, another the role of the prospect, and the third person plays the role of an observer or 'coach' who can supply advice to the salesperson whenever needed.


name: What's in a Name?
category: icebreakers
subcategory: team-building opener
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 360
materials_category: papetarie
materials_list: Flipchart paper
skills_developed: rapport building, self-disclosure, team cohesion
difficulty_level: usor
keywords: names, nicknames, icebreaker, rapport, team-building
tags: ["opener", "team-building"]
language: en
normalized_name: what's in a name?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants write their first name and a nickname they've had on a flipchart, explaining the nickname's origin. Helps team members begin training with reduced tension and increased rapport, providing insight into personalities and backgrounds.

rules:
Participants, one at a time, write their first name and a nickname on a flipchart at the front of the class, and explain the nickname's origin.

source_excerpt:
asks participants, one at a time, to write their first names on a flipchart at the front of the class. They're also asked to write a nickname they've had in their lives, explaining the nickname's origin as they write.


name: Coins and Catch Phrases
category: icebreakers
subcategory: energizer
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 361
materials_category: obiecte diverse
materials_list: A handful of coins
skills_developed: lateral thinking, word association
difficulty_level: usor
keywords: coins, energizer, change, transition, break
tags: ["energizer"]
language: en
normalized_name: coins and catch phrases
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Coins are taped under participants' chairs before training. At a break point, participants look under their chairs and are asked to describe the coins with one word. The trainer leads them to the word 'change,' using it as a thematic energizer and transition to break.

rules:
Trainer tapes various coins under chairs before the session. At an appropriate moment, participants look under chairs, identify what they find, and characterize the coins in one word. Trainer prompts for 'change' as the key word.

source_excerpt:
randomly tapes various coins to the bottom of participants' chairs. At a point where the group needs an energizer or a stretch, Muegge asks participants to look under their chairs.


name: Attitude Is Everything
category: team-building
subcategory: discussion activity
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 363
materials_category: papetarie
materials_list: Flipchart and paper
skills_developed: reflection, teamwork, attitude awareness
difficulty_level: usor
keywords: attitude, skills, team, brainstorming, qualities
tags: ["team-building"]
language: en
normalized_name: attitude is everything
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Group brainstorms qualities of an ideal team member, then classifies each quality as a skill or an attitude. Typically attitudes dominate (about 85% vs 15% skills), leading to discussion on how attitude impacts team success more than knowledge or individual skill.

rules:
Group brainstorms ideal team member qualities for 5 minutes; trainer lists them on flipchart. Trainer presents definitions of 'skill' and 'attitude.' Group decides if each item is a skill or attitude. Leads to discussion of implications.

source_excerpt:
asks a group to brainstorm for five minutes on the qualities of the ideal team member and lists the qualities on a flipchart.


name: Going Behind Their Backs
category: team-building
subcategory: energizer
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 364
materials_category: papetarie
materials_list: Small slips of paper, writing utensils for everyone
skills_developed: positive feedback, camaraderie, communication
difficulty_level: usor
keywords: compliments, camaraderie, back, positivity, team-building
tags: ["team-building", "energizer"]
language: en
normalized_name: going behind their backs
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants tape sheets of paper to each other's backs, then mingle and write compliments on the sheets worn by others. Similar to signing yearbooks. Used as an energizer or transition, or to build camaraderie and improve communication/cooperation within teams.

rules:
Participants tape sheets of paper to each other's backs. They mingle and write compliments about each other on the sheets. Can take 10 minutes as an energizer or up to 20 minutes when focused on communication/cooperation content.

source_excerpt:
has participants tape sheets of paper to each other's backs, then gives them time to mingle and write compliments about each other on those sheets.


name: The Danger of Assumptions
category: integrare-incluziune
subcategory: diversity
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 366
materials_category: papetarie
materials_list: Slips of paper with participant names, index cards
skills_developed: empathy, observation, self-awareness, diversity awareness
difficulty_level: usor
keywords: assumptions, diversity, observation, positive feedback, inclusion
tags: ["opener", "topical", "diversity"]
language: en
normalized_name: the danger of assumptions
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Each participant is given a slip of paper with another participant's name and asked to observe that person throughout the day, recording positive observations and assumptions. At the end, each person reads their observations aloud and gives the card to the subject.

rules:
Trainer prepares slips with each participant's name. Each person receives a slip with someone else's name (kept secret). They observe that person throughout the day and write positive observations on index cards. At some point each reads their observations aloud and gives the card to the subject.

source_excerpt:
Participants are asked to observe their 'designated person' throughout the day and write down on index cards positive observations and assumptions.


name: Silent Birthdays
category: team-building
subcategory: communication
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 367
skills_developed: non-verbal communication, leadership, problem solving, teamwork
difficulty_level: usor
keywords: silent, birthdays, non-verbal, leadership, communication
tags: ["team-building", "communication"]
language: en
normalized_name: silent birthdays
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
The entire group must line up in ascending order of their birth dates without speaking to each other. A leader typically emerges and finds non-verbal communication tools. Used to highlight communication styles, leadership, and finding new ways to collaborate.

rules:
Entire group (or groups of 10) must line up in ascending order by birth date. No speaking is allowed. Trainer allows 5-10 minutes, monitoring frustration level. When time is up, the group calls out its lineup.

source_excerpt:
asks the entire group (or small groups of 10 if the class is especially large) to line up in ascending order by their birth dates. The catch? They cannot speak to each other.


name: Past Experiences
category: team-building
subcategory: reflection
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 368
materials_category: papetarie
materials_list: Post-It Notes (two colors)
skills_developed: reflection, team development, learning from experience
difficulty_level: mediu
keywords: past experiences, team development, Post-It, reflection, cycle
tags: ["team-building"]
language: en
normalized_name: past experiences
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants list effective and ineffective characteristics of past teams on different colored Post-It Notes, then place notes on a wall model of a team's typical development cycle. Reveals where teams get stuck and how improvement happens, leading to discussion on proactive and reactive guidelines.

rules:
Using one color Post-It Note, participants list positive/effective characteristics of past teams (one per note). Using another color, they list ineffective behaviors. A wall-sized model of team development cycle phases is displayed. Participants stick their notes on the relevant phase. Discussion and debriefing follows.

source_excerpt:
first asks participants to think of any team they've been a part of in the past, and using one color of Post-It Notes, list all the positive or effective characteristics of that team.


name: Dealing with Differences
category: integrare-incluziune
subcategory: diversity
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 369
skills_developed: diversity awareness, observation, empathy
difficulty_level: usor
keywords: differences, similarities, diversity, inclusion, groups
tags: ["topical", "diversity"]
language: en
normalized_name: dealing with differences
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Groups of four have two minutes to discover two ways they are all alike and four ways they are different. 'Easy' answers like wearing shoes are discouraged. Leads into discussion of how groups benefit from diversity and the importance of acknowledging differences.

rules:
Divide into groups of four. Groups have two minutes (optional) to find two similarities and four differences among all members. Easy answers are discouraged. Leads to group discussion on diversity and workplace applications.

source_excerpt:
divides participants into groups of four and gives them two minutes to discover two ways that all of them are alike and four ways that they are different.


name: Dealing with Differences
category: icebreakers
subcategory: Diversity
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 369
skills_developed: diversity awareness, communication, self-awareness
difficulty_level: usor
keywords: differences, similarities, diversity, groups
tags: ["opener", "team-building", "communication"]
language: en
normalized_name: dealing with differences
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants are divided into groups of four and given two minutes to discover two ways that all of them are alike and four ways they are different. Easy answers (like noting everyone is wearing shoes) are discouraged. Leads into discussion of how groups benefit from differences and similarities.

rules:
Groups of four; two minutes to find two similarities and four differences among all members; 'easy' answers are discouraged. Then discuss how differences and similarities apply to workplace situations.

source_excerpt:
divides participants into groups of four and gives them two minutes to discover two ways that all of them are alike and four ways that they are different.


name: Team Drawings
category: team-building
subcategory: energizer
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 370
materials_category: papetarie
materials_list: Lots of colored markers, flipchart paper
skills_developed: creativity, self-awareness, team bonding, self-expression
difficulty_level: usor
keywords: drawings, team-building, self-disclosure, creative, visual
tags: ["team-building", "energizer"]
language: en
normalized_name: team drawings
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants divide a flipchart sheet into four quadrants (strengths, ways they might hinder the team, what they need from others, hobbies/interests) and fill each with drawings only — no words. They then share and tape their charts on the wall for the duration of the session.

rules:
Each participant gets a sheet of flipchart paper divided into 4 quadrants labeled: (1) Strengths I bring to the team, (2) Ways I might hinder the team, (3) What I need from others to do my best, (4) Hobbies/interests/outside activities. Only drawings, no words. 20-30 minutes to complete. Each person shares their chart and tapes it on the wall.

source_excerpt:
provides lots of colored markers and gives each participant a sheet of flipchart paper. He asks participants to divide the sheet into quarters and label the quadrants.


name: Team Drawings
category: team-building
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 370
materials_category: craft
materials_list: colored markers, flipchart paper
skills_developed: self-awareness, creative expression, team communication
difficulty_level: usor
keywords: drawings, team, self-expression, flipchart
tags: ["opener", "team-building", "creative"]
language: en
normalized_name: team drawings
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
At the outset of team-building courses, participants get a sheet of flipchart paper divided into four quadrants labeled with: strengths they bring to the team, ways they might hinder the team, what they need from others, and hobbies/interests. They must fill each quadrant with drawings (no words). Then each person shares their chart and tapes it on the wall.

rules:
Divide paper into four quadrants; label each quadrant as described; use only drawings (no words) in each quadrant; allow 20-30 minutes to complete; each person presents and tapes their chart on the wall.

source_excerpt:
asks participants to divide the sheet into quarters and label the quadrants: Upper left: Strengths I bring to the team; Upper right: Ways I might hinder the team


name: New Employee Egg Hunt
category: jocuri-cercetasesti
subcategory: orientation
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 371
materials_category: materiale diverse
materials_list: Colored plastic Easter eggs, slips of paper with questions
skills_developed: exploration, initiative, company orientation, networking
difficulty_level: usor
keywords: egg hunt, orientation, new employee, exploration, Easter
tags: ["energizer", "topical", "orientation"]
language: en
normalized_name: new employee egg hunt
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part23
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Colored plastic Easter eggs containing questions are hidden around a common area. New employees hunt for eggs, answer questions that require locating specific people or departments, and report back their findings. Builds familiarity with company layout, people, and functions.

rules:
Trainer writes questions on slips of paper and inserts them in plastic Easter eggs, then hides eggs in a common area (e.g., cafeteria). Participants hunt for eggs and answer the questions inside, often requiring them to find specific people/departments. After all eggs are found and questions answered, participants share findings. Most correct answers wins a prize.

source_excerpt:
writes questions on small pieces of paper, then slips them inside eggs. Loughridge then hides the eggs in a common area, such as the cafeteria, and asks participants to hunt for them.


name: New Employee Egg Hunt
category: icebreakers
subcategory: Orientation
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 371
materials_category: props
materials_list: colored plastic Easter eggs, slips of paper with questions
skills_developed: orientation, exploration, networking
difficulty_level: usor
keywords: egg hunt, orientation, new employees, questions
tags: ["energizer", "topical", "orientation"]
language: en
normalized_name: new employee egg hunt
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Before orientation sessions, questions are written on small slips of paper and placed inside colored plastic Easter eggs, which are then hidden in a common area. New employees hunt for eggs; finding one requires them to answer the question inside, often by locating a specific person or department. The participant with the most correct answers wins a small prize.

rules:
Trainer writes questions and places them inside Easter eggs; eggs are hidden in a common area; participants hunt for eggs and answer the questions inside (which often require finding a specific person or department); after all eggs found, participants share their new knowledge; most correct answers wins a prize.

source_excerpt:
writes questions on small pieces of paper, then slips them inside eggs. Loughridge then hides the eggs in a common area, such as the cafeteria, and asks participants to hunt for them.


name: Magnificent Flying Machines
category: creative-stem
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 372
materials_category: stationery
materials_list: scrap paper
skills_developed: creative thinking, problem solving, lateral thinking
difficulty_level: usor
keywords: flying machines, creativity, paper airplane, innovation
tags: ["energizer", "creative", "problem-solving"]
language: en
normalized_name: magnificent flying machines
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants are first asked to make a paper airplane that flies — most succeed easily. Then they are asked to make a completely new flying machine using a fresh sheet of paper. Most will fall back on the conventional design. The trainer then crumples a piece of paper and throws it across the room to demonstrate that what matters is meeting the problem's parameters, not fitting conventional expectations.

rules:
Give each participant a sheet of paper to make a plane that flies; then give a fresh sheet and ask for a completely new flying machine design; after attempts, crumple a sheet into a ball and throw it to show a 'ball' also flies; debrief on creative thinking vs. conventional approaches.

source_excerpt:
Give each participant a single sheet of paper and ask them to make a plane that flies. Each person will more than likely be successful and also be able to demonstrate for others having problems. Next ask that they use a fresh sheet of paper to create a new flying machine.


name: Brick Wall
category: team-building
subcategory: Customer Service
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 373
materials_category: props
materials_list: cardboard bricks
skills_developed: problem solving, systems thinking, customer service
difficulty_level: mediu
keywords: brick wall, barriers, customer service, problem solving
tags: ["topical", "team-building"]
language: en
normalized_name: brick wall
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A trainer builds a wall out of cardboard bricks to represent barriers employees encounter in customer service. Some bricks are immovable (laws/regulations), some represent policies, and some represent employees' inflexibility. As participants offer solutions to flaws in the system, they knock holes in the cardboard wall to illustrate breakthroughs.

rules:
Build a 'brick wall' from cardboard bricks; each brick represents a barrier (law, policy, or inflexibility); as participants suggest solutions, they knock holes in the wall; debrief on how barriers are replaced and the importance of new ways of thinking.

variations:
Can also be used to illustrate barriers built by trainers, participants, or outside influences such as non-supportive supervisors.

source_excerpt:
Griffin, a senior operations analyst with the Georgia Department of Labor in Atlanta, builds the wall out of cardboard bricks purchased at a local toy store.


name: Flash Cube Illusion
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 374
materials_category: props
materials_list: flash cubes (4-flash type), pencil eraser
skills_developed: teamwork, engagement
difficulty_level: usor
keywords: flash cube, illusion, teamwork, energizer
tags: ["energizer", "team-building", "trick"]
language: en
normalized_name: flash cube illusion
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
The trainer secretly prepares a flash cube with a pencil eraser wedge as a trigger. Participants stand in a circle holding hands and shuffle their feet. The trainer stands in the center and, at the right moment, touches someone in the circle and presses the hidden button — making the flash appear to be generated by the group's 'energy'. The illusion reinforces the power of working together.

rules:
Cut a wedge from a pencil eraser; insert it into a flash cube slot; ask participants to stand in a circle holding hands and shuffle their feet; stand in center; make contact with someone in the circle and simultaneously press the eraser button to trigger the flash. Can also be used as a 'magic volunteer finder' by moving among participants and igniting the flash to select a 'random' volunteer. Each flash cube can be used four times.

variations:
Can also be used as a 'magic volunteer finder' — move among participants and seemingly randomly ignite the flash to choose the next volunteer.

source_excerpt:
Ask participants to stand in a circle and hold hands. Stand in the center, making it clear you must be careful not to touch anyone, and instruct them to shuffle their feet rapidly.


name: The Cookie Review
category: altele
subcategory: Review
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 375
materials_category: stationery
materials_list: slips of paper with cookie ingredients, large mixing bowl, flipchart, real chocolate chip cookies
skills_developed: motivation, recall
difficulty_level: usor
keywords: review, motivation, cookies, reward
tags: ["review", "energizer"]
language: en
normalized_name: the cookie review
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A classroom review activity where participants earn cookie recipe ingredient slips by answering questions correctly. The slips are pinned to a picture of a cookie on a flipchart. When all ingredients are collected, the trainer rewards the class with real chocolate chip cookies.

rules:
Prepare slips of paper with cookie recipe ingredients; place in a bowl; participants take an ingredient slip when they answer a question correctly and pin it to the posted cookie picture; when the bowl is empty and the recipe is complete, reward the class with actual cookies.

source_excerpt:
Irwin places several slips of paper in a bowl, each listing an ingredient to a recipe for chocolate chip cookies. When participants answer questions correctly, they take an ingredient slip out of the bowl and pin it to a posted picture of a chocolate chip cookie.


name: I Do Not Like Them, Sam I Am
category: altele
subcategory: Customer Service / Communication
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 376
materials_category: media
materials_list: Dr. Seuss books, tape recorder
skills_developed: voice clarity, tone, pacing, communication
difficulty_level: usor
keywords: voice, Dr. Seuss, reading, customer service
tags: ["communication", "topical"]
language: en
normalized_name: i do not like them, sam i am
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants read aloud from Dr. Seuss books (particularly 'Green Eggs and Ham') while being recorded on tape. Their readings are then constructively critiqued by the group to help them improve voice tone, pacing, and clarity — skills important for customer service representatives.

rules:
Each participant reads from a Dr. Seuss book; readings are recorded on tape; group then constructively critiques each reading for voice tone, pacing, and clarity.

source_excerpt:
Dr. Seuss's children's book Green Eggs and Ham provides an effective and entertaining training tool in Rita Dillow's training for customer service representatives.


name: A Letter from the President
category: altele
subcategory: Opener
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 377
materials_list: letter from company president
skills_developed: motivation, engagement
difficulty_level: usor
keywords: letter, president, inspiration, opener
tags: ["opener"]
language: en
normalized_name: a letter from the president
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Before a training course begins, a letter from the company president is sent to all participants to inspire them. The letter explains why the president feels the course is important to business success and why each participant was invited. The letter is then used as an opener to the session.

rules:
Prepare a two-paragraph letter from the president; send to participants prior to the course; use the letter as the session opener.

source_excerpt:
Katherine Bird, training specialist for Fidelity Federal Bank, sends a letter from the company president to all participants prior to a course to inspire people a little before they ever enter the classroom.


name: Funny Pages
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 378
materials_category: stationery
materials_list: comic strips cut into individual panels
skills_developed: interaction, communication, group formation
difficulty_level: usor
keywords: comics, panels, group formation, mixer
tags: ["energizer", "icebreaker", "group formation"]
language: en
normalized_name: funny pages
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Comic strips are cut into individual panels and shuffled. Each participant receives one panel and must find the others who hold the remaining panels to complete their comic strip. This is used to divide large groups into smaller ones in a fun and interactive way.

rules:
Select comic strips; cut into individual panels; shuffle and give one panel to each participant; participants find the other panels to complete their strip. For maximum interaction, use different issues of the same comic. For easy group formation, use different comics per group.

variations:
For maximum interaction, use different issues of the same comic strip so the exercise is harder. For easier grouping, assign one comic to each intended group. Sunday comics with 10+ panels work for larger subgroups.

source_excerpt:
She separates the panels of several comics, shuffles them, and hands one to each participant. Their job is to find the other panels to complete their strips.


name: What Will the Future Hold?
category: icebreakers
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 379
skills_developed: self-awareness, positive self-assessment, communication
difficulty_level: usor
keywords: future, self-description, ice breaker, cryogenic
tags: ["opener", "team-building", "icebreaker"]
language: en
normalized_name: what will the future hold?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants are read a futuristic scenario about colonizing planets where potential colonists are put in suspended animation. They must imagine they are about to be frozen and fill out a form listing up to six adjective-noun combinations describing themselves — qualities that would make someone decide they are worth thawing. They then discuss their lists with each other.

rules:
Read the futuristic scenario to participants; ask them to write six adjective-noun combinations describing themselves; participants discuss their lists in small breakout groups (for larger classes) or as a round-robin (for smaller classes).

source_excerpt:
You are a colonist about to be put in cryogenic suspension. You are filling out a lengthy form in which all of your demographic and professional characteristics are listed. You come to a question that asks you to list up to six adjective-noun combinations (such as "hard worker" or "good parent") that describe you as a person.


name: Road Map
category: altele
subcategory: Train-the-Trainer
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 380
skills_developed: communication, instruction giving, awareness of learning styles
difficulty_level: usor
keywords: directions, instructions, communication, train-the-trainer
tags: ["communication", "topical"]
language: en
normalized_name: road map
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants are asked to imagine they have invited the training group to their homes and must write directions to get there. The trainer then summarizes the different methods people use to give directions (maps, sequential descriptions, landmarks), demonstrating that people give directions the way they like to receive them — and that trainers must be conscious of how different individuals best assimilate information.

rules:
Ask participants to write directions to their homes; allow 3-5 minutes; summarize methods used; discuss which method is most helpful and why different people prefer different approaches.

source_excerpt:
Ask participants to imagine that, following the training program, they have invited the group to their homes for a small gathering. Allow three to five minutes for everyone to write directions to their homes.


name: Sound and Motion
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 381
skills_developed: name recall, memory, social confidence
difficulty_level: usor
keywords: introductions, names, alliteration, gestures
tags: ["opener", "energizer", "icebreaker"]
language: en
normalized_name: sound and motion
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants stand in a circle and introduce themselves by first name plus an alliterative adjective (e.g. 'brilliant Bryan') along with a simple movement or gesture. Each subsequent participant must repeat the names, adjectives, and actions of all preceding group members before adding their own. This aids recall of classmates' names.

rules:
Stand in a circle; each person introduces themselves with their first name and an alliterative adjective plus a gesture; each new person must repeat all previous names, adjectives, and gestures before adding their own.

source_excerpt:
asks participants to stand in a circle and introduce themselves by first name and one adjective that begins with the same letter as their name—for example, "I'm brilliant Bryan." He asks each person to add a simple movement or gesture, such as a bow, a two-handed wave, or a dance step.


name: A Chance to Win Millions
variations: Can use scratch-off instant lotteries for smaller prizes with higher odds of winning.
category: altele
subcategory: Review / Motivation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 384
materials_list: lottery ticket per participant
skills_developed: motivation, attention, recall
difficulty_level: usor
keywords: lottery, motivation, quiz, reward
tags: ["energizer", "review"]
language: en
normalized_name: a chance to win millions
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
The trainer announces at the start of a session that there will be a quiz later, and anyone who scores 100% will have the chance to win millions. Participants who answer correctly receive a lottery ticket as a reward. On occasion, the quiz is given right after the announcement, with participants recording answers as they hear them during class discussion.

rules:
Buy one lottery ticket per participant; announce at session start that a quiz will follow and 100% scorers win a chance at millions; optionally give the quiz right after the announcement with answers recorded during class; give lottery tickets to successful participants.

source_excerpt:
he announces there will be a quiz later, and anyone who scores 100 percent will have the opportunity to win millions.


name: Get the Monkey Off Your Back
category: altele
subcategory: Review
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 385
materials_category: props
materials_list: stuffed toy monkey with Velcro hands
skills_developed: question asking, peer learning, psychological safety
difficulty_level: usor
keywords: monkey, questions, review, inhibitions
tags: ["review", "energizer"]
language: en
normalized_name: get the monkey off your back
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
At the end of a training session, the trainer introduces a stuffed toy monkey as 'Mr. Problem' and passes it around. Participants who have unanswered questions or confusion wrap the monkey's arms around their necks, describe their question to the class, and ask for help. Once answered, they pass the monkey on.

rules:
At session end, introduce the stuffed monkey (call it 'Mr. Problem' or similar); pass it around; participants with unanswered questions wrap its arms around their necks and ask the class; once answered, they remove the monkey and pass it on; exercise ends when everyone has had a turn.

source_excerpt:
She tells participants she will pass the monkey around. Participants with unanswered questions or who are confused about some aspect of a lesson are encouraged to wrap the monkey's arms around their necks, describe the situation or problem to the rest of the class, and ask the class for assistance.


name: Get the Monkey Off Your Back
category: team-building
subcategory: review
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 385
materials_category: props
materials_list: toy monkey (stuffed, with Velcro hands)
skills_developed: asking questions, communication, overcoming inhibitions
difficulty_level: usor
keywords: review, questions, monkey, inhibitions
tags: ["energizer", "review", "opener"]
language: en
normalized_name: get the monkey off your back
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part25
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A review activity where a stuffed toy monkey is passed around to encourage participants to ask unanswered or "ignorant" questions without fear of embarrassment. The monkey symbolizes the "monkey on your back" and acts as a prop to help participants overcome inhibitions.

rules:
The trainer introduces a stuffed toy monkey at the end of a session. Participants with unanswered questions wrap the monkey's arms around their necks, describe the problem to the class, and ask for assistance. Once questions are answered, the monkey is passed along. The exercise ends when everyone has been offered a turn.

source_excerpt:
She tells participants she will pass the monkey around. Participants with unanswered questions or who are confused about some aspect of a lesson are encouraged to wrap the monkey's arms around their necks, describe the situation or problem to the rest of the class, and ask the class for assistance.


name: Understanding Roles
category: team-building
subcategory: Communication
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 387-388
materials_category: stationery
materials_list: feedback sheets prepared in advance
skills_developed: communication, role awareness, empathy, team understanding
difficulty_level: mediu
keywords: roles, feedback, job description, work group, retreat
tags: ["team-building", "communication", "staff meeting", "retreat"]
language: en
normalized_name: understanding roles
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part24
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Members of a work group write job descriptions for themselves including roles, a success story, and a frustration, and bring copies to a meeting. During the session, participants sit in a circle and pass 'feedback sheets' around, jotting down perceived roles, successes, and frustrations for each colleague. After receiving their own sheet, participants share their homework and reactions to the feedback.

rules:
Before the meeting: each participant writes a job description (roles, one success story, one frustration) and brings enough copies for co-workers. During session: trainer prepares a feedback sheet per person with three sections (Roles, Successes, Frustrations); sheets are passed around the circle with each person jotting down one or two items per section for the person named; continue until each person has commented on everyone but themselves; participants then receive their own sheet and share reactions.

source_excerpt:
Write a job description for yourself that includes the various roles you play on the job. Also write a success story that happened to you while on the job and a frustration you encountered.


name: Understanding Roles
category: team-building
subcategory: communication
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 387-388
materials_category: papetarie
materials_list: feedback sheets prepared in advance by trainer
skills_developed: communication, empathy, understanding roles, self-reflection
difficulty_level: mediu
keywords: roles, feedback, work group, understanding
tags: ["team-building", "communication", "retreat"]
language: en
normalized_name: understanding roles
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part25
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team-building exercise for work groups where participants write job descriptions, success stories, and frustrations about their own roles, then share and receive feedback from colleagues on how their roles are perceived. Aims to improve mutual understanding and communication.

rules:
A few days before the meeting, participants write a job description, success story, and frustration. At the session, a large feedback sheet divided into Roles, Successes, and Frustrations sections is prepared for each participant. Sheets are passed around so each person writes perceptions about colleagues. After receiving their own sheet, participants share their homework and react to the feedback received.

source_excerpt:
Members of a work group who think they know each other well can improve their understanding of one another's roles with an exercise used by Mary Kate Pung, staff development specialist for Guilford County, NC. The exercise takes about 90 minutes and is especially effective for staff meetings or retreats.


name: A Day at the Races
category: team-building
subcategory: review
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 389
materials_category: papetarie
materials_list: flipchart paper, markers
skills_developed: review, teamwork, decision-making
difficulty_level: usor
keywords: racetrack, review, teams, quiz
tags: ["energizer", "review", "game"]
language: en
normalized_name: a day at the races
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part25
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A review game where teams compete on a drawn racetrack. Correct answers advance the team's horse; incorrect answers move it back. Individuals can opt to make a question a group question, with different consequences for group answers.

rules:
Tape two pieces of flipchart paper end-to-end and draw a racetrack divided into 10 sections. Teams take turns answering review questions. A correct individual answer moves the horse forward one square; an incorrect answer moves it back one square. If the individual cannot answer, they can make it a group question — a correct group answer keeps the horse in place; an incorrect group answer moves the horse back two squares.

source_excerpt:
Taking your class "to the races" is a fun and inexpensive way to review material. Tape two pieces of flipchart paper end-to-end with the short ends touching. Then draw a racetrack and divide it into 10 sections, one for each review question.


name: Silent Brainstorming
category: team-building
subcategory: communication
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 390
materials_category: papetarie
materials_list: Post-It Notes
skills_developed: brainstorming, creativity, categorization, communication
difficulty_level: usor
keywords: brainstorming, silent, anonymous, ideas
tags: ["communication", "brainstorming", "team-building"]
language: en
normalized_name: silent brainstorming
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part25
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A brainstorming technique where participants silently write one idea per Post-It Note and post them on a wall. Without speaking, participants then categorize the ideas by hand, allowing anonymous contributions and exposure to diverse ideas before discussion.

rules:
Participants are given Post-It Notes and instructed to address a problem as many ways as possible, recording one idea per note. Notes are posted randomly on a classroom wall or flipchart. Participants then silently categorize the ideas by moving them by hand, without speaking.

source_excerpt:
Ballmer, a sales representative with American Cyanamid, Madison, WI, gives each participant Post-It Notes, with instructions to address the problem as many ways as possible, and to record just one idea on each note. The method's anonymity lets people offer ideas they might not have offered orally, she says, and allows for the contribution of far more ideas in a smaller time frame.


name: Up on Your Soapbox
category: conflict-empatie
subcategory: conflict resolution
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 392
materials_category: props
materials_list: soft indoor ball (Nerf ball), box of laundry detergent (soapbox)
skills_developed: conflict resolution, communication, listening, assertiveness
difficulty_level: mediu
keywords: conflict, soapbox, Nerf ball, perspective
tags: ["team-building", "conflict resolution"]
language: en
normalized_name: up on your soapbox
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part25
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A conflict resolution activity using a symbolic soapbox and a Nerf ball. Each group member gets time on the soapbox to state their perspective on a conflict. If others feel an opinion is being overemphasized, they can throw the Nerf ball at the speaker to signal time is up, subject to a group appeal.

rules:
Each group receives a soapbox (e.g., a box of Tide) and a soft indoor ball (Nerf ball). When conflict arises, each participant gets a set amount of time on the soapbox to state their perspective. If anyone feels an opinion is being beaten to death, they can throw the Nerf ball at the speaker. The speaker can appeal to the group for more time; if a majority says no, they must relinquish the soapbox.

source_excerpt:
Each group is given a soapbox (such as a box of Tide detergent) and a soft, indoor ball (such as a Nerf ball). When any conflict arises—usually over how to proceed in tasks—each participant is allotted a certain amount of time to be on the proverbial soapbox to state her perspective on the problem.


name: Teddy Bears and Computers
category: creative-stem
subcategory: computer training
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 393
materials_category: props
materials_list: 12 small teddy bears, cloth bibs with function key labels
skills_developed: memory retention, technical skills
difficulty_level: usor
keywords: teddy bear, function keys, memory, computer training
tags: ["topical", "computer"]
language: en
normalized_name: teddy bears and computers
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part25
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A memory retention activity for computer training where small teddy bears with cloth bibs noting specific function keys are given to participants as reminders. Participants select the function key most relevant to their job tasks and receive a corresponding bear to keep at their workstation during training.

rules:
After initial instruction on 12 computer keys, participants select the function key most important to their specific job. Each participant receives a miniature teddy bear with a cloth bib indicating that key and its function to sit near their monitor as a reminder. At the end of class, bears are returned for the next class.

source_excerpt:
After initial instruction is completed, participants are asked to select the function key they feel will be most useful/important to their specific job tasks. As they answer, a miniature teddy bear with jointed arms and legs, purchased at a local discount store, is given to them by the trainer to sit near their monitors as a reminder of that key.


name: Thermometer
category: altele
subcategory: evaluation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 394
materials_category: papetarie
materials_list: colored sticky dots, flipchart paper with thermometer drawing
skills_developed: feedback, evaluation, self-assessment
difficulty_level: usor
keywords: thermometer, feedback, evaluation, sticky dots
tags: ["evaluation", "topical"]
language: en
normalized_name: thermometer
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part25
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A mid-session feedback activity using colored sticky dots and a flipchart thermometer. Participants place dots at different points on the thermometer to indicate how "hot" or "cold" various course components are throughout the session, allowing ongoing real-time feedback.

rules:
The trainer draws a thermometer on flipchart paper and marks an 'ideal temperature' near the midpoint. During breaks, participants use color-coded stickers to mark how hot or cold the course is on various dimensions (relevance, delivery, pace, etc.). Dots too high or too low indicate problems.

source_excerpt:
Participants are invited to use color-coded stickers during breaks to mark how "hot" or "cold" she is on various course components. For example, if McCarthy asks participants to gauge the relevance of the course so far, participants can place a blue sticker near the bottom of the thermometer if they feel the course is "cool" or a little off base so far.


name: What's Wrong with this Picture?
category: team-building
subcategory: problem solving
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 395
materials_category: foto
materials_list: photos of existing conditions in a company
skills_developed: problem solving, critical thinking, visual analysis
difficulty_level: mediu
keywords: photos, problem solving, workplace, visual analysis
tags: ["topical", "problem solving"]
language: en
normalized_name: what's wrong with this picture?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part25
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A problem-solving activity using photographs of actual workplace conditions. Participant teams analyze photos, identify problems, and suggest improvements or changes — useful for any context where participants need to solve existing workplace problems without leaving the classroom.

rules:
The trainer provides photos of existing conditions in the company. Teams analyze the arrangements and suggest changes or improvements. Photos can be blown up and traced so teams can cut and paste new arrangements without redrawing or cutting originals.

source_excerpt:
The photographs allow participant teams to analyze actual store arrangements and suggest changes or improvements without leaving the classroom. Medlyn says the exercise could be used in any problem-solving course where participants are trying to solve existing workplace problems.


name: Win, Lose, or Draw
category: jocuri-cercetasesti
subcategory: review
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 396
skills_developed: memory, vocabulary, visual learning
difficulty_level: usor
keywords: drawing, review, terminology, memory
tags: ["review", "game"]
language: en
normalized_name: win, lose, or draw
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part25
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A review game based on the TV game show. The trainer draws a picture representing a technical or medical term; participants must identify the term, the sound-alike term, and its meaning after the drawing is completed. Uses visual and mnemonic techniques to aid recall of difficult terminology.

rules:
The trainer first draws a picture of a particular element (e.g., a medical term visualized through a sound-alike image). Participants must identify the term, the sound-alike term, and the meaning after the drawing is complete.

source_excerpt:
As a review, Bennett uses a takeoff on the game, "Win, Lose, or Draw." She first draws a picture of a particular medical element, and participants then have to identify the term, the sound-alike term, and the meaning after she completes the drawing.


name: Pig Personality Profile
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 397-398
materials_category: papetarie
materials_list: drawing utensils, blank paper
skills_developed: icebreaking, self-awareness, humor
difficulty_level: usor
keywords: pig, personality, icebreaker, drawing
tags: ["opener", "energizer", "icebreaker"]
language: en
normalized_name: pig personality profile
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part25
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An icebreaker where participants draw a pig on a blank piece of paper with no further guidance. The trainer then reveals a tongue-in-cheek personality analysis based on how and where the pig was drawn (position on page, direction, detail level, features). Generates laughter and conversation.

rules:
Participants are given a blank piece of paper and told: 'Draw a pig. Don't look at your neighbor's pigs.' No further guidance is given. After all are finished, the trainer explains what various aspects of the drawing indicate about personality: position on page (top=optimistic, bottom=pessimistic), direction faced, level of detail, number of legs, ear size, tail length.

source_excerpt:
Cotton, a trainer at Marine Atlantic, Inc., Monchton, New Brunswick, gives participants the following instructions: "On a blank piece of paper, draw a pig. Don't look at your neighbor's pigs. Don't even glance." He provides no further guidance and does not explain the purpose of the exercise.


name: Deadly Jelly Beans
category: altele
subcategory: safety training
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 399
materials_category: alimente
materials_list: large jar filled with several hundred jelly beans
skills_developed: safety awareness, risk perception, critical thinking
difficulty_level: usor
keywords: safety, jelly beans, statistics, accident, risk
tags: ["topical", "safety"]
language: en
normalized_name: deadly jelly beans
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part25
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A safety training activity where a large jar of jelly beans represents workplace accident statistics. The trainer states that 30 of 300 beans contain a laxative and one contains arsenic, then invites participants to grab one. The metaphor powerfully illustrates accident probabilities and motivates safety awareness.

rules:
The trainer shows statistics about workplace accidents on an overhead, then brings out a jar of 300 jelly beans. The trainer tells participants that 30 have been injected with a strong laxative and one with arsenic (matching real accident ratios: 30 accidents and 1 fatality per 300 hazard situations). Participants are asked if they would like to grab a bean — most decline. The trainer then draws the parallel to daily workplace risks.

source_excerpt:
She brings out a large jar filled with 300 jelly beans. She tells the class that she's injected 30 of the beans with a strong laxative, and to one bean she's added arsenic. Next, she asks participants if they'd like to "reach in and grab one." Even the biggest thrill seekers beg off.


name: Brainstorming
category: team-building
subcategory: facilitation technique
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 446-447
materials_category: stationery
materials_list: flipchart, markers
skills_developed: creativity, communication, critical thinking
difficulty_level: usor
keywords: brainstorming, ideas, group work, creativity
tags: ["facilitation", "HRE", "group technique"]
language: en
normalized_name: brainstorming
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part28
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A group facilitation technique used to introduce a new subject, encourage creativity and generate many ideas quickly. It can be used for solving a specific problem or answering a question. Participants contribute ideas freely without judgment until ideas run out, then the group reviews suggestions together.

rules:
1. Decide on the issue and formulate it into a question with many possible answers. 2. Write the question where everyone can see it. 3. Ask people to contribute ideas and write them down (single words or short phrases) on a flipchart. 4. Stop brainstorming when ideas run out, then go through suggestions asking for comments. Rules: write down EVERY new suggestion; no judging or repeating ideas until the end; encourage everyone to contribute; ask for clarification if a suggestion is unclear.

variations:
Wall Writing: a form of brainstorming where participants write ideas on small pieces of paper (e.g. Post-its) and paste them on a wall, allowing quiet individual reflection before group influence and enabling repositioning to cluster ideas.

source_excerpt:
Brainstorming is a way to introduce a new subject, encourage creativity and to generate a lot of ideas very quickly. It can be used for solving a specific problem or answering a question.


name: Buzz Groups
category: team-building
subcategory: facilitation technique
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 447
skills_developed: communication, listening, idea sharing
difficulty_level: usor
keywords: buzz groups, pairs, discussion, ideas
tags: ["facilitation", "HRE", "group technique", "icebreaker"]
language: en
normalized_name: buzz groups
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part28
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A facilitation method used when no ideas are forthcoming in a whole-group discussion. Participants discuss a topic in pairs for one or two minutes, then share their ideas with the rest of the group. The technique quickly generates lively conversation and ideas across the room.

rules:
Ask people to discuss the topic in pairs for one or two minutes. Then ask each pair to share their ideas with the rest of the group. The atmosphere quickly becomes 'buzzing' with conversations.

source_excerpt:
This is a useful method if no ideas are forthcoming in a whole-group discussion. Ask people to discuss the topic in pairs for one or two minutes and then to share their ideas with the rest of the group.


name: Ladder and Diamond Ranking
category: team-building
subcategory: facilitation technique
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 447-448
materials_category: cards
materials_list: statement cards (9 per group)
skills_developed: critical thinking, negotiation, consensus building, prioritisation
difficulty_level: mediu
keywords: ranking, diamond ranking, ladder ranking, statement cards, discussion
tags: ["facilitation", "HRE", "group technique", "decision making"]
language: en
normalized_name: ladder and diamond ranking
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part28
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A small-group facilitation technique where participants are given statement cards on a topic and must negotiate and rank them by importance. In ladder ranking, statements are placed from most to least important in a vertical sequence. In diamond ranking, statements are arranged in a diamond pattern — one at top (most important), two below, three in the middle (moderate importance), two above the bottom, and one at the bottom (least important).

rules:
Prepare one set of 9 statement cards per small group, each card bearing a short statement about the topic. Groups discuss the statements and rank them. For ladder ranking: place most important at top, descending to least important. For diamond ranking: negotiate the most important (1), then the two second-most important (2), then 3 moderate statements, then 2 near-bottom, then 1 least important. A variation is to use 8 statements and leave one card blank for participants to write their own.

variations:
Diamond ranking is often more appropriate because issues are rarely clear cut — it is less contrived and gives better opportunities for consensus building. A blank card variant allows participants to add their own statement.

source_excerpt:
This is a useful method to use when you want to provide specific information or to stimulate a focused discussion in small groups. You need to prepare one set of statement cards for each small group. There should be 9 cards per set.


name: Role-play
category: conflict-empatie
subcategory: facilitation technique
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 448
skills_developed: empathy, communication, perspective-taking, improvisation
difficulty_level: mediu
keywords: role-play, improvisation, empathy, drama, debriefing
tags: ["facilitation", "HRE", "experiential learning"]
language: en
normalized_name: role-play
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part28
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A short drama improvised and acted out by participants. Although people draw on their own life experiences, the situation is mostly improvised. It aims to bring to life circumstances or events which are unfamiliar to participants, improving understanding of a situation and encouraging empathy. After the role-play, a debriefing helps participants come out of role and reflect on what they experienced.

rules:
Participants act out roles in a short improvised drama related to the topic being studied. Role-plays differ from simulations in that they are not scripted. The value is that they imitate real life and may raise questions with no simple answers. A useful technique is to ask people to reverse roles. Participants must be given time at the end to come out of role. Facilitators must respect feelings of individuals and avoid stereotyping. Always address stereotyping in debriefing by asking 'do you think that the people you played are really like that?'.

variations:
Role reversal: ask participants to swap roles to gain greater insights into the opposing perspective.

source_excerpt:
A role-play is a short drama acted out by the participants. Although people draw on their own life experiences to role-play the situation, it is mostly improvised. It aims to bring to life circumstances or events which are unfamiliar to the participants.


name: Simulations
category: conflict-empatie
subcategory: facilitation technique
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 448
materials_list: scripts (usually)
skills_developed: empathy, emotional intelligence, perspective-taking, critical reflection
difficulty_level: dificil
keywords: simulation, role-play, experiential learning, debriefing
tags: ["facilitation", "HRE", "experiential learning"]
language: en
normalized_name: simulations
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part28
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Extended role-plays that involve everybody. They enable people to experience challenging situations in a safe atmosphere. Simulations often demand a level of emotional involvement, making them very powerful tools — people learn not only with their heads and hands but also with their hearts. Debriefing is especially important after a simulation.

rules:
All participants take on roles in a structured scenario. Unlike role-plays, simulations are usually scripted. After the simulation, conduct a thorough debriefing: players discuss their feelings, why they chose their actions, any injustices they perceived, and how acceptable they found any resolution. Help participants draw parallels between what they experienced and actual situations in the world.

source_excerpt:
Simulations can be thought of as extended role-plays that involve everybody. They enable people to experience challenging situations but in a safe atmosphere. Simulations often demand a level of emotional involvement, which makes them very powerful tools.


name: Get into line
category: icebreakers
subcategory: group-work skills
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 454
skills_developed: communication, non-verbal communication, co-operation, leadership
difficulty_level: usor
keywords: ice-breaker, line-up, non-verbal, group work
tags: ["level 1", "any group size", "15 minutes"]
language: en
normalized_name: get into line
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A simple ice-breaker activity where participants line up in order of height (shortest at front, tallest at back) without talking, using only sounds, sign language and body language. The exercise is then repeated with other non-threatening criteria such as age, birth month, or shoe size.

rules:
1. Tell the group to line up in order of height, shortest at front, tallest at back — no talking, only sounds, sign language and body language. 2. Check the order is correct. 3. Repeat with other criteria (age, birth month, shoe size, etc.). Debrief by discussing how the group worked together.

source_excerpt:
Tell the group to line up in order of height, the shortest person at the front and the tallest at the back. They should not talk but may communicate using sounds, sign language and body language.


name: Go on, I'm listening
category: team-building
subcategory: listening skills
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 454-455
skills_developed: active listening, logical thinking, expressing opinions, giving feedback
difficulty_level: usor
keywords: listening, speaker, watchdog, feedback
tags: ["level 1", "any group size", "35 minutes"]
language: en
normalized_name: go on, i'm listening
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity focusing on listening skills, logical thinking and confidence in expressing opinions. Participants work in threes: a speaker shares their personal view on a topic for 5 minutes, a listener practices active listening, and a watchdog observes and gives feedback on the listener's skills. Roles are swapped until everyone has been in each role.

rules:
1. Brainstorm what makes a good listener. 2. Get into threes: speaker, listener, watchdog. 3. Speaker has 5 minutes to share personal view on an issue. 4. Listener listens actively without interrupting. 5. Watchdog observes listener's active listening skills without participating. 6. After 5 minutes, watchdog gives feedback. Swap roles until all have played each.

source_excerpt:
This activity focuses on listening skills, but it also helps develop logical thinking and confidence in expressing an opinion.


name: The People Machine
category: icebreakers
subcategory: non-verbal co-operation
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 455-456
skills_developed: co-operation, listening, responding to others, non-verbal communication
difficulty_level: usor
keywords: machine, non-verbal, movement, sound, co-operation
tags: ["level 1", "6 or more", "15 minutes"]
language: en
normalized_name: the people machine
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A non-verbal group exercise where participants construct a huge mechanical machine using only their bodies. One person starts with a simple repetitive movement and sound; others join one at a time, each adding their own movement and sound. The entire group ends up interconnected and moving in inter-related ways, and the facilitator can 'conduct' them louder/softer or faster/slower.

rules:
1. Stand in a circle. 2. One person starts with a simple repetitive movement and distinctive sound. 3. A second person joins, touching or standing close, adding their own action and noise in time with the first. 4. Others join one at a time, each adding to any existing part of the machine. 5. When everyone is involved, facilitate the machine going louder/softer, faster/slower.

source_excerpt:
This is a non-verbal exercise to show how group members can respond to each other and link their individual contributions into an integrated working unit.


name: Fist and palm
category: team-building
subcategory: co-operation / conflict
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 456
source_excerpt: This game is useful for developing co-operation.
materials_category: papetarie
materials_list: flipchart, markers
skills_developed: co-operation, decision-making, strategic thinking
difficulty_level: mediu
keywords: fist, palm, co-operation, competition, score
tags: ["level 2", "8+", "40 minutes"]
language: en
normalized_name: fist and palm
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A co-operation game played in pairs. Each pair simultaneously reveals either a fist or a palm on the count of three, earning points according to a score sheet (Fist vs Palm: A gets 4, B gets 0; Palm vs Palm: each gets 3; Fist vs Fist: both get 0; Palm vs Fist: A gets 0, B gets 4). Played for 10 rounds; individual and combined scores are compared and debriefed to explore competition versus co-operation.

rules:
1. Write score sheet on flipchart. 2. Get into pairs: A and B. 3. Together count 1-2-3 with hands behind backs. 4. On 3, simultaneously show fist or palm. 5. Keep score per round. 6. Play 10 rounds. 7. List individual and combined scores. Debrief on competition vs co-operation.


name: Microphone
category: team-building
subcategory: discussion skills
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 457
materials_category: obiecte diverse
materials_list: old microphone or similarly shaped object
skills_developed: listening, turn-taking, respect for others
difficulty_level: usor
keywords: microphone, circle, listening, turn-taking
tags: ["discussion strategy", "any group size"]
language: en
normalized_name: microphone
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A discussion facilitation strategy effective with groups that have difficulty listening. The group sits in a circle and an old microphone (or similarly shaped object) is passed around. Only the person holding the microphone may speak; all others listen and look at the speaker. When finished, the microphone is passed to the next person who wishes to speak.

rules:
The group sits in a circle. An old microphone (or similarly shaped object) is passed around. Only the person holding the microphone is allowed to speak; others must listen and look at the speaker. When finished, the microphone is passed to the next person who wishes to speak.

source_excerpt:
This is effective with groups that have difficulty in listening. The group sits in a circle. An old microphone from a tape recorder (or a similarly shaped object) is passed around the circle.


name: The dilemma game
variations: Can be varied in different ways.
category: conflict-empatie
subcategory: opinion expression
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 457-458
materials_category: papetarie
materials_list: chalk or tape
skills_developed: expressing opinions, listening, critical thinking, open-mindedness
difficulty_level: usor
keywords: dilemma, opinion, line, positioning, discussion
tags: ["discussion strategy"]
language: en
normalized_name: the dilemma game
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity useful for encouraging participants to express their opinion, listen to others and change their opinion in the light of new understanding. A line is drawn on the floor; standing to the right means agreement, to the left means disagreement, and distance from the line indicates strength of opinion. Controversial statements are read out and participants position themselves, explain their stance, then may move after hearing others.

rules:
1. Prepare 3-4 controversial statements. 2. Draw a line along the floor. 3. Right of line = agreement; left = disagreement; distance = strength; on the line = no opinion. 4. Read out the first statement. 5. Participants stand at the point representing their opinion. 6. Invite people to explain their position. 7. Let all who wish speak, then ask if anyone wants to change position. 8. Ask movers their reasons. 9. Repeat with next statement.

source_excerpt:
This is useful for encouraging people to express their opinion, listen to others and to change their opinion in the light of new understanding. It can be varied in different ways.


name: Points down
category: icebreakers
subcategory: energiser
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 459
skills_developed: co-operation, decision-making, problem-solving, communication
difficulty_level: usor
keywords: points, body, floor, co-operation, energiser
tags: ["level 1", "6-25", "15 minutes"]
language: en
normalized_name: points down
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An energetic co-operation and group decision-making game, also a good ice-breaker and energiser. There are nine body 'points' that can touch the floor (2 feet, 2 hands, 2 elbows, 2 knees, 1 forehead). The facilitator calls a number and individuals, then pairs, then groups of increasing size must collectively touch the floor with that many points.

rules:
1. Explain the nine body points that can touch the floor: 2 feet, 2 hands, 2 elbows, 2 knees, 1 forehead. 2. Individuals spread out; facilitator calls a number 1-9; each player touches floor with that many points. Repeat twice. 3. Pairs are formed; facilitator calls a number 2-18; pairs work together. Repeat twice. 4. Repeat with groups of 4, 8, 16 until everyone works together. Note: highest number per round cannot exceed 9 × number of people in group.

variations:
Can allow talking or only sign language. With four players, the number could be as low as 2 if two stand on one leg carrying the other two.

source_excerpt:
This is an energetic game that involves co-operation and group decision making. Also a good ice-breaker and energiser.


name: Pairs to 4s
category: team-building
subcategory: decision-making
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 459-460
source_excerpt: This activity involves a process of discussion and negotiation.
skills_developed: negotiation, discussion, consensus-building, listening
difficulty_level: usor
keywords: pairs, negotiation, discussion, consensus, decision-making
tags: ["level 1", "4+", "45 minutes"]
language: en
normalized_name: pairs to 4s
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity involving a process of discussion and negotiation to reach collective decisions. Pairs first complete a task requiring discussion and decision (e.g. agreeing on 3 most important human rights), then join another pair and repeat, with groups doubling until consensus is reached across the whole group.

rules:
1. Get into pairs; complete a task requiring discussion and decision (10 minutes). 2. Pairs join to form fours and repeat. 3. If making a practical collective decision, continue with groups of 8 then 16 until one big group reaches consensus. If discussing a concept (e.g. definition of human rights), go to plenary after groups of 4 to avoid repetition.


name: End game
category: altele
subcategory: review / feedback
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 460
skills_developed: reflection, self-expression, feedback
difficulty_level: usor
keywords: end game, feedback, review, circle, statements
tags: ["level 1", "any group size", "3-4 minutes per round"]
language: en
normalized_name: end game
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A quick review/feedback activity. The group sits in a circle and the facilitator selects one of several pairs of statements (e.g. 'The best thing about the activity was… and the worst was…'). Each person in turn completes their statement with no comments or discussion. Multiple rounds can be done for more feedback.

rules:
1. Sit in a circle. 2. Briefly remind participants what they have been doing. 3. Choose one pair of statements. 4. Go round the circle; each person completes their statement in turn — no comments or discussion allowed. 5. Do further rounds if more feedback is wanted.

variations:
Multiple pairs of statements to choose from: best/worst, interesting/boring, resented/appreciated, funniest/most serious, more of/less of, enjoyed/least liked, most confident/least confident.

source_excerpt:
This can be a very a quick way of getting feedback. The more rounds you do the more feedback you get.


name: High and low
category: altele
subcategory: review / feedback
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 460-461
source_excerpt: This method is very quick and uses body language.
skills_developed: reflection, body language, self-expression
difficulty_level: usor
keywords: high, low, body language, review, feedback
tags: ["level 1", "any group size", "5 minutes"]
language: en
normalized_name: high and low
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A very quick review method using body language. The facilitator reads out questions and participants respond with their whole bodies: strongly agreeing means reaching up as high as possible or standing on tiptoe, strongly disagreeing means crouching down low or lying on the floor, with in-between positions for intermediate responses.

rules:
1. Prepare 3-4 questions (e.g. 'Did you enjoy the activity?'). 2. Read out the first question. 3. The group considers their response and shows it with their whole bodies — strongly agree: reach up high/stand on tiptoe; strongly disagree: crouch or lie on floor; in-between positions for intermediate opinions. 4. Ask people to relax and read the next question.


name: Points of view
category: altele
subcategory: review / feedback
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 461
source_excerpt: This activity combines movement with the option of discussion.
skills_developed: reflection, movement, expressing opinions
difficulty_level: usor
keywords: points of view, walls, movement, review, opinion
tags: ["level 1", "10+", "10 minutes"]
language: en
normalized_name: points of view
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A review activity combining movement with the option of discussion. The four walls of the room are labelled 'yes', 'no', 'I don't know' and 'I want to say something'. After the facilitator asks a question about the activity, participants move to the wall representing their response, and only those at the 'I want to say something' wall may speak.

rules:
1. Prepare 3-4 questions. 2. Label the four walls: 'yes', 'no', 'I don't know', 'I want to say something'. 3. Ask the first question; participants go to the wall representing their response. 4. Let those at the 'I want to say something' wall have their say — only they may speak. Repeat for further questions.


name: Weather report
category: altele
subcategory: review / storytelling
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 461-462
materials_category: papetarie
materials_list: paper, pencils (optional)
skills_developed: reflection, self-expression, creativity, storytelling
difficulty_level: usor
keywords: weather report, storytelling, review, metaphor
tags: ["level 1", "6+", "45 minutes"]
language: en
normalized_name: weather report
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A storytelling-based review method. Participants reflect on the day/training/project and describe how they feel about it in terms of a weather report (e.g. 'My day started dull and overcast…'). Can be used at the end of an activity or part-way through a long project to look back and then forward.

rules:
1. Give people 5-10 minutes to think about the day/training/project and ask: 'Am I enjoying it? What am I getting out of it? Will it be successful?' 2. Ask each person in turn to describe how they feel in terms of a weather report. Optional: people may draw their weather forecast instead of speaking it.

variations:
People could draw their weather forecast. The same basic idea can be used to review the project as a commentary on a football/cricket match or other relevant event.

source_excerpt:
This uses a "story-telling" method. It can be used at the end of an activity as a review. Alternatively, it works well part way through a long project to enable people to look back and then to look forward.


name: Hit the headlines
category: creative-stem
subcategory: review / creative
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 462
materials_category: papetarie
materials_list: A3 paper, felt-tip pens
skills_developed: reflection, creativity, collaboration, communication
difficulty_level: mediu
keywords: newspaper, headlines, review, creative, brainstorm
tags: ["level 2", "8+", "45 minutes"]
language: en
normalized_name: hit the headlines
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A review activity where small groups produce a mock-up front page of a tabloid newspaper. Groups discuss what they have been doing, brainstorm highlights and disasters, agree on 5-6 stories, write headlines and a few sentences for each, optionally add a 'photograph'. The pages are displayed and presentation/discussion is optional.

rules:
1. Participants get into small groups of 3-4. 2. Discuss what they have been doing and what they got out of the project/activity; brainstorm highlights and disasters. 3. Each group agrees on 5-6 'stories' and writes a headline plus a few sentences for each. A 'photograph' is optional. 4. Display the pages. Presentation and discussion optional.

source_excerpt:
The idea is for the group to produce a mock-up of the front page of a tabloid newspaper. The headlines summarise the group's thoughts and feelings about what they have been doing.


name: Rucksack
category: creative-stem
subcategory: review / drawing
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 462
materials_category: papetarie
materials_list: paper, coloured pens
skills_developed: reflection, creativity, self-expression
difficulty_level: usor
keywords: rucksack, drawing, review, reflection
tags: ["level 1", "any group size", "40 minutes"]
language: en
normalized_name: rucksack
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A drawing-based review activity at the end of a workshop or seminar. Participants draw themselves going home with a rucksack containing all the things they want to carry home — new knowledge, feelings, ideas, values, strengths. They also show items on the ground that they want to leave behind — bad habits, old ideas, difficult moments.

rules:
1. At the end of a workshop/seminar, ask people to draw themselves going home with a rucksack on their back. 2. The rucksack contains everything they want to keep: books, pictures, feelings, people, ideas, new ways of seeing the world, strengths. 3. Items on the ground represent things they want to leave behind: bad habits, old ideas, difficult moments, etc.

source_excerpt:
Ask people to draw themselves going home with a rucksack on their back. The rucksack contains all the items that they would like to carry home them.


name: A glossary of globalisation
category: creative-stem
subcategory: research / globalisation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 467-468
materials_category: papetarie si resurse
skills_developed: critical thinking, research skills, creativity, collaboration, information literacy
difficulty_level: mediu
keywords: globalisation, glossary, critical thinking, research, information-seeking
tags: ["level 3", "any group size", "90 minutes"]
language: en
normalized_name: a glossary of globalisation
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part29
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An information-seeking activity involving critical thinking about the manifestations, causes and consequences of globalisation. Participants warm up with word association around 'Globalisation', brainstorm terms to include in a glossary, then work in small groups to create a resource file or glossary using available printed and digital materials. Groups present their glossaries in plenary.

rules:
1. Explain the aim: create a glossary/resource-file of terms, facts and personalities associated with globalisation. 2. Do a 'word association' warm-up with 'Globalisation'. 3. Brainstorm possible glossary content (definitions, main issues, people, events, companies, illustrations, quotes). 4. Show resource materials; small groups of 3-4 design their glossary freely. 5. Each group presents in plenary. Debrief on what was learned.

variations:
The class/youth group could combine efforts into one glossary for a school library, or make a group poster.

source_excerpt:
This is an information-seeking activity involving critical thinking about the manifestations, causes and consequences of globalisation.

materials_list:
dictionaries (at least 4), paper A3 and A4, tape and scissors, pens and markers, magazines/leaflets for collage, access to library/Internet, photocopier (optional), hole punch, string, stapler


name: A glossary of globalisation
category: altele
subcategory: human rights education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 467-468
materials_category: printed materials, stationery
skills_developed: critical thinking, research, creativity, communication
difficulty_level: mediu
keywords: globalisation, human rights, education, glossary, research
tags: ["globalisation", "social rights", "education", "level 3"]
language: en
normalized_name: a glossary of globalisation
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part30
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An information-seeking activity involving critical thinking about the manifestations, causes and consequences of globalisation. Participants create a glossary or resource-file of terms, facts and personalities associated with globalisation, working in small groups to research and present their findings.

rules:
1. Explain the aim: create a glossary or resource-file of terms, facts and personalities associated with globalisation. 2. Do a 'word association' warm-up round on the word 'Globalisation'. 3. Brainstorm possible glossary content (definitions, key issues, personalities, events, organisations, illustrations, quotes). 4. Show participants the resource materials; they have total liberty to design the layout (poster, booklet, etc.). 5. Divide participants into small groups of 3-4 to work on their glossaries. 6. Each group presents its work in plenary. Debriefing follows with discussion questions about what was learnt.

source_excerpt:
This is an information-seeking activity involving critical thinking about the manifestations, causes and consequences of globalisation.

materials_list:
Dictionaries (at least 4), Paper, A3 and A4 size, Tape and scissors, Pens and markers of different colours, Miscellaneous printed material, magazines, leaflets, for collage, Access to sources of information (library, the Internet), Photocopier (optional), Hole punch, string, stapler for binding pages


name: A tale of two cities
variations: Can be run with larger groups by having bankers work in pairs or running two games simultaneously.
category: team-building
subcategory: social simulation board game
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 469-477
materials_category: board game components, play money
skills_developed: democratic decision-making, social responsibility, solidarity, financial literacy
difficulty_level: mediu
keywords: board game, taxes, democracy, social security, equality, city council
tags: ["social rights", "citizenship", "environment", "level 3"]
language: en
normalized_name: a tale of two cities
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part30
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A board game in which players vote for the kind of city they wish to live in and the amenities they wish to enjoy. Players are divided into two cities (Equaland and Egoland) with different tax structures and social policies. The game explores social solidarity, the implications of paying taxes, and the value of local democracy. Players can attend city council meetings to change policies, become beggars if they run out of money, and choose to switch cities.

rules:
Number of Players: 7-13. Three take roles of bankers (one per city, one Game Banker). Players split into two cities with equal numbers. All start from 'start and salary' square. Blue players earn 500 Ems salary; Red players earn 100 Ems. Players throw die and move forward, complying with square instructions. Tax payment: City A charges 40% for salary >=500, 10% for <=100; City B charges 10% regardless. Players can change city only on 'chance to change' square. City Council meetings occur every 5th tax payment; players vote on policy changes using replacement cards purchased from the Game Banker. If a player cannot pay, they become a beggar and can beg from others or chance a die throw for extra money. Game ends when first player completes 20 rounds or after agreed time. Winner has most money.

source_excerpt:
This is a board game in which players vote for the kind of city they wish to live in and the amenities they wish to enjoy.

materials_list:
1 copy of the board game, A3 size card or paper, 1 die, Paper clips of two colours (red and blue), Scissors, Removable sticky gum or Blu-tac, 4 copies of replacement cards, 2 envelopes, Money (6 000 Ems per player), 2 copies of the City Banker's task sheet, 1 copy of the Game Banker's task sheet, Paper and pens, Timer, Overhead projector (optional)


name: Access to medicaments
category: conflict-empatie
subcategory: role-play / human rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 481-483
skills_developed: argumentation, negotiation, critical thinking, empathy, understanding human rights
keywords: HIV/AIDS, patents, access to medicine, human rights, role-play, South Africa, trial
tags: ["human rights education", "globalisation", "health", "role-play"]
language: en
normalized_name: access to medicaments
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A trial role-play activity in which participants take on the roles of Pharma Inc. executives, the South African Government, Treatment Action Campaign (TAC) activists, and judges to explore the conflict between pharmaceutical patent rights and the right to access HIV/AIDS medicines. The activity is based on a real 2001 South African court case. After a plenary trial, participants move into small mixed groups to attempt to reach a consensus solution.

rules:
Participants are divided into four groups: Pharma Inc., South African Government, TAC, and Judges. Each group prepares arguments for 5-10 minutes. The Judges invite each party to present for five minutes. Judges then ask questions for ten minutes. In part 2, groups of four (one from each party) discuss in rounds: Round one — state position; Round two — present solutions; Round three — negotiate. A green card indicates optimism about finding a solution; a red card indicates difficulty. One person reports back to plenary.

source_excerpt:
The core of the problem is how to resolve conflicting claims to human rights. The defence (the government and TAC) claim the rights to life and dignity, and the prosecution (Pharma Inc.) claim the right to property.

materials_list:
Role cards (Trial role cards for Pharma Inc., South African Government, TAC, Judges), Colour cards (green and red)


name: Act it out
category: creative-stem
subcategory: drama / human rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 484-485
materials_category: arts and crafts
skills_developed: creativity, intercultural communication, co-operation, understanding of human rights
difficulty_level: mediu
keywords: mime, drama, human rights, creativity, intercultural
tags: ["human rights education", "drama", "icebreaker", "team creativity"]
language: en
normalized_name: act it out
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A drama activity in which small groups of participants create and perform a mime that expresses the general concept of human rights without using any words. Spectators interpret each performance and identify the key ideas being portrayed. The activity is designed to draw out existing impressions and knowledge about human rights in a creative way.

rules:
1. Explain participants may not use words — the performance must be mimed. 2. Groups of 4-6 brainstorm ideas about human rights for 10 minutes and choose 2-3 key ideas. 3. Groups have 30 minutes to design and rehearse their mime. 4. Groups perform in turn; after each performance, spectators offer interpretations. 5. The performing group briefly explains any points that were missed. Repeat for each group.

variations:
The activity can be done as a drawing/poster exercise instead of a mime — again without using words. It can also be run after participants have already explored other activities in the manual, rather than as an introductory exercise.

source_excerpt:
Explain that the purpose of the exercise is to come up with a dramatic representation of the general idea or concept of human rights that is understandable to people of different cultures, and who may speak different languages.

materials_list:
Props: dressing-up clothes, toys, household items, Paper and coloured markers, crayons, Glue, string and card


name: All equal – all different
category: integrare-incluziune
subcategory: quiz / critical thinking
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 486-488
materials_category: printed materials
materials_list: Handout (one per participant), Large sheet of paper (A3) or flipchart paper and markers (optional)
skills_developed: critical reading, awareness of ethnocentrism, intercultural understanding, discussion
difficulty_level: mediu
keywords: ethnocentrism, prejudice, human rights, universality, quiz, discrimination
tags: ["human rights education", "discrimination", "globalisation", "intercultural"]
language: en
normalized_name: all equal – all different
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A short quiz-based discussion activity in which participants read two historical texts and try to identify the source of the first and the origin of the author of the second. The activity reveals ethnocentrism and prejudice by showing that a medieval Arab scholar (Said al-Andalusi, 1029 AD) wrote disparagingly about northern Europeans, subverting participants' expectations. It prompts group and plenary discussion about ethnocentrism, cultural prejudice, and the universality of human rights.

rules:
1. Present the two quotations (on handout or board) and give participants 5 minutes to read them individually. 2. Each participant decides individually: a) the source of the first text; b) the country/region of the author of the second text. 3. Small groups of ~3 discuss for 20 minutes, considering why they made their choices, what the texts reveal about their authors, and whether they changed their minds. 4. Plenary round collects answers to (a), then (b), with reasons. 5. Reveal the answer: Said al-Andalusi from Spain (1029 AD). 6. Debrief on prejudice and ethnocentrism.

source_excerpt:
This is a sort of quiz - short and provocative enough to be interesting in itself but also the basis for a great group discussion!


name: Ashique's story
category: conflict-empatie
subcategory: case study / social rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 489-492
materials_category: printed materials
skills_developed: critical thinking, empathy, problem solving, awareness of child rights
difficulty_level: dificil
keywords: child labour, Pakistan, poverty, case study, social rights, globalization
tags: ["human rights education", "children", "social rights", "globalisation"]
language: en
normalized_name: ashique's story
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A case-study activity about child labour in which participants read the facts of Ashique, an 11-year-old Pakistani boy working 12-16 hours a day in a brick factory. Small groups brainstorm solutions to child labour that could be taken 'by tomorrow', 'by next month', and 'in the future'. The activity encourages critical thinking about the complexity of child labour and develops a sense of responsibility for finding solutions.

rules:
1. Introduce Ashique's story. Do a composed story-telling warm-up, going round the circle with each person adding a sentence about a day in Ashique's life. 2. Divide into small groups (max 5 people). Give Ashique's life facts sheet; allow 5 minutes to read. 3. Give each group an 'ideas for solutions' sheet with three columns: 'by tomorrow', 'by next month', 'in the future'. Groups have 30 minutes to brainstorm and nominate a spokesperson. 4. In plenary, collect feedback column by column, summarise on flipchart. 5. Debrief.

variations:
Use an online ILO or UNICEF quiz on child labour before the activity to build participants' knowledge.

source_excerpt:
Tell the participants that the activity is based on a case study of Ashique, a child worker in Pakistan. The aim is to try to find possible ways of changing Ashique's situation.

materials_list:
Copies of Ashique's life facts (one per participant), Pens and markers, Flipchart paper or large sheets of paper (A3), 'Ideas for solutions' sheets


name: Beware, we are watching!
category: team-building
subcategory: campaign design / globalisation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 493-495
materials_category: arts and crafts / printed materials
skills_developed: creativity, teamwork, campaign planning, critical analysis of globalisation, communication
difficulty_level: dificil
keywords: globalisation, campaign, transnational companies, relocation, workers' rights, NGO
tags: ["human rights education", "social rights", "globalisation", "citizenship", "creative project"]
language: en
normalized_name: beware, we are watching!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A creative campaign-design activity in which participants act as consultants hired by the Eastern European Clean Clothes Campaign (EECCC) to design a public awareness campaign about the consequences of corporate relocation by transnational companies. Small groups produce a detailed campaign proposal including a timetable, list of activities, locations, staffing, and sample materials (stickers, posters). Groups then present their proposals to a review panel.

rules:
1. Introduce the topic of globalisation and corporate relocation. 2. Brainstorm what makes a good publicity campaign. 3. Divide into groups of 3-4. 4. Present the EECCC fact sheet and campaign objectives. 5. Each group drafts a short outline proposal for the whole campaign and detailed proposals for meeting the first objective (informing the public). 6. Groups have 60 minutes to design the proposal. 7. Groups present proposals; facilitator or external guests act as review panel. 8. Open plenary discussion.

variations:
If possible, invite external guests (NGO workers, campaigners) to act as the review panel. Run the activity over two sessions: first for designing the proposal, second for the presentation and discussion.

source_excerpt:
In this activity, participants design a public awareness campaign about the consequences of relocation by transnational companies.

materials_list:
Sticky labels for campaign stickers, Large sheets of paper or flipchart paper for posters, A4 paper for leaflets (coloured optional), Tape and glue, Coloured markers and pencils, Scissors, Newspapers, magazines, brochures as picture sources, Fact sheet and campaign objectives handouts


name: Can I come in?
category: conflict-empatie
subcategory: role-play / refugees
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 496-500
materials_category: printed materials / props
skills_developed: empathy, argumentation, understanding of refugee rights, perspective-taking, critical thinking
difficulty_level: dificil
keywords: refugees, asylum, immigration, role-play, human rights, UNHCR, discrimination
tags: ["human rights education", "human security", "discrimination", "peace and violence", "role-play"]
language: en
normalized_name: can i come in?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A role-play activity about a group of refugees trying to cross a border into a new country. Participants take on the roles of refugees, immigration officers, and observers. Refugees and immigration officers each prepare arguments and tactics, then engage in a live role-play at a simulated border crossing. Observers give feedback afterwards. The activity explores the plight of refugees and the social, legal, and economic arguments for and against granting asylum.

rules:
1. Brainstorm what participants know about refugees. 2. Set the scene: a dark, cold, wet night on a border. Read the scenario aloud. 3. Divide into three equal groups: refugees (country X), immigration officers (country Y), observers. 4. Refugees and officers each prepare their roles and arguments using role cards — 15 minutes. 5. Run the role-play for about 10 minutes. 6. Observers take 5 minutes to prepare feedback. 7. Debrief: observers give feedback first, then players share feelings, then general discussion.

variations:
Run the role-play again with refugees and immigration officers swapping roles; observers note differences. Do a follow-on role-play with an UNHCR team arriving to help. A school class may research UNHCR and write an official report including persuasive arguments, inappropriate behaviours observed, and recommendations.

source_excerpt:
This is a role-play about a group of refugees trying to escape to another country. It addresses: The plight of refugees; The social and economic arguments for giving and denying asylum

materials_list:
Role cards (refugees, immigration officers, observers), Chalk or furniture to create a border crossing post, Pens, Paper, Signs in foreign/invented language (optional), Information sheets (one per participant)


name: Can I come in?
category: conflict-empatie
subcategory: human rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 497-500
materials_category: handouts
materials_list: Role cards for refugees, Role cards for immigration officers, Role cards for observers
skills_developed: empathy, argumentation, human rights awareness, perspective-taking
difficulty_level: mediu
keywords: refugees, immigration, human rights, role-play, asylum
tags: ["refugees", "human rights", "role-play", "border", "immigration"]
language: en
normalized_name: can i come in?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part32
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A role-play activity about refugees attempting to cross a border from country X into country Y. Participants are divided into groups representing refugees, immigration officers, and observers. The refugees must argue their case for entry while immigration officers debate whether to allow them in. The activity explores human rights under Article 14 of the Universal Declaration of Human Rights and the 1951 Convention Relating to the Status of Refugees.

rules:
1. Divide participants into three equal groups: refugees from country X, immigration officers from country Y, and observers. 2. Each group prepares their arguments and roles (refugees and officers get handout role cards). 3. Give 15 minutes for preparation. 4. Run the role-play for approximately 10 minutes. 5. Give observers 5 minutes to prepare feedback. 6. Debrief starting with observer feedback, then player reflections, then general discussion.

variations:
Run the role-play again swapping refugees and immigration officers. Do a follow-on role-play involving an official UNHCR team. A school class could research the role of UNHCR and write an official report.

source_excerpt:
Divide the participants into equal groups. One group to represent the refugees from country X, the second group to represent the immigration officers in country Y and the third group to be observers.


name: Children's Rights
category: integrare-incluziune
subcategory: children's rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 501-504
materials_category: cards and paper
materials_list: Statement cards (one set per small group), Large sheet of paper for wall chart, Markers, Envelopes
skills_developed: critical thinking, discussion, consensus building, knowledge of children's rights
difficulty_level: mediu
keywords: children's rights, CRC, diamond ranking, Convention on the Rights of the Child
tags: ["children", "human rights", "ranking", "discussion", "CRC"]
language: en
normalized_name: children's rights
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part32
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity using diamond ranking to promote discussion about the Convention on the Rights of the Child (CRC). Small groups receive statement cards based on CRC Articles and must rank them in a diamond pattern from most to least important. The activity explores fundamental human rights of children, duties and responsibilities under the Convention, and how to claim rights.

rules:
1. Start with a brief review of the CRC using a wall chart of the main Articles. 2. Divide into small groups of 3-4 people and hand out envelopes with statement cards. 3. Each group discusses the 9 statements and arranges them in a diamond pattern: 1 most important at top, then 2, then 3 of moderate importance, then 2, then 1 least important at bottom. 4. Give groups 25 minutes to discuss and rank. 5. Let people walk around to see how other groups ranked. 6. Debrief in plenary.

variations:
Provide 8 Articles and leave one card blank for groups to identify themselves. Put cards in a hat and ask people to take one and talk about it for one minute. Ask small groups to write a short story or present a role-play of an incident relating to selected Articles.

source_excerpt:
This activity uses diamond ranking to promote discussion about the Convention on the Rights of the Child (the CRC), including the issues of: Fundamental human rights and the special rights of the child under the CRC


name: Domestic Affairs
category: conflict-empatie
subcategory: domestic violence
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 512-516
materials_category: handouts
skills_developed: empathy, critical analysis, awareness of human rights violations, discussion skills
difficulty_level: dificil
keywords: domestic violence, women's rights, gender equality, human rights, violence
tags: ["domestic violence", "women", "gender", "human rights", "case studies"]
language: en
normalized_name: domestic affairs
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part32
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity that looks at domestic violence as one of the most common and least spoken about forms of violence. Participants work in small groups to analyse 'Crime witness report' case studies about domestic violence, guided by discussion guidelines. The activity raises awareness of domestic violence, violations of women's human rights, and promotes empathy and self-confidence to take a stand against domestic violence.

rules:
1. Brainstorm 'the most common forms of violence in our neighbourhood' (10 minutes). 2. Divide into small groups of 2-6 people (at least three groups). 3. Hand out Crime witness report cards and Guidelines for group discussions. 4. Give 5 minutes to read through the reports. 5. Allow one hour for group work. 6. Come into plenary for evaluation and debriefing, discussing prevalence, human rights at stake, causes, and solutions.

variations:
Develop own case studies to explore other aspects of violence against women. Organise a 'Silent Witnesses' exhibition in the community.

source_excerpt:
This activity looks at domestic violence as one of the most common and least spoken about forms of violence.

materials_list:
Large sheets of paper or board and pens for brainstorm, Crime witness report cards, Guidelines for group discussions


name: Domestic Affairs
category: conflict-empatie
subcategory: human rights education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 513-517
skills_developed: critical thinking, empathy, discussion, human rights awareness
keywords: domestic violence, human rights, gender-based violence, women's rights
tags: ["human rights education", "violence against women", "case studies", "group discussion"]
language: en
normalized_name: domestic affairs
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part33
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A human rights education activity in which participants analyse crime witness reports describing real cases of domestic violence against women. Working in small groups, participants read case studies, discuss the crimes, explore causes and consequences of domestic violence, and reflect on what can be done by public authorities, communities, and individuals to stop it. The activity aims to raise awareness of violence against women as a human rights issue.

rules:
1. Introduce the topic with a brainstorm on violence. 2. Divide participants into groups. 3. Give each group one or more crime witness reports. 4. Allow five minutes to read the reports. 5. Allow one hour for group work. 6. Come into plenary for debriefing and evaluation. Debriefing questions include: How prevalent is domestic violence in your community? Which human rights are at stake? What are the causes? How can it be stopped?

variations:
Facilitator can develop their own case studies to explore other aspects of violence against women. A Silent Witnesses exhibition can also be organised as a practical follow-up action.

source_excerpt:
The activity is called "domestic affairs" because most acts of violence against women occur in the home or between people who are in a relationship.


name: Draw-the-word game
category: team-building
subcategory: human rights education
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 518-519
materials_category: paper and stationery
skills_developed: creativity, team-building, knowledge of UDHR, awareness of images and symbols
difficulty_level: usor
keywords: drawing, human rights, UDHR, team game, creative thinking
tags: ["human rights education", "creative", "team game", "UDHR"]
language: en
normalized_name: draw-the-word game
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part33
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A team game in which participants have to draw creatively to depict a word or concept relating to human rights. One person per team receives an article from the UDHR and draws it without using words or numbers, while teammates try to guess which right is being depicted. The team that guesses first scores a point. The activity develops knowledge of the UDHR, team-building, creative thinking, and awareness of how images are used.

rules:
1. Participants form small groups of 4-5 and choose a team name. 2. One person per team receives a human right to draw. 3. Drawers return to their group and draw the right while teammates guess. Only images allowed — no words or numbers. No speaking except to confirm correct answers. 4. The rest of the team may only say guesses; no questions allowed. 5. After each round, the drawer writes what the right was on the picture and sets it aside. 6. Do 7-8 rounds with a different drawer each round. 7. At the end, groups pin up their pictures for comparison and discussion.

variations:
If fewer than 8 people, play as one group: one person draws in the first round, and whoever guesses draws in the next round.

source_excerpt:
This is a team game in which people have to draw creatively to depict a word relating to human rights.

materials_list:
wall chart listing articles of the UDHR, large sheet of paper or flipchart paper, marker, A4 sheets and pens for drawings, sticky tape or pins


name: Education for All?
category: jocuri-cercetasesti
subcategory: human rights education
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 520-524
materials_category: cards and paper
skills_developed: memory, critical analysis, discussion, knowledge of education rights
difficulty_level: mediu
keywords: education, memory game, human rights, globalisation, World Education Forum
tags: ["human rights education", "memory game", "card game", "education for all"]
language: en
normalized_name: education for all?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part33
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A memory card game in which participants locate and match pairs of cards while thinking about the inequalities of educational provision worldwide and how to achieve 'Education for All'. The activity has two parts: a memory game followed by group reporting and discussion on education issues. The cards relate to goals of the World Education Forum and general issues of human rights and education.

rules:
Part 1 (memory game, 10 minutes): Participants form groups of 3-4 and spread 40 cards face down. In turn, players turn over two cards; if they form a pair (one statement card and one picture card), the player keeps them and goes again. If not, they turn them face down in the same spot. The winner holds the most pairs. Part 2 (reporting, 60 minutes): Summarise issues on a flipchart, identify 4-6 most interesting issues, form sub-groups to discuss two issues each, then report back in plenary (5 minutes per group, max 5 minutes questions).

variations:
If there is not enough time for part 2, use the 'Just a minute' technique: each participant chooses one issue from their cards and speaks about it for one minute without hesitation or repetition.

source_excerpt:
In this activity participants have to locate and match pairs of cards as they think out about the inequalities of educational provision world-wide and how to achieve "Education for All".

materials_list:
1 set of 40 game cards for every 3-4 participants, 2 sheets of stiff paper or thin card (A4) for every 3-4 participants, glue (optional), scissors, paper and pens for notes


name: Fighters for rights
category: jocuri-cercetasesti
subcategory: human rights education
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 528-532
materials_category: cards
skills_developed: information handling, co-operation, group work, knowledge of human rights activists
difficulty_level: mediu
keywords: human rights activists, Nelson Mandela, Gandhi, Martin Luther King, card matching, biographies
tags: ["human rights education", "card game", "activists", "history"]
language: en
normalized_name: fighters for rights
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part33
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A card-based activity using information cards to stimulate interest in human rights heroes. Small groups receive a set of 30 cards describing events in the lives of six human rights activists (including Nelson Mandela, Evgenia Ginzberg, Martin Luther King, Mahatma Gandhi, Daw Aung San Suu Kyi, and Ngawang Sangdrol). The aim is to match the events with the correct activist and thereby build up a brief biography of each person.

rules:
1. Participants form small groups of 3-4. Each group receives one shuffled set of 30 cards face down. 2. Groups do rounds of picking up one card at a time until cards run out. 3. Participants read their cards in silence. 4. Groups devise their own strategies to match the cards to the correct activist (15-20 minutes). Each activist has a set of five cards (A, B, C, D, E). 5. In plenary, a representative from each group introduces one activist; groups check their matches.

source_excerpt:
The cards describe events in the life of six human rights activists. The aim for each group is to match the events with the correct character, and thereby to build up a brief description of each person.

materials_list:
one set of 30 cards per small group, scissors, envelopes, glue and stiff paper for backing (optional)


name: Fighters for rights
category: integrare-incluziune
subcategory: human rights education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 529-533
materials_category: printed cards
materials_list: Discussion cards with quotations, Biographical fragment cards, Photographs of activists
skills_developed: research, critical thinking, empathy, knowledge of human rights defenders
keywords: human rights, activists, biography, card sorting
tags: ["human rights", "activists", "Mandela", "Gandhi", "Aung San Suu Kyi"]
language: en
normalized_name: fighters for rights
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part34
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A card-sorting activity in which participants piece together the biographies of human rights activists. Cards containing quotations, biographical facts and photographs are distributed among small groups, who then reconstruct each personality and present them to the wider group. The activity explores who human rights defenders are, what drove them, and what actions ordinary people can take.

rules:
Divide participants into groups. Give each group a set of mixed cards (quotations and biographical fragments) for several personalities. Groups have 15-20 minutes to sort and reconstruct each personality. A representative from each group then introduces one personality in their own words. The full debriefing follows with reflection questions on strategies used, prior knowledge, and what inspired participants.

variations:
Groups can build their own 'portrait gallery' of human rights activists, adding further personalities beyond the six provided. Each member can research additional activists.

source_excerpt:
Give people a few minutes to read their own cards in silence. Then let them go… Allow each group to devise their own strategies for building up the personalities. They will need about 15 - 20 minutes for this stage.


name: Front page
category: team-building
subcategory: media literacy, human rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 533-536
materials_category: printed materials, craft
skills_developed: media literacy, critical thinking, co-operation, communication, editorial judgement
difficulty_level: dificil
keywords: media, newspaper, front page, bias, human rights, globalisation
tags: ["media", "simulation", "journalism", "human rights", "globalisation", "environment"]
language: en
normalized_name: front page
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part34
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A simulation of a newspaper editorial team working to produce the front page of a newspaper. Groups of journalists work with a set of photographs to select news stories, write headlines, choose images, and design the front page layout. The activity explores bias, stereotyping, objectivity in the media, and the role of the media in addressing human rights issues.

rules:
Divide participants into small working groups of eight, each imagining they are an editorial team for a different newspaper. Each group chooses a name for their paper. Show all photographs on a display table; participants walk around silently. Groups then have one hour to select 4-5 news stories, write headlines, choose photos, and design the front page layout. After ten minutes of planning, sets of photographs are distributed. When complete, front pages are laid out for all to read, followed by debriefing.

variations:
The activity can be adapted as a radio or television news programme. For a television broadcast, it is recommended to use slides (dia-positives) in a blacked-out room. A set of slides prepared for this purpose is available for loan from EFIL, the European Federation for Intercultural Learning.

source_excerpt:
This is a simulation of a group of journalists working to get the front page of their paper ready to go to press. People work in small groups as they explore issues about: Bias, stereotyping and objectivity in the media.

materials_list:
40 photographs from newspapers, Paper and pens, Large sheets of paper (A3) or flipchart, Scissors and glue, Tables with large working surface


name: Heroines and heroes
category: integrare-incluziune
subcategory: gender equality, discrimination
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 540-542
materials_category: stationery
materials_list: Paper and pens (one blue and one red per participant), Flipchart paper and markers
skills_developed: critical thinking, gender awareness, reflection on stereotypes, group discussion
difficulty_level: mediu
keywords: gender equality, heroes, heroines, stereotypes, discrimination
tags: ["gender equality", "discrimination", "citizenship", "stereotypes", "human rights"]
language: en
normalized_name: heroines and heroes
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part34
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity combining individual reflection, small group work, and plenary discussion to explore heroines and heroes as symbols of socialisation and culture, and to critically analyse how gender stereotypes take root in history, culture, and everyday life. Participants choose heroines and heroes they admire, compare their characteristics, and discuss gender stereotyping and its impact on human rights.

rules:
Each participant takes five minutes to think of national heroines and heroes they admire. They draw two columns, using a red pen to write 3-4 heroines (with description and key characteristics) and a blue pen for 3-4 heroes. Participants form groups of 5-7 to share choices and reach consensus on the four most worthy heroines and four heroes. In plenary, names and characteristics are listed on a flipchart. Discussion follows about characteristics, stereotypes, and gender.

variations:
In youth groups, use comic book characters, pop stars, film or sports stars instead of historical figures. Read comics, brainstorm character traits, add speech bubbles to posters. Leaving the question completely open may produce interesting surprises.

source_excerpt:
This activity involves individual, small and whole group work, brainstorming and discussion about: heroines and heroes as symbols of socialisation and culture; stereotyped images of heroines and heroes.


name: Horoscope of poverty
category: conflict-empatie
subcategory: poverty, social rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 543-547
materials_category: printed cards
skills_developed: empathy, creative writing, knowledge of poverty, social awareness
difficulty_level: mediu
keywords: poverty, globalisation, social rights, horoscope, empathy
tags: ["poverty", "globalisation", "social rights", "human rights", "simulation"]
language: en
normalized_name: horoscope of poverty
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part34
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A creative activity combining knowledge and composition to explore the consequences of poverty and the opportunities denied to the poor. Participants receive 'Life cards' describing real-world characters in poverty and write fantasy horoscopes predicting their futures in areas of love, work, and health. The activity promotes reflection on the cycle of poverty and social justice.

rules:
Introduce the concept of horoscopes. Divide participants into three small groups; give each group a set of Life cards and corresponding Horoscope cards. Groups have 20 minutes to write fantasy horoscopes for their four characters, predicting the coming year in the areas listed on the horoscope cards. In plenary, each group presents their life cards and horoscopes. Finally, life cards and predictions are taped to a large sheet to create a wall chart. Debriefing focuses on defining poverty and its consequences.

variations:
Adapt or replace life stories with others more relevant to the group, or use real cases from the local community or country.

source_excerpt:
This activity combines knowledge and creative composition to explore issues about the consequences of poverty and the opportunities in life which are denied to the poor.

materials_list:
12 Horoscope cards, 12 Life cards, Paper and pencil per participant, Large sheet of paper or flipchart, Markers or chalk, Tape


name: Just a minute
category: icebreakers
subcategory: sport, human rights
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 548
materials_category: printed materials
materials_list: Statements (one per participant), A hat, A watch with a second hand or a timer
skills_developed: public speaking, self-confidence, knowledge of sport and human rights, quick thinking
difficulty_level: usor
keywords: sport, globalisation, human rights, public speaking, just a minute
tags: ["sport", "globalisation", "human rights", "speaking", "quick thinking"]
language: en
normalized_name: just a minute
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part34
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A quick-thinking speaking activity where participants draw a statement about the relationship between sports and human rights, prepare briefly, then speak non-stop for one minute on that topic with no hesitations or repetitions. The activity develops self-confidence in expressing opinions and deepens understanding of how human rights issues are interconnected.

rules:
Participants sit in a circle. Pass a hat containing folded slips with statements. Each person draws one slip without looking. Participants have 5 minutes to prepare, then must speak non-stop for one minute on their statement without hesitation or repetition. After each speech, allow 2-3 minutes for comments. Note topics needing further discussion. After all turns, return to unfinished discussions. Debrief on which topics were toughest and most controversial.

source_excerpt:
In this activity, people have to be quick and inventive to talk for one minute on the relationship between sports and human rights.


name: Just a minute
category: team-building
subcategory: human rights education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 548-550
materials_category: papetărie
materials_list: Statements, one per participant, A hat, A watch with a second hand, or a timer
skills_developed: self-confidence, public speaking, critical thinking, knowledge of human rights
difficulty_level: mediu
keywords: sport, human rights, speaking, debate, one minute
tags: ["Level 2", "any group size", "40 minutes"]
language: en
normalized_name: just a minute
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part35
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity where participants each draw a statement from a hat about sport and human rights, prepare briefly, then speak non-stop for one minute on the topic with no hesitations and no repetitions. After each speech, a short discussion follows. The activity develops self-confidence, knowledge about sport and human rights, and understanding of how all human rights issues are interconnected.

rules:
1. Ask people to sit in a circle. 2. Pass round the hat; each person without looking draws one slip of paper. 3. Participants have 5 minutes to prepare to talk non-stop for one minute on the statement on their slip — no hesitations, no repetitions. 4. Go round the circle and each person gives their 'speech'. 5. After each speech, allow two or three minutes for short comments. 6. When everyone has had their turn, return to any discussions cut short. 7. Debrief and evaluate.

variations:
In a small group, do two or more rounds (one slip per round). With more than fifteen people, work in two sub-groups. The technique of taking statements out of a hat can be adapted to any theme.

source_excerpt:
In this activity, people have to be quick and inventive to talk for one minute on the relationship between sports and human rights.


name: Let every voice be heard
category: integrare-incluziune
subcategory: democratic participation / education rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 551-553
materials_category: papetărie
materials_list: 4 large sheets of paper or flipchart paper and pens per small group, Extra paper for notes
skills_developed: democratic participation, co-operation, decision-making, reflection on rights
difficulty_level: dificil
keywords: education, democracy, student council, human rights, participation
tags: ["Level 3", "8-50 participants", "115 minutes"]
language: en
normalized_name: let every voice be heard
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part35
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A two-part discussion exercise for small groups and plenary that explores what education is, how it meets people's needs, and how to develop democratic decision-making systems in schools, colleges or clubs. Part 1 (35 minutes) focuses on what kind of education people want; Part 2 (60 minutes) focuses on developing democratic systems (e.g. student councils) that give young people a say in their education.

rules:
Part 1 (35 min): 1. Short general discussion on what 'education' means. 2. Brainstorm positive and negative sides of education; note keywords on flipchart. 3. Pairs have 15 minutes to assess the value of the right to education in context of who makes decisions. 4. Plenary feedback. Part 2 (60 min): 1. Pairs review how decisions are made in their school/club. 2. Pairs combine into groups of four; consider democratic elected bodies. 3. Groups consider positive/negative aspects of a democratically elected council. 4. Groups decide the best form of council for their needs. 5. Depending on circumstances — plan a new council or improve the existing one using SWOT analysis (30 min action plan on flipchart). 6. Plenary report-back. Debrief and evaluate.

source_excerpt:
This activity is in two parts: part 1 (35 minutes) is a discussion about what sort of education people want, and part 2 (60 minutes) is a discussion about how to develop democratic systems to ensure that people can have their say about the education that they get.


name: Let's talk about sex!
category: conflict-empatie
subcategory: sexuality / human rights / anti-discrimination
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 554-557
materials_category: papetărie
skills_developed: empathy, tolerance, self-confidence, perspective-taking, critical thinking
difficulty_level: dificil
keywords: sexuality, homophobia, fish-bowl, discussion, human rights, discrimination
tags: ["Level 4", "10+ participants", "60 minutes"]
language: en
normalized_name: let's talk about sex!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part35
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity using the 'fish-bowl' technique to explore attitudes to sexuality including homophobia. Participants write anonymous questions about homosexuality or sexuality, which are drawn from a hat and discussed by three 'conversationalists' in a fish-bowl arrangement, while the rest observe. Anyone can tap a conversationalist to swap in. The aim is to foster open, respectful exploration of different perspectives without seeking consensus.

rules:
1. Set the scene and explain the human right not to be discriminated against due to sexual orientation. Warm up with a brainstorm of famous people who have been outspoken about their sexuality. 2. Participants write anonymous questions on slips of paper and put them in a hat. 3. Explain the fish-bowl rules: free expression of opinions, offensive or hurtful comments directed at individuals are not allowed. 4. Place three chairs in a half-circle — the fish-bowl. The rest are observers. 5. Two volunteers join the facilitator in the fish-bowl. Anyone wishing to join taps a conversationalist on the shoulder; they swap seats. 6. A volunteer picks a question from the hat and conversation begins. Let discussion run until points are repeated. 7. Then three new volunteers discuss another question. 8. Continue as many rounds as time and interest allow. Take a short break before debrief. Debrief: reflect on how people felt inside/outside the bowl, different views, and what was learned.

variations:
Other topics: the age of consent for homosexuals; adoption and marriage for gay and lesbian couples; AIDS exposure.

source_excerpt:
This activity uses the "fish-bowl" technique to explore attitudes to sexuality including homophobia.

materials_list:
3 chairs, 2 facilitators, Space for participants to move about, Board or flipchart and markers, Small slips of paper and pens, A hat


name: Living in a perfect world
category: conflict-empatie
subcategory: peace education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 561-563
materials_category: handouts
materials_list: Peace wheel handout, Quiz sheet
skills_developed: critical thinking, knowledge of values, reflection on peace
keywords: peace, proverbs, values, quiz, human rights
tags: ["peace education", "human rights", "discussion"]
language: en
normalized_name: living in a perfect world
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part36
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A quiz-based activity using a 'peace wheel' handout. Participants must identify words missing from proverbs and quotations drawn from world cultures. The words fit into areas of a peace circle diagram. Topics covered include wisdom, love, patience, compassion, health, knowledge, solidarity, justice, and many other values. Discussion guides for three themes — peace with oneself, peace with others, and peace with nature — prompt group reflection after completing the quiz.

rules:
Participants find the missing word for each numbered area (1-21) from a provided word bank including Beauty, Body, Compassion, Co-operation, Culture, Economy, Emotions, Environment, Patience, Harmony, Health, Individual, Information, Joy, Justice, Knowledge, Life, Love, Mind, Respect, Social life, Society, Solidarity, Substance, Truth, Welfare and Wisdom. Once complete, the answers are entered into the peace circle diagram. Discussion guides then prompt reflection in three groups: peace with oneself, peace with others, and peace with nature.

source_excerpt:
Can you find the words which are missing from the following proverbs and quotations? Identify the words and you have the clues to fit into the peace circle!


name: Makah whaling
category: conflict-empatie
subcategory: environmental rights, indigenous rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 564-570
materials_category: handouts, role cards
materials_list: Handouts, Pens and paper, Role cards for each group
skills_developed: consensus building, intercultural skills, critical thinking, open-mindedness, role-play
difficulty_level: dificil
keywords: whaling, indigenous rights, environment, role-play, consensus, human rights
tags: ["simulation", "role-play", "environmental rights", "cultural rights"]
language: en
normalized_name: makah whaling
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part36
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A complex role-play and simulation activity exploring tensions between indigenous cultural rights and environmental protection. Participants are divided into groups representing the Makah tribe, the High North Alliance, Sea Shepherd/WDCS, and Greenpeace. A neutral mediating organisation (Crest) facilitates a simulated meeting to discuss the Makah tribe's application to the International Whaling Commission to resume whaling. The activity addresses sustainable use of marine resources, rights of indigenous peoples, cultural traditions, and environmental conservation.

rules:
Part 1 (30 min): Introduction to the environmental and cultural issues using 'high or low' stance statements. Part 2 (90 min): Simulated Crest meeting. Groups of 14+ are divided into four roles: Makah tribe, High North Alliance, Sea Shepherd, and Greenpeace. Two volunteers represent Crest as mediators. Groups spend 30 min preparing their positions using role cards, then meet in plenary for 60 min to discuss and seek consensus on four questions: Should whaling be allowed? Is there a special case for cultural tradition? At what level? What management regimes are needed? Debrief follows with reflective questions.

variations:
If group is small, work with two groups: Makah and High North Alliance vs Greenpeace and Sea Shepherd. Alternatively, run as a panel debate with one person per group, presentations followed by questions from the floor and a vote on the four questions.

source_excerpt:
This activity is a simulated meeting of an imaginary organisation called Crest (Culture, Rights, Environment, Sustainability and Talk). Crest is an independent organisation that works to bring a human rights perspective to environmental issues.


name: Making links
category: team-building
subcategory: citizenship, democracy
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 571-574
materials_category: paper, wool, markers
skills_developed: negotiation, civic responsibility, co-operation, democratic decision-making
difficulty_level: dificil
keywords: civil society, democracy, NGOs, citizens, government, media, negotiation
tags: ["citizenship", "democracy", "negotiation", "wool web"]
language: en
normalized_name: making links
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part36
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity exploring civil society and the rights and responsibilities of citizens, government, NGOs and media in a democracy. Participants are divided into four groups representing these four 'actors'. Each group brainstorms their functions and their demands on other actors, then negotiates in structured rounds to create a web of connections using wool and tape. The resulting web visually represents the interdependencies of democratic society.

rules:
1. Explain the purpose: mapping democratic society relations. 2. Divide participants into four groups: government, NGO sector, media, and citizens. 3. Each group spends 10 min brainstorming their five most important functions and listing them in red on large paper. 4. Groups present and may amend their lists. 5. Groups separately brainstorm (15 min) demands on the other three actors, listed in green. 6. Each group prioritises up to six demands; receives wool strands and tape. 7. Rules of Play handout is distributed. 8. Three rounds of negotiation (10 min each): Round 1 — citizens/NGOs and media/government; Round 2 — citizens/media and NGOs/government; Round 3 — citizens/government and media/NGOs. When a demand is accepted, a wool strand is taped between the two sheets of paper. 9. Debrief over the resulting web.

variations:
Add more actors (businesses, minorities, disadvantaged groups). Simplify by using fewer groups (e.g. only citizens and government). Run without charts by having participants hold wool strands physically.

source_excerpt:
The purpose of the activity is to draw a "map" of the different relations between four sectors within (an ideal) democratic society.

materials_list:
Large sheets of paper (A3) or flipchart paper, 2 markers of different colours per group, Ball of string or wool (preferably green), Roll of sticky tape per group, Scissors


name: Our futures
category: creative-stem
subcategory: environment, children's rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 580
materials_category: art materials
skills_developed: creative expression, teamwork, vision, discussion skills, civic awareness
difficulty_level: usor
keywords: future, environment, children, community, drawing, collage
tags: ["art", "future", "community", "children's rights"]
language: en
normalized_name: our futures
extraction_confidence: med
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part36
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity in which participants draw, contemplate and discuss their hopes and concerns for the future of their generation. Among the issues addressed are environmental issues affecting future generations, young people and the family, and community life. Participants use art and collage materials to create images of the future and discuss change over time in their neighbourhoods and communities.

rules:
1. Introduce the concept of change over time — ask participants to think about how their homes and local streets have changed since they were younger. 2. Participants create drawings or collages representing hopes and concerns for the future using paper, paints, markers, and collage materials. 3. Discussion follows on rights, responsibilities, and community life.

source_excerpt:
In this activity participants draw, contemplate and discuss their hopes and concerns for the future of their generation.

materials_list:
Paper for drafts, Large sheets of paper, Paints, pens and markers, Collage materials (coloured paper, magazines, twigs, rice, beans, dead leaves, shells), Glue, Pictures or photographs of neighbourhood (optional)


name: Our futures
category: conflict-empatie
subcategory: human rights education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 580-582
materials_category: art supplies
difficulty_level: mediu
keywords: future, neighbourhood, human rights, environment, children, collage, map
tags: ["human rights education", "future thinking", "creative", "group work"]
language: en
normalized_name: our futures
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part37
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants draw, contemplate and discuss their hopes and concerns for the future of their generation. Working in groups of three to four, they sketch and create a collage or painted plan of their ideal future neighbourhood or town. Groups then present their plans and discuss the role of young people in shaping the future through human rights frameworks.

rules:
1. Introduce the concept of change over time; ask participants to reflect on changes in their homes and neighbourhood. 2. Ask people to brainstorm changes they would have made if consulted. 3. Link with human rights and decision-making. 4. Tell the group this is their moment to influence futures. 5. Ask people to get into groups of three to four. 6. Hand out paper and pens; ask them to draft ideas for their ideal neighbourhood/town of the future. 7. Transfer the draft onto a large sheet of paper and complete with paint and collage materials. 8. Each group presents their plan; short questions and answers after each presentation, followed by general debriefing.

variations:
An alternative method is 'futures wheels': small groups each take one issue (education, family, community, employment, health) and draw a futures wheel with a hub of important things, concentric circles, and spokes for different points.

source_excerpt:
Tell the group that the opportunity is now! This is the moment for them to take the chance to start thinking about - and influencing - the futures they may inhabit.

materials_list:
Paper for drafts, Large sheets of paper for the final design, Paints, pens and markers, Materials for a collage (coloured paper, magazines, twigs, rice, beans, dead leaves, shells, etc.), Glue, Pictures or photographs of how the neighbourhood/town looked ten or twenty years ago (optional)

skills_developed:
community knowledge, rights and responsibilities, open discussion, teamwork, vision and future thinking


name: Path to Equality-land
category: integrare-incluziune
subcategory: gender equality
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 583-585
materials_category: art supplies
difficulty_level: dificil
keywords: gender equality, discrimination, fantasy map, empowerment, education, women
tags: ["human rights education", "gender", "creative", "mapping", "group work"]
language: en
normalized_name: path to equality-land
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part37
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
Participants work in small groups to draw a fantasy map showing the journey from the present to 'Equality-land' — an imagined future country where true gender equality exists. They brainstorm what Equality-land might look like, what obstacles lie on the path, and how to overcome them, then create an illustrated map with their own symbols and a key.

rules:
1. Explain that participants will draw a fantasy map of the path to Equity-land, a country of true gender equality existing only in imagination. 2. Ask about folk tales using journey metaphors; discuss symbols (dark forest = evil, red apple = temptation, river = moral challenge). 3. Briefly review map features: contours, shading, symbols. 4. Get into small groups of three to five people. Hand out small paper and give 15 minutes to brainstorm three topics: what Equality-land looks like, what obstacles exist, and how to overcome them. 5. Hand out large sheets and markers; each group makes a fantasy map with the present and the future connected by a path. They invent their own symbols and make a key. 6. Give groups 40 minutes to draw maps. 7. Come into plenary and ask groups to present their maps. Debriefing follows.

variations:
Groups could make 3D models of the landscape using 'junk' (small boxes, tubs, tubes, paper, stones, nuts, string, wool, paper clips, glue, card). The method of drawing a map from present to future can be adapted to most issues requiring imaginative solution-finding.

source_excerpt:
Explain that in this activity participants will be drawing a fantasy map of how to travel to Equity-land, a country where there is true gender equality. It will exist in the future, but at present it only exists in people's imaginations.

materials_list:
1 A4 sized sheet of paper and 1 pencil per small group (brainstorm), Large sheets of paper (A3 size) or flipchart paper, one per small group, Marker pens of different colours, A map (hiking map or one showing physical features: mountains, valleys, rivers, forests, villages, bridges)

skills_developed:
understanding of gender equality goals, imagination and creativity, justice and respect, empowerment


name: Play the game!
category: conflict-empatie
subcategory: conflict resolution
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 592-595
materials_category: cards
difficulty_level: dificil
keywords: conflict, conflict resolution, mediation, card game, simulation, negotiation
tags: ["human rights education", "conflict", "simulation", "role-play", "group work"]
language: en
normalized_name: play the game!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part37
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A simulation based on playing a card game in which four participants secretly have disruptive roles (Rule-maker, Accuser, Cheater, Bad Loser). The activity explores conflict, conflict resolution, and mediation skills as other players must recognise and resolve the disruptions through principled negotiation.

rules:
Preparation: Assign four participants secret role cards (Rule-maker, Accuser, Cheater, Bad Loser) one at a time without others knowing. Instructions: 1. Invite participants to choose a simple, well-known card game (e.g., snap or pontoon). 2. Check everyone knows the rules and briefly go through them. 3. Begin the card game and let it run as long as possible; allow players to develop their own mediation process. Intervene only if things get very heated and players take no initiative. 4. After the game ends, give time to calm down and exit roles before debriefing. Role cards: Rule-maker — invents new rules unilaterally to their own advantage; Accuser — disrupts by accusing others of breaking rules or being unfair; Cheater — takes extra cards or miscounts points, initially discreetly then more obviously; Bad Loser — plays badly, then reacts dramatically to losing (throwing cards, screaming).

variations:
For groups larger than 15, split into sub-groups with co-facilitators or have some participants act as observers or mediators. The game does not have to be cards — pool or snooker will work equally well.

source_excerpt:
This is a simulation based on the idea of playing a game of cards. However, not all the players are playing the game fairly. It deals with issues about conflict and conflict resolution.

materials_list:
A pack of standard playing cards (or other cards, e.g. happy families), Role cards (Rule-maker, Accuser, Cheater, Bad Loser)

skills_developed:
conflict identification, conflict resolution, mediation, participation, co-operation, respect for others


name: Power Station
category: conflict-empatie
subcategory: violence prevention
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 596-598
materials_category: craft/paper
skills_developed: co-operation, group work, creative problem solving, conflict resolution
difficulty_level: mediu
keywords: violence, community, power station, solutions, brainstorm
tags: ["human rights", "peace", "violence prevention", "group work"]
language: en
normalized_name: power station
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part38
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A creative group activity addressing violence in the community and ways to solve it. A room is set up as a 'power station' with a string cable representing electrical wires. Papers listing expressions of violence are hung on the cable. The facilitator simulates 'power failures' by cutting the string, and participants acting as technicians must hold the broken ends together and work together to propose positive solutions to the violence problems written on the papers. When solutions are agreed upon, they are written on clean sheets and taped over the break, replacing the negative with the positive.

rules:
Part 1: Participants brainstorm expressions of everyday violence (not terrorism/genocide, but bullying, verbal abuse, etc.) and write each on a separate sheet. Duplicates are discarded. Sheets are folded and hung on the string cable at 0.5m intervals. Part 2: Participants split into 2 groups acting as 'technicians'. Facilitator cuts the string to simulate a power failure; one person from each group grabs a broken end and reads the problem paper on their side. Both groups have 5 minutes to propose solutions to the two problems. Groups discuss, agree on solutions, write them on clean sheets, and the technicians knot the cable ends and tape the solutions over the join. The process repeats until all 'expression of violence' papers are replaced by 'solutions' papers.

variations:
If the group is small, work with one group of emergency technicians. This technique can be adapted for any issue involving identifying problems and finding solutions.

source_excerpt:
Tell them that this power station generates "negative energy" and that because "negative energy" is very heavy there are often power failures.

materials_list:
Long piece of strong wool or string equal to the length of the room, A pair of scissors, A4 size sheets of paper (6 per participant), Markers, one per person, Bell (optional), Sticky tape, 2 rooms (optional, but preferable)


name: Responding to racism
variations: The activity can be adapted to address issues such as bullying.
category: integrare-incluziune
subcategory: anti-racism
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 599-603
materials_category: stationery
skills_developed: democratic participation, communication, co-operation, critical thinking, empathy
difficulty_level: dificil
keywords: racism, discrimination, cultural difference, policy, role-play
tags: ["human rights", "anti-racism", "education", "inclusion"]
language: en
normalized_name: responding to racism
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part38
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An activity that uses role-play and review of a critical incident to provoke participants to review their understanding of cultural difference, racism and stereotypes. It involves discussion and collective writing to address issues about racism in educational or community settings. Participants watch a short role-play about a racial incident involving a student named Abdallah, reflect on their responses, then work in groups to draft an anti-racist policy for their school or organisation.

rules:
Part 1: Begin with a brainstorm about racism (optionally using a racist joke to provoke reaction). Act out a 3-scene role-play based on a critical incident involving racial profiling. At breaks in the role-play, observers write key words summarising their responses. Conduct a short debriefing of observations. Part 2: Brainstorm actors in the school/club. Divide into small groups of 4-5 to consider duties and responsibilities regarding racist incidents. Groups have 30 minutes to discuss and prepare a report with key points on flipchart paper. Report back in plenary. Each group further develops one aspect. Groups report results and discuss implementation.

source_excerpt:
This activity uses role-play and review of a critical incident to provoke participants to review their understanding of cultural difference.

materials_list:
Large sheets of paper or flipchart paper and markers, 4 volunteers to present a role-play, Critical incident role card and guidelines for facilitators (handout 1), The school's (or organisation's) policy and guidelines on racial incidents, Copies of handout 2 (some practical points for consideration)


name: Sport for all
category: sports-active
subcategory: game design
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 612
materials_category: sport/craft
skills_developed: creativity, group work, co-operation, rule-making, critical thinking
difficulty_level: mediu
keywords: sport, game design, inclusion, discrimination, rules, creativity
tags: ["human rights", "sport", "inclusion", "game design", "group activity"]
language: en
normalized_name: sport for all
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part38
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A high-energy creative activity in which participants use their imagination to design new inclusive games. Groups of four are given basic equipment and must devise a new game that can be played by all, exploring themes of inclusion, rules, and discrimination in sports. Groups then play each other's invented games and reflect on the experience.

rules:
1. Tell participants about the 'Sport for all' movement and the premise of a competition to invent a new game playable by all. 2. Participants form groups of four. 3. Each group has twenty minutes to devise a game using the provided equipment. Each group decides the aims and rules of their new game. 4. Groups play each other's games. Debriefing follows: review group interactions, the games and rules invented, then discuss sports and games in real life.

source_excerpt:
This is a high-energy activity. Participants use their imagination and creativity to design new games.

materials_list:
4 large buckets or waste-paper bins (per group of 4), 1 ball of thick string (per group), 2 football-sized balls (per group), 2 newspapers (per group), One piece of chalk (per group), A pair of scissors (per group)


name: Sport for all
category: sports-active
subcategory: game design
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 612-614
materials_category: sports equipment
skills_developed: creativity, group-work, co-operation, critical thinking
difficulty_level: mediu
keywords: sport, game design, discrimination, human rights, rules, inclusion
tags: ["sport for all", "game creation", "human rights education", "group work"]
language: en
normalized_name: sport for all
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part39
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A high-energy activity in which participants use their imagination and creativity to design new games using simple equipment. The activity addresses rules of games, the idea of human rights as rules for living, and discrimination in sports. Groups of four devise a game and then play each other's games.

rules:
1. Tell participants about the 'Sport for all' movement and that a competition has been set to invent a new game playable by all. 2. Participants get into groups of four. 3. Each group has twenty minutes to devise a game using the provided equipment; they decide the aims and rules. 4. Groups play each other's games. Debrief covers group dynamics, enjoyment, rule-making, and links to human rights and social inclusion.

variations:
To focus on group-work skills, ask one group to devise a co-operative game and another a competitive one, then compare how enjoyable each was in debriefing.

source_excerpt:
This is a high-energy activity. Participants use their imagination and creativity to design new games. The issues addressed include: Rules of games, their justification and monitoring

materials_list:
4 large buckets or waste-paper bins (per group of 4), 1 ball of thick string, 2 football-sized balls, 2 newspapers, One piece of chalk, A pair of scissors


name: See the ability!
category: integrare-incluziune
subcategory: disability awareness
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 609-611
skills_developed: empathy, reflection, awareness of disability
keywords: disability, wheelchair, blindfold, sign language, human rights
tags: ["disability simulation", "empathy", "human rights education"]
language: en
normalized_name: see the ability!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part39
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A multi-part human rights education activity simulating various disabilities — blindfold walk, sign language communication, and wheelchair obstacle race — to develop empathy and awareness of disability issues. This chunk contains the debriefing, tips, and variations sections of the activity.

rules:
Part 4 (wheelchair obstacle race): Point out the obstacle course to participants. The winner is the person who gets round in the fastest time; there are penalties for crashing into obstacles. After all turns, take a short break, then conduct debriefing in plenary covering all parts of the activity. Debrief covers feelings during blindfold walk, signing exercise, and wheelchair race, and reflection on fears/expectations about disability.

variations:
Facilitators may simulate many other kinds of disabilities, including less visible ones such as learning disabilities or language difficulties. One possibility is to simulate situations of disability due to age to raise awareness towards older people.

source_excerpt:
Point out the obstacle course to the participants. Explain that the winner is the person who gets round in the fastest time. There are penalties for crashing into the obstacles on the way.


name: Take a step forward
category: conflict-empatie
subcategory: social inequality simulation
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 615-619
materials_category: printed materials
skills_developed: empathy, awareness of inequality, critical thinking, perspective-taking
difficulty_level: mediu
keywords: inequality, discrimination, poverty, human rights, role play, social exclusion
tags: ["step forward", "privilege exercise", "empathy", "social justice"]
language: en
normalized_name: take a step forward
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part39
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A role-play simulation activity in which participants take on assigned identity role cards representing people of different social backgrounds. They line up together and step forward every time a read-out situation applies to their character, making visible the unequal distribution of opportunities and rights in society. Issues addressed include social inequality, discrimination, empathy, and access to human rights.

rules:
1. Create a calm atmosphere with soft background music. 2. Hand out role cards at random, one per participant; they keep their role secret. 3. Participants sit and read their card, then imaginatively build up a picture of their character's life. 4. Ask participants to line up in silence. 5. Facilitator reads out situations/events one at a time; participants step forward if they can answer 'yes'. 6. After all situations are read, invite participants to note final positions, then debrief in plenary. Role cards include characters such as unemployed single mother, daughter of bank manager, Arab Muslim girl, disabled young man in wheelchair, Roma girl, refugee, illegal immigrant, etc.

variations:
Work first in small groups, then share in plenary. After roles are revealed, explore in smaller groups who has fewer/more chances and what can be done to address inequalities.

source_excerpt:
We are all equal, but some are more equal than others. In this activity participants experience what it is like to be someone else in their society.

materials_list:
Role cards (one per participant), An open space (corridor, large room or outdoors), Tape or CD player and soft/relaxing music


name: Take a Step Forward
category: integrare-incluziune
subcategory: social inequality simulation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1054-1058
materials_category: papetarie
difficulty_level: mediu
keywords: inequality, role-play, social exclusion, discrimination, empathy, human rights
tags: ["inequality", "discrimination", "empathy", "social justice", "human rights", "simulation"]
language: en
normalized_name: take a step forward
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part66
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A role-play activity in which participants take on role cards representing people from very different social backgrounds and then physically step forward or stay in place in response to a series of statements about life opportunities and rights. The widening physical distance between participants powerfully illustrates social inequality and unequal access to human rights.

rules:
Each participant receives a role card at random and spends time imagining their character's life. Participants line up and remain silent while the facilitator reads statements about life situations. Those who can answer 'yes' take a step forward; others stay in place. At the end, participants observe their relative positions before debriefing, where roles are revealed and social inequality is discussed.

variations:
Can be done in small groups with a co-facilitator, with the second part of debriefing (after roles are revealed) held in smaller groups to deepen discussion.

source_excerpt:
We are all equal, but some are more equal than others. In this activity participants experience what it is like to be someone else in their society.

materials_list:
Role cards, open space (corridor, large room or outdoors), tape or CD player and soft/relaxing music

skills_developed:
empathy, awareness of social inequality, understanding of human rights, perspective-taking, critical thinking about stereotypes and prejudice


name: Trade Union meeting
category: team-building
subcategory: drepturi sociale si negociere
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 642-644
materials_category: papetarie
skills_developed: negotiation, consensus decision-making, understanding of workers' rights, solidarity, participation
difficulty_level: dificil
keywords: trade union, collective bargaining, workers' rights, democracy, simulation, social rights
tags: ["trade union", "labour rights", "negotiation", "role play", "human rights", "citizenship"]
language: en
normalized_name: trade union meeting
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part40
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A role-play simulation of a collective bargaining meeting between employers and employee/trade union representatives. Participants take on roles in a fictional company, prepare negotiating positions, and conduct a formal meeting to reach an agreement on wages and working conditions. The activity explores the role of trade unions, workers' rights, and the process of democratic negotiation in the workplace.

rules:
1. Introduce the simulation: employers vs. employees/TU representatives negotiating wages and conditions. 2. Group decides the company name and trade union name. 3. Divide participants 2:1 (employers vs. workers/TU). 4. Read handout 1 (The situation) and handout 2 (Labour glossary). 5. Outline the meeting procedure: employers present first, then TU/employees, then negotiation. 6. Agree meeting rules (time limits, breaks, who may speak). 7. Groups prepare for 30 minutes: draft proposals, decide negotiating powers and bottom line. 8. Representatives sit in inner circle; others sit behind. Chairperson opens meeting. 9. After meeting, short break to exit role, then debrief.

variations:
Another scenario: a school meeting to resolve a dispute with a 'problem' student, between the student/parents and the head teacher/parent-teacher body.

source_excerpt:
This is a simulation of a meeting between an employer and employees together with their trade union representatives to negotiate wages and conditions. The issues addressed include: The role of trade unions, Collective bargaining in the workplace, Workers' rights

materials_list:
Copies of handout 1 'The situation', one per participant, Copies of handout 2 'A short glossary of some labour terms', one per participant, Labels for identification purposes (optional), Paper, coloured markers and pens (optional), Two rooms (preferable but optional)


name: Trade Union Meeting
category: conflict-empatie
subcategory: role-play simulation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 642-645
materials_category: paper-based
skills_developed: consensus decision-making, negotiation, participation, responsibility, solidarity
difficulty_level: dificil
keywords: trade union, collective bargaining, workers' rights, negotiation, simulation
tags: ["human rights", "social rights", "democracy", "citizenship"]
language: en
normalized_name: trade union meeting
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part41
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A simulation activity in which participants take on roles as employers and employee/trade union representatives to negotiate wages and working conditions through collective bargaining. The activity explores the role of trade unions, workers' rights, and consensus decision-making.

rules:
Divide participants in a 2:1 ratio: smaller group are employers, larger group are employees and trade union representatives. Groups spend 30 minutes preparing proposals and choosing representatives. Representatives sit in an inner circle; others sit behind them. The chair (appointed by employers) opens the meeting. Each side presents its proposal, then negotiates for a mutually acceptable agreement. Time limits and procedures are agreed upon before the meeting. A debriefing follows.

variations:
Another example of a situation involving negotiations about rights might be a meeting at a school to resolve a dispute with a 'problem' student, between the student and parents on one side and the head teacher and parent-teacher body on the other.

source_excerpt:
This is a simulation of a meeting between an employer and employees together with their trade union representatives to negotiate wages and conditions.

materials_list:
Copies of handout 1 'The situation', Copies of handout 2 'A short glossary of some labour terms', Labels for identification (optional), Paper, coloured markers and pens (optional), Two rooms (preferable but optional)


name: Violence in my life
category: conflict-empatie
subcategory: discussion
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 646-647
source_excerpt: This is a discussion activity in which people explore their experiences of inter-personal violence.
skills_developed: self-awareness, tolerance, responsibility, empathy, assertiveness
difficulty_level: mediu
keywords: violence, tolerance, inter-personal, reflection, discussion
tags: ["human rights", "peace", "human security"]
language: en
normalized_name: violence in my life
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part41
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A discussion activity in which participants explore their personal experiences of inter-personal violence — both as recipients and perpetrators. Through brainstorming, individual reflection, and group discussion, participants develop tolerance and skills to deal with violence in positive, non-violent ways.

rules:
1. Explain the purpose: sharing thoughts and feelings about personal experiences of inter-personal violence. 2. Establish group rules: respect, confidentiality, no pressure to share. 3. Brainstorm examples of everyday violence (verbal abuse, insults, sarcasm, theft, vandalism, etc.). 4. Ask everyone to take five minutes to reflect on: a) when someone acted violently towards them, b) when they acted violently towards someone else, c) when they witnessed violence but did not intervene. Debrief by discussing causes and effects, asking volunteers to share, and opening general discussion.

variations:
This makes a good drama activity. Ask two, three or four people to develop a short role-play of an incident. The rest of the group observe. Stop the role-play at intervals and ask the audience to comment or make suggestions. Alternatively, members of the audience can intervene directly to take over from the actors.


name: Who are I?
category: integrare-incluziune
subcategory: identity / self-awareness
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 655-657
materials_category: paper-based
skills_developed: self-awareness, solidarity, respect, understanding diversity
difficulty_level: usor
keywords: identity, diversity, gender, individuality, discrimination
tags: ["human rights", "citizenship", "gender equality", "discrimination", "xenophobia"]
language: en
normalized_name: who are i?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part41
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An identity exploration activity in which participants draw personal 'stars' with rays representing the most important aspects of their identity, then compare stars with others to discover shared and unique traits. Uses buzz groups, brainstorming, drawing, and group discussion to explore individuality, solidarity, and human rights.

rules:
1. Warm up: pairs introduce themselves as strangers and reflect on what is interesting to know about someone. Brainstorm general categories of information (name, age, nationality, religion, hobbies, etc.). 2. Hand out paper and pens (different colour per person). Each person draws a personal 'star' with 8-10 beams representing the most important aspects of their identity. 3. Participants circulate (15 minutes) comparing stars; when they share a beam with someone else, they write that person's name on the beam. 4. Plenary: discuss individuality, similarities, differences. 5. Group brainstorm: aspects of identity chosen vs. aspects born with — written in two columns on flipchart.

variations:
Make the activity more sophisticated by suggesting people draw stars with longer or shorter beams according to how public or private a particular aspect of their identity is.

source_excerpt:
This activity involves buzz groups, brainstorming, drawing and group discussion to explore issues of identity.

materials_list:
Coloured pens and markers (different colour per participant if possible), One sheet of paper per person, Flipchart paper and markers


name: Work and babies
category: conflict-empatie
subcategory: drepturi reproductive, discriminare la locul de muncă
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 658-660
materials_category: papetărie
skills_developed: empathy, critical thinking, assertiveness, knowledge of human rights, role-play
difficulty_level: mediu
keywords: reproductive rights, gender equality, discrimination, workplace, role-play
tags: ["social rights", "gender equality", "discrimination", "xenophobia"]
language: en
normalized_name: work and babies
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part42
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A role-play activity dealing with women's reproductive rights in the workplace. Participants enact a scenario in which a job applicant (Maria) is asked to sign a declaration that she will not have a baby for two years as a condition of employment. Small groups devise an ending and perform a short role-play, followed by debriefing on discrimination, women's rights, and human rights.

rules:
1. Explain the activity and conduct a short brainstorm about women's reproductive rights. 2. Divide participants into small groups (maximum five people per group). 3. Read out the background scenario about Maria and Mr. Wladstock. 4. Groups have twenty minutes to decide on an ending and develop a role-play (max five minutes long). 5. Each group presents their role-play. 6. Debrief using discussion questions about rights violations, fairness, and what can be done.

variations:
Instead of small groups, start with two volunteers playing Maria and Mr. Wladstock with the rest as observers. Stop at intervals, ask observers to comment, and allow observers to swap places with actors to change the course of the role-play. Additional characters (e.g. Maria's husband as a trade union representative) can be added. Adapt character names to reflect common names in the local country.

source_excerpt:
This is a role-play dealing with issues of
(cid:1) Reproductive rights in the workplace
(cid:1) Discrimination against women in the workplace

materials_list:
large sheet of paper, flipchart paper or board, space for small group work and role-play, props for the role-play, table and chairs, pen and paper


name: Carry out a survey in your neighbourhood
category: altele
subcategory: activism pentru drepturile omului
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 669-670
materials_category: papetărie
materials_list: survey forms, pen and paper
skills_developed: research, community engagement, communication, critical thinking
difficulty_level: usor
keywords: survey, community, human rights, activism, research
tags: ["activism", "community", "human rights education"]
language: en
normalized_name: carry out a survey in your neighbourhood
extraction_confidence: med
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part42
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A community activism action in which young people design and conduct a survey in their local community to find out what people know about human rights, what concerns them, and whether they would be prepared to act. The survey can be carried out among friends, family, school pupils, teachers, people on the street, minority groups, businesses, or by dropping forms through letterboxes. Results help identify paths of action and publicise the group's work.

rules:
Decide who to survey (friends, family, school, street, minority groups, businesses, letterboxes). Design questions around: what people know about human rights (rights if apprehended, anti-discrimination legislation, current laws, available recourse); what they think is important (rights concerns, most serious violations); and whether they would be prepared to act (sign a petition, write a letter, participate in a street action). Combine the survey with more concrete action. Use results to decide on paths of action.

source_excerpt:
A survey can be an important way of making contact with your local community if you are seeking to undertake effective action. You can test the water by seeing how people respond to particular issues; and that will help you to decide on paths of action that are particularly necessary and that will be viable in your community.


name: SWOT Analysis for activism planning
category: team-building
subcategory: planificare activism
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 674-675
materials_category: papetărie
materials_list: large sheet of paper or flipchart, pens
skills_developed: strategic thinking, self-assessment, teamwork, planning
difficulty_level: usor
keywords: SWOT, planning, activism, group analysis, strategy
tags: ["activism", "planning", "human rights education", "team-building"]
language: en
normalized_name: swot analysis for activism planning
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part42
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
A group planning exercise in which young people analyse their group's Strengths, Weaknesses, Opportunities, and Threats (SWOT) in order to clarify what kind of human rights activism they can realistically undertake. Subgroups each work on one of the four dimensions, then share and discuss the results together.

rules:
Divide the group into four smaller working groups. Assign each group one of the four SWOT dimensions: Strengths (what the group is good at), Weaknesses (what the group is not so good at), Opportunities (external possibilities to exploit), Threats (external obstacles). Each subgroup draws up their analysis. Bring the whole group back together to compare and discuss. Use the completed SWOT as a basis for deciding on realistic activism goals.

source_excerpt:
A SWOT analysis is an effective way of drawing out the characteristics of your group, and of looking at the particular circumstances outside the group which might influence what you are able to do.


name: AN A-Z OF ACTIONS FOR THE CAMPAIGN
category: integrare-incluziune
subcategory: campaigning
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 878
skills_developed: reflection, discussion, action planning
difficulty_level: usor
keywords: intercultural, campaign, A-Z, racism, xenophobia, anti-semitism, tolerance
tags: ["level-0", "theme-A"]
language: en
normalized_name: an a-z of actions for the campaign
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part55
created_at: 2026-05-29 18:08:36
updated_at: 2026-05-29 18:08:36
description:
An alphabetical list of intercultural values and actions, each letter representing a concept or action participants can take to work against racism, xenophobia, anti-Semitism and intolerance. Can be used to start discussion or as a guide for action. Participants can make an enlarged photocopy to use as a poster and add their own ideas.

rules:
Use this Intercultural A-Z to start discussion or as a guide of things that you can do to work against racism, xenophobia, anti-Semitism and intolerance. Make an enlarged photocopy to use as a poster and add your own ideas.

source_excerpt:
A is for action against anti Semitism
B is for being informed
C is for combating oppression, for co operation and caring


