What’s the aim of the game?
- To get young people thinking about the problems/barriers they might face and how they can conquer them.
- To empower young people to share their experiences and advice.
- To get the group thinking about issues they would like to campaign about.
What equipment do we need?
Bollards (small cones).
Labels with problems/ barriers on to stick on the bollards.
How do we play it?
1. Put labels on the bollards (small cones) of different barriers/ problems that young people may face such as:
PE lessons at school are boring.
People stare at me.
2. Spread the bollards out across the room or outside.
3. Each young person has to knock down as many barriers as possible in a minute.
4. At the end of the minute each young person is invited to read out the label on the last cone they knocked over, or the cone nearest to them.
5. Each young person is then invited to share any experiences they’ve had in relation to the barrier and share ideas about how this barrier could be overcome.
How much time will it take?
This game should last about 15 minutes, depending on the size of the group, how much discussion happens about each of the barriers and how many rounds the group want to play.
How can the activity be adapted and extended?
- Divide the group into two –one group have to knock over the cones and the other group have to put the cones upright.
- The group can come up with a list of other barriers and what they could campaign about.
What roles can staff and volunteers play?
Above all else be enthusiastic, encourage everyone to take part and make sure everyone’s voice is listened to.
Facilitate discussion and ask questions such as: can you imagine how you would feel/ what would you do if you faced this? What advice would you give someone who faced this problem? How would you conquer this barrier? Is this something you feel strongly about?
Label cones, put them around the room and be time keeper. If needed, HCAs can help the young people to move around the room and support young people to actively take part.