Boys join Scouts in part because of the promise of "lots of action." The opportunity to "go camping" and to learn the associated skills translates into "FUN" for boys. DELTA activities are fun, action oriented and fit easily into a troop’s program plan.
DELTA has three kinds of activities that are designed to help scouts exercise the way they think about the choices they make.
As a Boy Scout leader you help kids get the most out of these activities by discussing or reflecting on the experience soon after it is completed. Much of the value and "values" of scouting lie beneath the surface. It is easy to see the activities that keep young men busy, less easy to see the real purpose and benefit of the activities.
"Sticks and stones will break my bones but words can never hurt me." (Old nursery rhyme.)
Before describing these activities, we would like you to consider the kind of environment that will best support children’s learning and development. Adolescents are particularly subjected to verbal put-downs by their peers and others. They are adept at the ‘cheap shot’. It is a way being a teenager in America. Unlike the sticks and stones nursery rhyme, often those words hurt. No place seems to be immune to this kind of language.
Simply put, Scouting should be a safe haven for boys, in which there is no fear of ridicule nor harassment. DELTA activities are conducted within the context of this safe environment and you the leader set the tone and are the role model. Initially you may have to remind the boys "no put downs or cheap shots in this troop!" After awhile, the boys themselves will control the behavior and feel good about the difference.
It is within this environment that DELTA activities work best.
Scouting is a skill building program. For example, boys learn simple knots like a clove hitch or a square knot. They then build on those skills as they learn to lash and ultimately may participate in building a large structure like a monkey bridge. So too are the skills for ethical leadership built, in small steps that nurture the development of a boy’s sense of responsibility for his choices and their effects on others.
In DELTA, these skills are practiced through initiative games and Scout skills. The power of these activities lie in helping boys make sense out I the game or skill by reflecting on that experience at the conclusion of the activity. The "Ethics in Action" video Reflecting illustrates this process and is a good way for you to prepare to conduct these activities.
Initiative games, and cooperative activities are different from most games we are familiar with. What’s different is the way we play them. These games can be very competitive, with lots of strategy and skill without having to have someone lose. Everyone has fun and in that sense wins.
Initiative games are purposeful activities with a specific goal(s) and learning process that are less competitive and less rule oriented. They can best be described as "action and reflection" experiences. These games:
George Leonard, an early "new games" pioneer wrote, "How we play the game may turn out to be more important than we imagine for it signifies nothing less than our way of being in the world."
Let’s look at one game the Scouts play in the Reflecting. video. It’s an initiative game called "All Aboard." The Scouts try to board a two-foot square platform without anyone’s feet left touching the ground. Everyone has to stay boarded for at least ten seconds.
As you think about this game, you will see that the Scouts must cooperate if the game is to be successfully completed. Their task is to solve a problem, and everybody is part of the solution.
In games like "All Aboard," one person may emerge as a leader, but that person is not necessarily a winner, at least not in the traditional sense. He does not win at someone else’s expense. He is just a person who has a solution. He in turn depends on everyone else to help him accomplish something. Scouts learn to solve a problem, to cooperate, and to communicate when they play "All Aboard."
FROM PARENTS MAGAZINE, 4/88:
"Many studies conducted in various social and cultural settings conclude that competition interferes with people’s ability to get along… These (new games) activities provide an alternative to the mostly competitive games children see and play, and at the least, can open up their minds to the idea that there are other possibilities in life besides winning and losing."
It’s not that competition is unhealthy. It gives us the drive toward excellence or the achievement of goals. Competition can be a learning experience when we test ourselves against a standard.
Scouting can balance the thrill of competition with the personal empowerment that come from working together to solve a problem or making a difference in your community.
There are 15 initiative games in this Book. If you are interested in finding more of these kind of activities, 5 games books are included in the references section.
These events are either adaptations of current activities or designed for DELTA based on BSA Skill Award requirements. All events can be "Scored" and all Scouts are eligible to be recognized for skills learned and participation. The emphasis at each activity should be on teamwork, effort, and cooperation, as well as excellence in the performance of the skill. After an event is conducted, scouts reflect on the experience just as in the games. After reflecting, ask the boys if they want to try the event again to improve their score. Inevitably they will.
The following outline walks you through the steps you should consider in using the games or Scout skills with your troop. Remember the video Reflecting is a great tool to help you do this.
Familiarize yourself with the activity you have chosen. Know how the game is played, what the objectives are, and how its parts lead to the learning objective.
Plan a strategy ahead of time so you can help your Scouts if they get into trouble with the game.
Figure out space and equipment requirements. If you’re planning an activity for a Camporee, try it out ahead of time in your own troop to avoid last-minute snags.
Think about some questions you can use in reflecting following the activity, You may want to jot down some notes. Each activity has a few questions to get you started!
Make the rules clear. Be sure the Scouts understand the problem they must solve or the skill to be learned before they begin. Emphasize that there should be no put-downs or harassment during the activity.
Stand back. Let the Scouts solve the problem themselves. Even though You may know a better solution, let them figure it out for themselves. They will learn the most from an experience they’ve worked through on their own.
Lay the ground rules for discussion. Have Scouts sit so they can see each other and ask them to agree not to interrupt or make fun of each other. Let them know they are free to keep silent if they wish.
Facilitate the discussion. As a leader, avoid the temptation to talk about your own experiences. Reserve judgment about what the Scouts say to avoid criticizing them. Help the discussion get going, then let the Scouts take over with limited guidance from you. If you describe what you saw, be sure that your comments don’t stop the boys from adding their own thoughts. Above all, be positive. Have fun with the activity and with the processing session!
Use thought-provoking questions. The following types of questions are useful in reflecting:
Open-ended questions avoid yes and no answers. "What was the purpose of the game?" and "What did you learn about yourself?"
Feeling questions require Scouts to reflect on how they feel about what they did. "How did it feel when you started to pull together?"
Judgment questions ask Scouts to make decisions about things. " What was the best part?" or "Was it a good idea?"
Guiding questions steer your Scouts toward the purpose of the activity and keep the discussion focused. "What got you all going in the right direction?"
Closing questions that help Scouts draw conclusions and end the discussion. "What did you learn?" or "What would you do differently?"
Reflecting on an activity should take no more than 10- 1 5 minutes. The more you do it, the easier it becomes for both you and your scouts. Remember that the value and "values" of Scouting often lie beneath the surface. Reflection helps you insure that these values come through to your scouts.
Many initiative games have become so widely used that it is difficult to document the original source and many are referred to in multiple publications. For our purposes, we will cite the sources that we feel are as close to original as possible with the following abbreviations:
Adapted from COPE
Objective:
To form a geometric shape with a 50 foot loop of rope.
Procedure:
Gather the group into a large circle, Place the loop of rope on the ground inside of the circle at the feet of all of the participants. Tell the group to blindfold themselves, then pick up the rope. When the group is ready tell them to form a perfect square with the rope. When they think they have succeeded, have them remove their blindfolds.
Rules:
Variations:
Processing:
Concepts: Handicap awareness, teamwork, cooperation and communication.
Materials:
Adapted from COPE
Objective:
To raise and lower a weight using a rope and pulley as often as possible in a given time.
Procedure:
A weight is attached to a rope running through a pulley or tackle. Each person in the group must hold the rope behind a set point and then raise and lower the weight as many times as possible in two minutes.
Rules:
Processing:
Concepts: Teamwork, cooperation and leadership.
(Give the group the option to try the activity a second time.)
Materials:
Adapted fro YES and CC
Objective:
To develop an awareness of the duration of a minute and to practice estimating time spans.
Procedure:
Ask the group to find a comfortable spot and sit down. Explain that they are going to estimate three minutes. Have them close their eyes and keep them closed. They begin timing on a signal from the instructor. At the end of one minute, each one should raise their hand with one finger up. At the end of two minutes, they should raise another finger. At the end of three minutes, they should open their eyes and put down their hand. Everyone should remain silent until everyone is finished.
Rules:
Processing:
Concepts: Problem solving and self esteem.
(Give the group the option to try the activity a second time.)
Materials:
Adapted from YES and C.C.
Objective:
To move a group across an open field as quickly as possible.
Procedure:
Instruct the group that they are to get across an open field as quickly as possible. To get across, a person must be carried.
Rules:
Processing:
Concepts: Problem solving, teamwork, cooperation and trust.
(Give the group the option to try the activity a second time.)
Materials:
– None
Adapted from COPE
Objective:
For the group to align themselves according to height.
Procedure:
Instruct the group to blindfold themselves. When everyone is blindfolded, tell the group to arrange themselves in a line according to height without speaking.
Rules:
Variations:
Align according to shoe size, waist measurement, etc.
Processing:
Concepts: Communication, problem solving and handicap awareness.
You may wish to consider these questions as a starting point and then
(Give the group the option to try the activity a second time.)
Materials:
Adapted from Y.E.S.
Objective:
Develop nonverbal communication in carrying out a task.
Procedure:
The group is blindfolded. Each member is assigned a number. Once the numbers are given out, the members must line up in proper numerical order without talking.
Rules:
Variations:
Line up by birth month, age, alphabetized list of objects, leave out numbers (e.g. 1 2 X 4 5 X 7 X 9 10), etc.
Processing:
Concepts: Communication, problem solving, leadership and teamwork.
(Give the group the option to try the activity a second time.)
Materials:
Adapted from YES
Objective:
To place a marker as high on an object (tree or wall) as possible.
Procedure:
Break the group into groups of five. The group is then to place a mark as high as possible on an object using resources of the group.
Rules:
Processing:
Concepts: Teamwork, cooperation and communication.
(Give the group the option to try the activity a second time.)
Materials:
Adapted from COPE, YES and CC
Objective:
To have two groups, of at least three people each, exchange places on a line of spaces.
Procedure:
Have the two groups line up facing each other on the spaces. There should be one more space than the number of participants and that space should be in the middle, separating the two groups.
A A A A A A A _ B B B B B B B B
The spaces should be one step apart.
The groups are now to switch positions on the line. A’s should move to the right of the center space and the B’s should end up on the left of the center space. They must do this by following these procedures:
1. Stepping off to an adjacent empty square, or
2. Stepping around a person facing the opposite way to an empty space.
Rules:
Processing:
Concepts: Leadership, decision making and communication.
(Be sure to give the group the option to try the activity a second time. Its a hard one!)
Materials:
Adapted from COPE
Objective:
For an entire group to stand on a two by two foot platform without anyone touching the ground.
Procedure:
Everyone in a group must get off the ground and onto the platform. For groups of 10-15, a two by two foot platform is adequate. Use smaller or larger platforms accordingly. In order to be counted as on the platform, each participant must have both feet off the ground for five seconds.
Rules:
Processing:
Concepts: Problem solving, teamwork, cooperation and trust.
(Give the group the option to try the activity a second time.)
Materials:
Adapted from YES and CC
Objective:
In teams of three, to throw, catch and then transport a knotted towel fifty feet.
Procedure:
Break the group into sets of three. One person is the thrower and stands 20-30 feet away from the other two, who are catchers. The thrower tosses the towel using a lofty throw to the pair. The catchers should stand facing each other about a foot apart. The catchers must trap the towel between their upper bodies without using their arms. This should be repeated until the towel is caught. The pair must then transport the towel 50 feet and drop it into a receptacle. If the towel is dropped, they must return and do the throw and catch again. The pair then returns with the towel in their hands and change roles. This is done until all three have thrown the towel.
Rules:
– The group may not use their arms, hands or shoulders.
Processing:
Concepts: Teamwork, cooperation, trust and self esteem.
(Give the group the option to try the activity a second time.)
Materials:
Adapted from COPE and YES
Objective:
For the group, joined together, to travel over a course as quickly as possible.
Procedure:
Everyone in the group ties a bowline around their waist, making sure the rope is snug around their middle. Next, they should tie the free ends of their ropes to one small loop of rope. Each person should be no more than one foot from the center loop. The group must then travel from point A to point B as quickly as possible.
Rules:
Processing:
Concepts: Communications, teamwork and cooperation.
(Give the group the option to try the activity a second time.)
Materials:
Adapted from "Cowtails and Cobras."
Objective:
Using a plank, stick, pole and rope, for the group to retrieve a container placed some distance from a simulated river bank.
Procedure:
The group must use the materials provided to retrieve the container. They may use the materials and themselves in any way they see fit. (See illustration for one way.) The group may not touch the ground beyond the "river bank."
Rules:
Processing:
Concepts: Decision making, cooperation, problem solving and teamwork.
(Give the group the option to try the activity a second time.)
Materials:
Adapted from YES and COPE
Objective:
For the group to form a monster capable of moving and talking.
Procedure:
The group is instructed to joint themselves together to make a monster. This monster travels using both its hands and feet and it also makes its own sound before and after it moves. The group must form a monster that walks with one more leg than members of the group and one arm less. (A group of 5 would form a monster with 6 legs and 4 arms to walk.) When the monster is created, have it make its noise and move 20 feet or so, stop, and make its noise again.
Processing:
Materials:
None
Objective:
For the group to form a human ladder for group members to cross.
Procedure:
Participants are paired off and given one hardwood dowel to form a ladder rung. Several pairs standing together form a ladder. The climber starts out at one end and climbs onto the ladder, proceeding from one rung to the next. After the climber passes, the pair moves to the front of the group, extending the ladder. Have the group move from one point to another 20 – 30 feet away. Repeat with all members being climbers.
Rules:
Variations:
Processing:
Concepts: Teamwork, trust, cooperation.
Materials:
Objective:
To move hazardous plutonium in a safe manner to a safe place.
Procedure:
Explain to the group that a paper cup of plutonium capable of killing 3.75 million people needs to be moved to a safe place without spilling. The moving must be done wearing protective garments and using the transport device available. The transport device is a rubber band with 4 or 6 three foot strings that are attached to the main rubber band with smaller rubber bands.
Scouts are paired, and one scout will be blindfolded (the protective garment). The non-blinded scout leads his partner to a string. Then, the entire group moves to the cup. Directed by their sighted partners, the scouts slip the centered rubber band over the cup by pulling their string to expand the band. Once the rubber band is securely around the cup (which is filled 3/4 with water), the group must then pick the cup up and move it 20 feet without spilling it. Once the group has completed the task or failed, change roles.
Rules:
Variation:
Processing:
Materials:
Objective:
This is a good first day game when Scouts do not know each other very well.
Procedure:
Ask the group to pair up with someone they do not know very well. Each pair should be given time to talk and find out about the other person. Pairs are then asked to choose a matching set of words. e.g. salt-pepper, black-white, etc.
Split the pairs, asking each member to walk to opposite ends of a field. When in place, Scouts are instructed to put on blindfolds. On a signal, they are to try to find their partner by shouting their matching words.
Leaders should protect individuals from running into each other or wandering off.
Rules:
Processing:
Concepts: Communication, teamwork.
Materials:
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Chapter Three, Part II: DELTA Activities: Scout Skill Events |
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April 14, 1996