LAL Summer Schools UK Leisure Manual



Introduction.. 1

Excursions. 1

Crossing Roads. 1

Travelling on a Coach.. 2

Public Transport. 4

Packed Meals. 4

Student ID Cards. 5

Counting Students. 5

Meeting Point. 5

Free Time. 6

Lost Child Procedure. 7

Activities. 8

Bingo Night. 8

Preparation Time. 8

Equipment. 8

Running Bingo Night. 8

Quiz Night. 9

Preparation Time. 9

Equipment. 9

Running Quiz Night. 9

Disco Night. 10

Preparation Time. 10

Equipment. 11

Running Disco Night. 11

Blind Date Disco Night. 12

Preparation Time. 12

Equipment. 12

Running Blind Date Disco Night. 12

Casino Night & Auction.. 13

Preparation Time. 13

Equipment. 13

Running Casino Night & Auction.. 13

Talent Show.. 18

Preparation Time. 18

Equipment. 18

Running the Talent Show.. 18

Assembly Activities. 19

Preparation Time & Equipment. 19

Lighter Blow World Record Attempt. 19

Equipment. 19

Preparation.. 19

Running the Activity. 19

Midgets Attack. 21

Equipment. 21

Preparation.. 21

Running the Activity. 21


Equipment. 22

Preparation.. 22

Running the Activity. 22

The Mummy Game. 24

Equipment. 24

Preparation.. 24

Running the Activity. 24

Fluffy Bunnies. 25

Equipment. 25

Preparation.. 25

Running the Activity. 25

Mr Bonditsu.. 25

Equipment. 25

Preparation.. 26

Running the Activity. 26

Egg Drop.. 27

Equipment. 27

Preparation.. 27

Running the Activity. 27

Mini Olympics. 28

Equipment. 29

Preparation Time. 29

Gladiator Duel (2 ALs) 29

Equipment. 29

Sumo Wrestling (2 ALs) 30

Equipment. 30

Highland Shoe Fling (1 AL) 30

Equipment. 30

Wheelbarrow Race (1 AL) 31

Equipment. 31

Dizzy Bat Race (1 AL) 32

Equipment. 32

Egg & Spoon Race (1 AL) 32

Equipment. 32

Basketball Shootout (1 AL) 33

Equipment. 33

Skipping Race (1 AL) 33

Equipment. 33

Penalty Shootout (1 AL) 34

Equipment. 34

Hockey Dribbling Race (1 AL) 34

Equipment. 34

Three-Legged Race (1 AL) 34

Equipment. 34

Crab Racing (1 AL. 34

Equipment. 34

Volleyball 35

Preparation Time. 35

Equipment. 35

7-a-side Football 36

Preparation Time. 36

Equipment. 36

American Football 36

Preparation Time. 36

Equipment. 36

Badminton.. 38

Preparation Time. 38

Equipment. 38

Baseball 39

Preparation Time. 39

Equipment. 39

Basketball 41

Preparation Time. 41

Equipment. 41

Dodgeball 43

Preparation Time. 43

Equipment. 43

Hockey. 45

Preparation Time. 45

Equipment. 45

Kickball 46

Preparation Time. 46

Equipment. 46

Netball 47

Preparation Time. 47

Equipment. 47

Quick Cricket. 49

Preparation Time. 49

Equipment. 49

Squash.. 50

Preparation Time. 50

Equipment. 50

Tennis. 51

Preparation Time. 51

Equipment. 51

Ultimate Frisbee. 53

Preparation Time. 53

Art Café. 54

Preparation Time. 54

Equipment. 54

Running the Art Café. 54

T-Shirt Painting.. 55

Preparation Time. 55

Equipment. 55

Running the Activity. 55

Light Bulb & Glass Painting.. 57

Preparation Time. 57

Equipment. 57

Running the Activity. 57

Themed Disco, World Cup & Talent Show Decorations. 58

Preparation Time. 58

Equipment. 58

Running the Activity. 58

Greeting Card Designing.. 59

Preparation Time. 59

Equipment. 59

Running the Activity. 59

Necklace, Bracelet & Earring Making.. 59

Preparation Time. 59

Equipment. 59

Running the Activity. 60

General Arts & Crafts Information.. 60

Time Filler Activities/ Team Games. 61

Animal Farm… 61

Birdie on a Perch.. 61

Human Knot. 62

Splat. 62

Pass the Hula-Hoop.. 62

Grab the finger. 63

Caterpillar Race. 63

Cracker Ping Pong.. 63

Frisbee Golf. 64

Grab that thing.. 64

Water Balloon Toss. 65

Do you really know me?. 65

Who did it?. 65

Two Truths and a Lie. 66

Would you rather. 66

Would you rather questions. 67

Gargle a tune. 68

Grog.. 69

Guess the taste. 69

Hunt the Leader. 70

Reverse photo scavenger hunt. 70

Rock Paper Scissors Tournament. 71

Shave the balloon.. 71




This Excursions Manual is designed to provide you with all the necessary information about LAL Summer Schools’ Leisure Programme.



The excursions are an important part of the experience a student has with us.

The excursion handout must be given to students. There will be, depending on your centre, at least 1 half day and 1 full day excursion per week. Each centre will also offer a number of optional excursions. It is important that for all of the excursions students are given as much information as possible, a walking tour where applicable and that staff interact with them at all times.


We understand that students will want some free time to go shopping however this should not fill the whole excursion time.




Crossing Roads

During excursions, it is often necessary for the group to cross roads, some of which can be very busy and therefor present a health and safety hazard to the students, group leaders and activity staff. To negate these risks, we ask that all of our activity staff read this document and also participate in a training day to learn our procedures for crossing roads with the students.


  • Activity leaders are to be spread out along students, at reasonably equal distances, on the road side. One leader must also be at the front and the back.


  • The leader at the front of the students is to judge when it is safe to cross, stand in the middle of the road and tell the students it is safe for them to cross.


  • The next leader along must head towards the leader in the road and take their place in the middle of the road.


  • The first leader must then return to their place at the head of the students.


  • The second leader stays in the road until relieved by the third. And so on.


  • At all times the leaders must be watching both the students and the traffic.



  • If the road is no longer clear it is up to the leader in the road at that time to stop the students; to hurry the first half up and return the second half back to the pavement.


  • The two leaders closest to the road are also expected to assist here.


  • When the road is clear crossing can resume.


  • Whilst walking along the pavement it is the responsibility of each leader to keep the students on the pavement and out of the road. Also to ensure that members of the public can get past.


  • At traffic lights one leader is to cross at the head of the students. As the number of students crossing increases more leaders must cross with them.


  • One leader must take responsibility for the students at the side of the road, stopping them if the light changes as making sure they don’t go again until it is safe.


  • Other leaders are to assist with this as you should still spread out amongst the students.


  • It is up to all leaders to watch the traffic and the students making sure they are safe at all times.



Please keep reminding students to look when they cross the road and to remove earphones so that they can hear the traffic. If we can get them into the habit of doing this when they are with us hopefully this will continue when they are not.




Travelling on a Coach

Many of our excursions and activities require transport via a coach. It is essential that your students understand and follow the rules of the coach and also know what to do in an emergency, to allow for a safe and pleasant journey.



  • On arriving ask the driver if it is okay for your students to board.


  • All students must show their student cards and be ticked off the coach list before getting on the coach.


  • Leaders need to be placed evenly throughout the coach. One must be at the front and the back with one or two spread out in the middle of the coach (depending on the number of leaders for that coach).


  • No student under 18 years old may sit by the emergency exit. Place a leader here if possible.


  • Introduce the driver to the students.


  • Tell the students that seat belts must be worn at all times, no-exceptions. This is the law.


  • Point out the position of the emergency exits, first aid kit or the fire extinguisher.


  • In the event of a breakdown follow the instructions given by the driver.


  • Students should not make excessive noise which may distract the driver.



  • Tell the students if they have a question to get the attention of the nearest leader, not to walk about the coach.


  • Tell the students that if they feel ill or travel sick to tell a leader straight away.


  • Tell the students to bring all belongings with them when leaving the coach at the end of the day or if a different coach will be used for the return journey (check with the driver first if it is okay for them to leave anything on the coach if they ask).


  • Tell the students to leave the coach litter free and tidy after use.


  • After the coach is empty check it for litter and lost property. Deal with that appropriately then thank the driver as you leave.



If during the journey a student begins to misbehave in anyway, for example causing a disturbance or taking their seatbelt off issue a couple of warnings about their behaviour. Once to them directly then if it continues once over the microphone so that everyone else knows you are talking to them.


If bad behaviour continues take the student from their seat and sit them by a leader for the rest of the journey.


If a student is continually poorly behaved on coaches they can be sat next to a leader from the beginning of the journey and continue to do so until they can prove they can behave.


Also for continual or very bad behaviour their free time on arrival can be taken away.



Public Transport

Some of our centres use public transport for some or all of their excursions. AL and HP will be assigned groups (of no more than 15) that they will be responsible for during the excursion. The LAL Staff Member in charge of a group must:


  • have the EC and LM/EM’s phone number
  • have an accurate register of the students in their group
  • have read the information pack about the excursion
  • know exactly how they are getting to the destination (the AL Excursion Information Pack will include directions). Please note that unlike with private transport, you are responsible for getting your group to the destination. This is a huge responsibility that should not be underestimated.
  • know the names of the students they are responsible for
  • perform regular head counts
  • Ensure all students have their Student ID Cards before leaving campus
  • Ensure their group returns in time for dinner


It is your responsibility to have read all of the information as explained above. It is your responsibility to make sure all students in your assigned group have packed lunches (when applicable).



Packed Meals

Packed Meals are only necessary for full-day excursions. The majority of full-day excursions are scheduled to leave after breakfast and return in time for dinner. Full-day excursions that involve long distances will be scheduled to return to the centre after dinner and as such packed dinners should be organised and distributed when the students return from the excursion.


It is important that the catering staff are advised well in advance of the numbers of lunches required by LM/EM. LM/EM will need to include students, staff and IGLs in the count. To prevent small errors in counting, you can order 3 more than is required per full coach. Each set of lunches will have the same amount of sandwiches and bags. Please remember that a failure to order enough packed meals will result in large out of pocket expenses.


When advising the catering department of lunch numbers, remember that some students will need special dietary food and that any coach with Turkish or other Muslim nationalities should NOT have ham or any other pork-based sandwiches. Make sure that you have the correct special dietary meals for the passengers on your coach. These special dietary requirements are noted on the Master List and the WM, OM or LM/EM will be able to advise.



Student ID Cards

All students must take their Student ID cards with them on excursions. ID cards are very important as they have information on them about the student and what the student should do if they get lost. The ID cards also indicate which coach they will be travelling on or group they will be travelling in.


Please refer to Student ID Card
Before students get on the coach or leave the campus, a member of staff should wait at the coach door and only let students onto the coach when they show their ID card. This is a great opportunity to also check students are getting on the correct coach or are in the correct group. Sometimes students will try and get on a different coach or go with a different group to be with their friends which causes problems in reconciling the registers.


If a student does not have their Student ID Card there are two options:


  • Go and get it – which is a good way to ensure they do not forget it again, as the rest of the coach will be forced to watch and wait for the student and hopefully the other students learn the same lesson themselves.
  • Purchase a new one from the office for £1 (check that their Student ID Card is not in the office for other reasons (borrowed equipment from the activity room, lost and found etc.) before requesting the new card).




Counting Students

Before you leave any location (including the centre) you will need to make sure that you have all the correct students on the coach or in your group. The Coach/Group Leader will have a list of all the student names, so take a register before you leave. Do not rely solely on numbers – always do a name check. Read out the names and the student says “here”. You will have to explain this convention to them by giving an example with another member of staff. Encourage the students to call out loudly.



Meeting Point

On every excursion, before you give the students’ free time to explore, you will need to establish the meeting point given in the Excursion Information Sheet. At this meeting point you will always need at least one member of staff present at all times.


If staff members wish to take turns so that the same person does not spend the whole time at the Meeting Point, establish who will be doing this and that they wait until the next person arrives to relieve them of the post.


The students need to be aware of the time they should be back at the meeting point and that if any problems occur during free time they need to go straight to the meeting point.


Tip: to make sure that students know the time to be back at the Meeting Point ask them to shout the time back at you. Repeat this ad nauseum, pointing at the Meeting Point and maybe saying the wrong time so they correct you. (If you only ask “do you understand”, most people will say “yes”, even if they don’t.)


The staff member at the meeting point should also have a first aid kit.



Free Time

Free time is much loved by the students and is always a privilege and never a right. Once established at the meeting point, as discussed above, make it loud and clear when the students are to be back, and how far they are allowed to go from the meeting point (i.e. if you only have 20 to 30 minutes, keep it to the same street or within four corners). They must be back on time to prevent disappointment for the rest of the group. Students who do not get back on time will need to be made an example of, possibly losing their privilege during the next free time.


During free time the students are split into two groups. While at the meeting point, you will need to separate students who are 11 years and under from the rest of the group, then follow the instructions below:


11 years and under

During free time all students aged 11 years and under must be accompanied by an AL or their IGL.


12 years and over

During free time all students aged 12 years and older are allowed unaccompanied free time to explore the area. However, they must stay in groups of three or more. Make sure they have their Student ID Cards and mobile phones.


REMEMBER that a student under 12 who is not part of an IGL’s group CANNOT be accompanied by an IGL. This is sometimes a problem when a young individual student has made friends with a group. If there are enough staff members, allocate an AL to this group to enable the student to accompany their friends.


Staff members not at the meeting point, or not accompanying students aged 11 and under, should be patrolling the area, acting as someone to be ‘seen’ by the students. Make our bright red shirts a regular sight around the students as it is comforting for them to know we are always around and invested in their well-being.


Patrolling staff members must enforce the groups of three. Students will test their boundaries and argue their cause, but there is simply no excuse and all LAL staff members must be vigilant. If students are found blatantly disregarding this rule, they need to be taken to the meeting point for a time out. Be diligent and consistent and very soon the students will conform.


After free time all the students should return to the meeting point. Before departing back to the coach a headcount must be carried out to ensure that all students have returned. Any students or IGLs who are consistently late should be reported to the CM.



Lost Child Procedure

If a student goes missing the most important thing is to stay calm. Panic will not only create erratic thinking but will also scare and panic other staff members and students around. When faced with a lost student situation you must follow the three stages:


Stage 1


  • Do another headcount and take a register to establish who is missing.
  • Look around to see if you can find the missing child in the close vicinity.
  • Establish who the missing child’s friends are and find out when they saw them last, if they have their mobile phone number and if they remember what they were wearing. REMEMBER not to use leading questions.
  • Ring the office to see if they have a mobile phone number for the missing child. The office will then try to contact them and call back with the result and what to do next.
  • If no contact is made everybody waits at the meeting point for 15 minutes to see if the child turns up. The current CL/EL needs to be informed of the situation.


Stage 2

Lost Child halfway through Excursion

  • Ring the EC or LM/EM and discuss so they can contact the CM to let them know about the situation and that the child is yet to arrive. REMEMBER to tell them if you find the child at a later time!
  • If the child went missing during free time one staff member stays at the meeting point until the child turns up. After one hour has passed move on to Stage 3. The rest of the group will continue with the excursion as normal.
  • If the child went missing whilst the group was walking between locations, one staff member should retrace the route walked and stay at the original meeting point, the last point of interest (if a meeting point had not been set up yet) or at the coach drop off point. The rest of the group will continue with the excursion as normal. After one hour has passed move on to Stage 3.


Lost Child at end of Excursion

  • Ring the EC or LM/EM and discuss so they can contact the CM to let them know about the situation. REMEMBER to tell them if you find the child at a later time!
  • All the coaches return to the centre while two staff members stay behind (transport back to the centre for them and the child will be arranged later). After one hour has passed move on to Stage 3.


Stage 3

  • Ring the EC or LM/EM and discuss so they can contact the CM to let them know you are moving on to Stage 3.
  • One staff member goes to the police station (if it is not marked on the excursion map ring the LM/CM to get directions) and the other staff member stays at the meeting point.
  • If the child is not already at the police station the CM will e-mail or fax all relevant information to the police station.
  • Staff members staying behind wait for the instructions from the CM (transport and/or accommodation for them will be arranged later).






Outside of lesson and excursions there will be activities. Try to offer a variety of options for all tastes and then use your knowledge as the course proceeds to adjust accordingly for what is popular; please do not just offer football every afternoon, try and encourage new experiences.


When you are running sporting activities don’t simply run basketball or football. Instead run skill sessions, competitions and tournaments. Healthy competition will encourage teenagers to take part and be enthusiastic about it.



Bingo Night


Preparation Time

15 minutes – you will need to check that all numbered balls are present and if any are missing, these numbers should be removed from the bingo cards.



  • bingo cards
  • bingo machine
  • tables
  • pencils


Running Bingo Night

The Students will have to be sat at various tables spread out across the room. The Bingo Caller (AL) will be at the front of the room with the Bingo Machine calling out the balls as they are selected.


This is an activity where staff enthusiasm really makes or breaks the activity. The more enthusiastic the Bingo Caller is the more the students will engage in the activity. You can incorporate different games as tie-breaks, bonus rounds or even random challenges for extra bingo cards (e.g. hula hoop spinning, standing on one leg whilst juggling etc.) into the bingo session.


The Bingo Caller should list down the numbers called out as they are called.
For each game the students will each be given one bingo card and a pencil. If their numbered ball or picture is called out the student will cross that from their bingo card.


Once a student has crossed off all their numbers they must shout ‘Bingo!’ The Bingo Caller will then check that all of the student’s numbers have been called out. If all the numbers have been called then that student is the winner and the game starts again with each student getting a new bingo card.


Prizes can be discussed with Leisure Management (House Points or Cookies cost nothing and are an effective prize).




Quiz Night


Preparation Time

Depends on how you want to set up Quiz Night (see ideas below).



  • blank answer sheets for the students
  • speakers
  • question sheet
  • box of biros/pens/pencils


Running Quiz Night

Ensure you know the correct answers!! This is just intended as a guideline quiz, feel free to make up your own questions, or even better, create your own quiz.


When creating your own quiz, it is important to note that it should consist of short rounds (approximately five questions per round), with a variety of rounds to include everyone. You can offer multiple choice questions if you wish.


To keep students engaged, several short rounds are the best format. Additional to this, you should make sure there are some funny questions included, and add bonus rounds that give the students a reason to get up and move about (e.g. dance-off round, hoola hoop spinning or balloon over/under race) and engage them in other ways like the intros/picture round. If students are just constantly listening to the quizmaster reading out questions with nothing to break it up, they will get bored.


Getting them to give themselves team names is a good idea, but make sure they are warned to keep it appropriate and if they don’t, they will be punished. If anyone then gives you an inappropriate team name (there’s usually one!) you can automatically deduct a point from them. This immediately stamps your authority on proceedings and also increases the competitive edge.


Make sure the prizes are announced when the quiz is announced at assembly. This should promote participation and keep referring to the prizes through the quiz to keep the students engaged and competitive! It doesn’t have to be a massive prize, a DVD and popcorn night or similar is a sufficient first prize. Consult with Leisure Management.


Be careful to pace yourself when acting as quizmaster – DO NOT race through the questions. The quiz itself should last approximately an hour and a half including bonus rounds/games etc. then marking and prize giving should push it to the two hour mark.


Keep a careful eye on IGLs during the quiz night as they have a tendency to help their own students a little more than is necessarily fair.


Any questions you create that are generic (e.g. not site/staff specific) should be forwarded to Leisure Management so they can add them to the databank for next year. This will help keep the quiz questions pool fresh and will make it easier and faster to create quizzes in the future.


Questions about staff – either in a specific staff round, or as bonus questions – ALWAYS work well. Staff questions can be literally anything (as long as it’s appropriate!) and make sure you consult the staff member before the quiz to check they are comfortable with the question.



Disco Night


Preparation Time

Depends on how you want to set up the disco. Discos are themed, and staff are encouraged to participate by dressing up according to the theme.


Students should be informed of the disco’s theme a few days in advance to allow them time to buy relevant clothing etc. and/or create decorations in the Art Café if they want to. The Leisure Management should also provide associated items for sale at the disco, e.g. at a Cowboys and Indians themed disco, cowboy hats can be sold to the students (please consult with Leisure Management on this matter).


You may be required to help set up the Tuck Shop or put up decorations prior to disco so please see the person in charge of disco for guidance as to what you will need to do for prep.


The Tuck Shop at the disco needs to be prepared before and a staff member will be given a float and put in charge of this for the evening (making sure that procedures for payments and stocktaking are followed). Any additional merchandise (e.g. Cowboy hats, glow sticks etc.) should be sold by the staff member doing the tuck shop. Staff should be promoting the selling of these products (e.g. by wearing the hats and or the glow stick bracelets and necklaces etc.). This is a prime opportunity for students to steal from the tuck shop due to the poor lighting and constant hub of activity so staff involved in this duty (and others inside the disco hall) should be constantly vigilant for this.


Remember you don’t need to spend a fortune – it’s amazing what you can buy in Pound shops!



  • decorations from the Art café
  • Tuck Shop, Tuck Shop cash box & Tuck Shop stock form
  • any additional merchandise
  • music equipment


Running Disco Night

During the disco staff will need to be spread throughout the school. There will be staff on patrol walking the ground and staff supervising inside the disco.


The job of the staff on patrol is to make sure there are no girls in boys’ houses and no boys in girls’ houses and no one in areas they shouldn’t be. They are also there to make sure no inappropriate behaviour is happening and students are not breaking rules. Staff should be encouraging students to go to the disco.


Staff are encouraged to lead and join in dancing, but must stay aware of what is happening around them. The more effort staff put in by participating in the dancing, the more successful discos generally are. This works only in conjunction with staff vigilance. It is vital that whilst staff are participating and having fun they keep a constant supervision on the whole of the disco area, which means moving around the room whilst dancing and generally being aware of the students’ behaviour. If children are sitting alone or not engaging, staff should make an effort to encourage them to join in with the disco and participate in the dancing.


A rota should be set up to ensure that there is always the correct number of staff inside the disco and patrolling the grounds. Leisure Management should tell all staff working this event a rough route around the centre in which they should walk. Set times should be given to each staff member when they should start their walk. Using this system should ensure that all staff know where they should be and at what time, making sure that no areas are left staff-less throughout the night.



Blind Date Disco Night


Preparation Time

20 minutes


  • sticky labels or white tack
  • printed A4 templates (1 for each 4 students currently at the school)
  • paper
  • felt pens


Running Blind Date Disco Night

Prior to the disco staff will complete a set of sticky labels, numbering each label, beginning from number 1 up to the amount of students present (always add extra for IGLs and staff who wish to participate, students who lose their labels etc.). Use the ‘Blind Date Disco’ Excel template to print out these pages.


When students arrive they will be given a numbered sticky label to wear on their chest. The ‘Blind Date Disco’ sheets with numbered squares should be stuck to the walls around the disco hall prior to the students’ arrival. During the disco students will start to take note of each other’s numbers. The idea is that students can leave messages anonymously to whoever they like by writing it in the square that corresponds to the recipient’s number. This should be clearly explained to them at assembly prior to the disco.




Staff should be actively encouraging students to write notes (and write plenty themselves). It is also important to ensure that rude or inappropriate notes are removed and the culprits are quickly dealt with. Please try to ensure that every student has at least one comment!


During the Blind Date Disco staff will need to be spread throughout the school. There will be staff on patrol walking the ground and staff supervising the blind date disco.


The job of the staff on patrol is to make sure there are no girls in boys’ houses and no boys in girls’ houses and no one in areas they shouldn’t be. They are also there to make sure no inappropriate behaviour is happening and students are not breaking rules. Staff should be encouraging students to go to the disco.


Staff are encouraged to lead and join in dancing, but must stay aware of what is happening around them. The more effort staff put in by participating in the dancing, the more successful discos generally are. This works only in conjunction with staff vigilance. It is vital that whilst staff are participating and having fun they keep a


constant supervision on the whole of the disco area, which means moving around the room whilst dancing and generally being aware of the students’ behaviour. If children are sitting alone or not engaging, staff should make an effort to encourage them to join in with the disco and participate in the dancing.


A rota should be set up to ensure that there is always the correct number of staff inside the disco and patrolling the grounds. The Leisure Manager should tell all staff working this event a rough route around the centre in which they should walk. Set times should be given to each staff member when they should start their walk. Using this system should ensure that all staff know where they should be and at what time, making sure that no areas are left staff-less throughout the night.


Casino Night & Auction


Preparation Time

30 minutes +



  • Cookies
  • interactive betting game
  • roulette wheel
  • playing cards
  • Hoop-la
  • Scalextric
  • Snap Cards
  • Giant Jenga
  • Red Student ID Card Register
  • Grey Student ID Card Register


Running Casino Night & Auction

During their stay students will be given ‘Cookies’ for doing good things in class or during activities etc (see Reward System Procedure in this manual).


Casino Night is the students’ chance to use these ‘Cookies’ to bet on the games running throughout the evening for more ‘Cookies’. At the end of the night students can also use them in the Auction to bid for prizes.


Sheets with the prizes up for grabs at Auction should be on the walls of the room the casino will take place in to encourage participation (see Auction notes below).


When a student enters the Casino they are to collect a bundle of ‘Cookies’ from staff at the entrance. This will have to be organised prior to the Casino Night and should be already bundled in equal amounts (to ensure everyone has a reasonable amount of ‘Cookies’ before the Casino starts. Once a student has been given their allocation of ‘Cookies, their name is to be crossed off the student register. The easiest way to do this is to separate RED and GREY cards as they enter, with RED going to one table and GREY to a different one, ask the Leisure Manager to print off separate registers for GREY and RED Student ID Cards. This process needs to be clearly explained to the students before they enter to avoid confusion. The crossing off procedure will ensure that students don’t come back for extra ‘Cookies.


Games and Rules

Innovation is encouraged with Casino Night and you are welcome to create your own games (previous Casino nights have used Jenga, Hoopla, dice rolling etc.). Anything that can be bet on has potential to be involved in Casino Night. However, our Roulette Wheels and DVD Racing Games need to be used as they have been bought especially for this. It is also worth remembering to make sure games are kept quick. Having Students sit down for a game of poker would not work due to the large amount of students and their attention span being attracted by other games. Having said this, allowing students to bet on single poker hands allows those who enjoy the game to stay at the table and those who would just like to try it out come and go as they please.


The following games need to be set up prior to Casino & Auction Night:


Blackjack (1 AL)

The object of Blackjack is for the winner to have cards adding up to or be the closest to 21 but not amounting to more than 21.


To play Blackjack all the players must place their bet on the table first (20 Cookies max), the dealer then gives each player two cards including themselves. All cards are to be placed facing up except for one of the dealer’s cards. The players in turn have the choice to have more cards added in the aim of reaching 21. If a player chooses to stick to their total they cannot go back on this decision. They can only add more cards at a later time. Once all the players have either gone bust by getting over 21 or are happy with their totals, the dealers is to turn their second card and decide who won and lost.


Each card represents its number, however, Ace cards count 1 or 11 and the player can choose which they would prefer at any time. All picture cards count 10.


Each individual player is against the dealer. Each player decides what they want to bet before the game starts and their bet is laid on the table. If a player wins they get back their bet plus that amount again from the dealer. If the player wins by getting 21, they get back their bet plus twice that amount from the dealer. If the player gets the same score as the dealer, the money must stay on the table and they will play the next round.


Roulette (2 to 3 ALs)

Roulette is simple game once you have got your head around it. If any AL already understand the game or, is keen to learn, they should run this game. Roulette can get complex, so it is important to keep to clear, simple and consistent rules. Students and IGLs may know this game well, but the Casino sets the rules, not the players.


For students to play Roulette they first need to swap their ‘Cookies’ for Poker Chips. Ensure that each colour chip is only used by one student so you can both avoid disputes if there are wins on the table (that was my chip!!!) and keep a hold on total numbers of players per spin.


To place a bet the students must put the amount of poker chips on the table marking what they are wishing to bet (see explanations of different bets below). This is to keep an eye on who is betting what and where the bets rest, so when it comes to payout you know who has won and who has lost.


Once all bets have been made the AL will spin the Roulette wheel. No Bets can be placed while the wheel is spinning. The AL will then roll into the roulette wheel a small ball the opposite way to the spinning wheel. What ever number/colour the ball stops on is the winning number/colour.

Losing bets are taken by the dealer. Make sure these are taken first so that students can’t remove their losing bets from the table and keep the chips. Winning bets are worked out and the winnings are given to the student in the form of Poker Chips. When the student wishes to leave the game they will trade their Poker Chips with an AL back into Cookies. It is best to have a large float of Cookies on Roulette as payouts can end up being quite large. Students are not allowed to keep the Poker Chips, please keep an eye on this!


Different Types of Bets

All bets are placed by placing a Poker Chip over the corresponding position on the table. The different types of bets and there payout per chip is below. To keep the game simple, the easiest way to run it is to only accept bets on the left hand column of the diagram below.


Colour bets/Odd-Even/1-18 and 19-36 all pay the bet back plus the same amount from the dealer. This ensures you roughly break even as the dealer, so you will always have enough Cookies. You can extend this as you get more confident to include 1st 12 ect (their bet plus double the amount for a win) or single number bets (their bet plus 10 times that amount from the dealer).


The Poker Chips should be placed on the corresponding square to the bet, e.g. if a student wishes to bet on Red, they should place their chips clearly within the square of the cloth marked ‘Red’.


Roulette Cloth



High-Low (1 AL)

Take a pack of cards and students bet on whether the next card is going to be higher or lower than the one before it. High-Low should be set out in a run where the students have to get three correct guesses in a row to win. If they are winning too often extend this to five cards rather than three.
The student wins double their bet if they can complete 3/5 cards. You need to set a maximum bet (I.e 50 cookies) to avoid any ridiculous payouts.


Lucky landing (1 AL)

For this you will need a small device (frisbee, air filled toy etc.) that is hard to throw with any accuracy. On the floor use tape too mark out a few diamond or triangular shaped areas that are large enough for the device to land in (but not too large). Within the areas, write a number in tape ranging from one to five depending on the difficulty of getting an object to land in this area.


Students are to bet up to 20 Cookies that they can land in the area and will win their bet multiplied by the amount (inclusive – 20 cookies bet, lands on 3, 60 cookies given back). If any part of the device lands on the tape lines it is not the prize but instead they get a free throw.


Giant Jenga (1 AL)

Set up Giant Jenga and students who want to play agree an amount to bet between them (all students put the same amount of Cookies in the pot) and the winner of the game (person before the tower fell) will win and take the pot.


These are of course only a few examples, please ensure plenty of planning has gone into the night and adjust the amount of events for the amount of students.



Sufficient time should be set aside at the end of the Casino Night for a Staff Auction (this can take a while, so the Casino should be stopped at least half an hour before the end of activity session, depending on the number of prizes).


Prior to the start of the night staff will need to have already organised prizes for the students to bid on. Please consult with the Leisure Manager/Activity Coordinator/Activity Manager to find out what these will be. Sheets should be printed up and distributed around the Casino, detailing what the students can bid on.


Staff participation really makes this event. You should not be put up as a prize without your consent, however involvement is heavily encouraged!


Prizes will be given to the highest bidder(s), however, if you are going to let groups pool their Cookies (Movie Night etc.) then this must be made clear on the prize sheet and again explained to the students so it is fair for all bidders (groups of 5, 10 or 15 students max).


Prizes can be absolutely anything, your imagination is the limit. Remember that we have limited resources so they can’t be expensive, consult with the Leisure Manager/Activity Coordinator if you have an idea you wish to include. Each prize should be allocated to a specific staff member, if required.


Some ideas for prizes:

  • Staff member serves you dinner (staff member will dress up nicely, take their order at the table and bring their dinner and drinks to their table).
  • Water bomb a staff member.
  • Three Golden tickets. Wrap credit card sized pieces of card in gold wrapping paper. These entitle the winners to skip the queue for all meals for a week.
  • Free hour of Internet Café voucher.


  • Find embarrassing pictures of a few willing staff members (from Facebook or similar) and print them out in full A4 sheets, get the staff member to autograph them and then laminate them. These are very popular!
  • England flag signed by all staff members.
  • Movie Night – staff show a DVD and provide popcorn (good chance to get groups competing).
  • Mystery prizes are great, and really add some value to the Auction. The easiest way to include these is to have three to five mystery prizes which are wrapped up. They should be numbered but the numbers should not be told to the students. Just say that it’s time for a mystery prize bid, at regular intervals (e.g. after every few proper prizes). When a student wins the bidding for a mystery prize, ask them to come to the front and select a number between 1 and 5. Give them the corresponding mystery prize and get them to open it on stage. The mystery prizes should be random, things such as a waterpistol, dictionary, a pair of pants etc. – Poundland is your friend here. Ask Leisure Management for some money to buy these.
  • Use your imagination!


Those are just examples, you don’t have to use all or any of these! Be imaginative and consult with Leisure Management if you have any ideas for prizes!



Talent Show


Preparation Time

1 week


Before the Talent Show two or three rehearsals need to be scheduled. This is not only for the students to practise their performances but also for ALs to check the suitability of the performance.


It is nice if staff can participate also, either with a real talent or participating in a short sketch. The objective is that the Talent Show is for the students to showcase their talents, and a good way to run it is to do the students’ talents first, then judge them and then have one or two staff performances to end the night. Keep staff performances limited – it’s the students’ night in the spotlight.


When hosting the Talent Show, the host should be energetic and keep the audience engaged with jokes and generally create an exciting atmosphere.


There are several staff acts that you can do. They don’t have to be complicated just fun and entertaining. Things like a group of staff performing the YMCA (in costumes for a real crowd-pleaser!) work brilliantly and the students will appreciate the effort.


Also if students are nervous about performing alone, find a staff member willing to perform with them, e.g. turn a song into a duet with the staff member etc.




Depends on what the students need to show off their talents.


Running the Talent Show

The organising of the Talent Show normally requires two to three ALs. Jobs such as lighting, music, sound, set design all need to be carried out by the ALs. A Talent Show banner could be a good project for a session in the Art Café.


The Talent Show and its rehearsals are normally held in the second weeks of school on one of the last nights. It is a big event with every student required to attend and support.


The aim of the Talent Show is participation and not to find a winner. As a general rule, the more the that staff get involved the more the students do.


Organisation is critical here so ensure that there is a detailed running order and that the person in charge of the music is always a few acts ahead.


It is critical that there are patrolling ALs whilst the Talent Show is on as there may be students out and about. The easiest way to ensure that the students all attend is to stage the talent show straight after assembly (in the same room where possible).



Assembly Activities


Preparation Time & Equipment

Depends on which activity/sketch you decide to do. All staff present in the assembly should be aware of what is going on beforehand to allow maximum participation and prevent confusion. For example, if moving an assembly outside, all staff should be made aware of this a few hours earlier to ensure smooth running.


Please note, all activities require constant engagement and supervision from staff members to make them as successful as possible. Students must always have clear instructions and be encouraged to participate!


Games like ‘The Mummy Game’ and ‘Fluffy Bunnies’ can also be used as tie-breakers in quizzes.



Lighter Blow World Record Attempt



  • lighter
  • cup of water
  • bin bags (3 for floor if inside and 1 for blindfold)
  • cup/bowl of flour
  • 2 cones



Lay the bin bags on the floor, you can explain this by telling the audience it is a ‘fire-safety precaution’ if you are doing this in front of them (this is not necessary outside).

Make sure the flour is hidden from the audience’s view. Lay the cones out with one on the edge of the bin bags and the other approximately 3/4 metres away. Run through the sketch with a few staff members first to make sure you get it right in front of the students!


Running the Activity

The first part of the activity and a really vital one is hyping the crowd up. The more buzz created, the better the reaction to this.


Explain to the students you are going to attempt to set a NEW WORLD RECORD and ask for volunteers to participate. Select a student you know will not easily be embarrassed if you can.


Bring them to the front and stand them on the cone that is on the bin bags. This should be done so that the student has the bin bags directly in front of them. Get the student to rub water from the cup around their mouth, another ‘fire-safety precaution’.


Again, make a big deal out of the world record attempt and explain to the audience that the participating student is going to attempt to break the world record for lighter blowing.


Announce that you will start by giving the student a few attempts to prepare themselves for the big one. All attempts to blow the lighter out should have a massive 3-2-1 countdown before them, get the audience to join in with these, it will engage them and also help you out later on, providing cover noise for the trick part.


Simply light the lighter, and tell the student to blow the flame out. Begin fairly close and with each successful attempt, move further away. You should be aiming to be at the other cone, which you will explain is the world record marker, in about five attempts. You will find that they won’t be able to blow it out after a few attempts, ease the pressure on the gas button on the lighter to coincide with their attempt. It is quite easy to do this subtly. Don’t always let them do it first time, this will increase the authenticity of the world record attempt and lull the participant into a false sense of security.


Let the student match the ‘World Record’ and then take a step past the cone. Make a HUGE deal out of this being for the new world record. Let the participant have one or two attempts at this, don’t let them succeed. Then announce you believe the audience is distracting the student blowing the lighter. At this point, get them to put more water round their mouth – as much as possible – and then blindfold the student (this can be done by folding bin bags (but not the ones on the floor, if you don’t have a blindfold. Move back to the spot they last attempted it, and let them have another go, if by some complete fluke they succeed, then don’t panic just take another step away and repeat. Tell them they were really close, and you think if they give it a massive blow then they can do it. You can play this bit up, telling them to breathe deeply etc. Again, make a big deal out of the fact it is a world record attempt.


This is the crucial part and timing is key here. You can do this two ways, either by starting the countdown (from five this time to give yourself time to move) and then grabbing the flour from wherever you have hidden it, or by having an accomplice staff member who will get the flour. Before the countdown ends, the cup or bowl of flour should be a few inches in front of the student’s face and the flour should be facing them. When the student blows, they will cover themselves in flour and give themselves a lovely flour beard as it sticks to the water on their face.


Don’t get the flour out too early, or the students will warn the participant – if you have them taking part in the countdown, and really shouting it, it shouldn’t matter too much though.


This sketch is hilarious and students love it. Make sure the flour-covered participant gets a massive round of applause as they go to sit back down.




Midgets Attack



  • bin bags – one per person
  • sugar paper
  • felt pens
  • sellotape
  • zip-up jacket – one per person (a full zip is crucial)
  • memorable music track (Benny Hill theme tune works well)



Ensure the area the midgets will be running into is clear from chairs, tables or anything else that could injure. Visibility in the bin bags is somewhat limited!


The staff should each have their own bin bag and rip arm holes in them. The bin bags will be worn so put it over your head and then rip arm holes in comfortable places and small eye holes should also be made.


Once this is done, use the sugar paper to create LARGE cartoon-style eyes, nose and mouth, the bigger/brighter the better. Cut them out and stick them onto the bin bag using the sellotape (not over the eyeholes!). The result should be that when you put the bin bag over your head, the face is the right way up.


Before putting the bin bag on, put on the zip up jacket around the tops of your legs and zip it up. Once this is done, put the bin bag on.


Running the Activity

Two staff members should be in the assembly hall. One should begin the assembly as normal; the other should be controlling the music.


There should be an agreed signal for the midgets to start. If there is a door behind the students, then it can literally be opening the door, if not then either agree a specific time or the music can be started as a queue for the midgets to enter.


The idea of this is literally to just cause chaos for a minute or so, then leave again. So the midgets run into assembly, run around for a minute, bumping into each other and then run off again. The bin bags have limited visibility so be careful.


It is literally that simple. It is just random, and brings a bit of excitement and life to assembly. This can also be repeated a few times during the weeks at random intervals and become a running theme/joke with assemblies. Don’t do it too often though or it will get boring very quickly.





  • waterbombs or buckets
  • water
  • sheet & string to tie it up



The only preparation necessary for this is to get some staff ready to get involved and get all the students together outside.


Ensure that the waterbombs and/or buckets full of water are already outside and HIDDEN FROM VIEW. This means working out where you will sit the students outside and making sure they won’t be able to see the waterbombs/buckets from anywhere on their route from assembly hall to where you will sit them.


The best way to ensure the water remains hidden is by erecting a sheet between two trees etc. If you can do a sheet then do, but make sure it reaches to the ground, and weigh the bottom so it won’t be blown up by the wind. Otherwise use a conveniently located wall or create a barrier by turning over a few tables so the tops face the audience.


When you start the activity all the staff should stand near to the waterbombs/buckets and stay there. This means they can get the water with minimal distraction to those participating, keeping the element of surprise. If you are using a sheet, they can all just stand behind the sheet, if not they can sit on the table edge/wall etc. or just stand next to it.


Work out with the other staff involved in assembly who is doing what prior to the assembly to ensure smooth running.


Running the Activity

This is simple but great fun, it should be done outdoors ONLY, and preferably on a warm day! The first thing is to get the students settled down outside and quiet. You should have selected which staff member will be used for providing the ‘sob-story’ element of the activity. The person telling the story should be different to the one who is the basis for the story.


The ‘sob-story’ is that a staff member has lost their room and is now ‘homeless’. You can say this is due to any number of reasons, flooding, too many students leaving no room for the staff member, unexpected polar bear attack, a CD player getting stuck on Justin Bieber and not being able to turn it off etc. The funnier the reason the better!!! The delivery to this should be as straight-faced as possible, it makes it funnier.


The key to this activity is to make it much larger than life and entertaining for the kids to listen to.


You can start the story by saying ‘We have brought you out here because something TERRIBLE has happened. We have to tell you some really bad news, so take a minute to prepare yourselves. I don’t really know how to tell you this, it’s really difficult for me to explain (etc. etc.) but XXX has been made homeless because….’


The person who is now ‘homeless’ should pretend to be upset. Really exaggerate this, with fake crying etc.


The person telling the story then says they have an idea to cheer XXX up and make them happy again. Announce that you are going to BUILD XXX a NEW ROOM and you will need some help from the students.


Ask for volunteers, there should be a good show of hands. Pick out a mix of kids, including a few students you feel would benefit from a good SOAKING! Tell them to leave any phones and MP3 players/IPods they have with a friend as you don’t want any distractions – this is very important, we don’t want to break their possessions!


Firstly tell them to keep their hands up as you will keep picking as you go along. Take your time over this bit, make sure you add each piece of furniture separately, there’s no rush.


The first thing a room needs is walls so pick four students to stand in the corners and make sure you have plenty of space between them. You now have the walls of your room.


An important note here is to make sure they are a few metres in front of where you have hidden the water. This is important so that they can’t see the water and when you soak them, it will take them longer to realise and they won’t be able to run away so quickly.


Then add students to represent different bits of furniture until you have about 10 to 15 students there. The positions you get them to stand and sit in should roughly approximate what the furniture would look like. Do this by adding four students lined up on all fours for a table, one stood in the corner with arms above their head for a lamp etc. The funnier the position they have to stand in the better. You don’t


have to position them (except the fireplace and fire), you can just say ‘Right, you need to go in the corner and be a TV.’ As it can be hilarious watching them try to work out how to be a TV etc.


Create chairs, a bed, TV etc. The limit is your imagination. Don’t go on for too long though, and try not to add too many different pieces of furniture – something around 8 to 10 pieces is adequate, just enough for a basic room. You must remember what each student/group is representing, and so must the audience, and as they are not native English speakers, too many pieces will make it hard for them to remember. Ask the audience to shout what the item is, e.g. ‘I need four students to be the table.’ get them into position and then say ‘Right, I need everybody to shout what these are so I can remember.’


The most important piece of furniture to add to the room is the fireplace (two students stood facing each other, making an arch with their arms) and then separately add one student kneeling down in the middle, waving their arms around to represent FIRE. You can add these at any point during the room-building, it is better if they aren’t the last pieces added to the room. It is important that the fireplace and fire students are separate items: the two are the fireplace, the one is the fire. These students should be placed at the back to make sure they get soaked.


Once the room is complete, then you are going to go back through the room, and tell the audience that you need to be sure that everything XXX needs is there so when you point at each piece of furniture, they must shout what it is LOUDLY TWICE. Demonstrate this: point at the chair and say something along the lines of ‘When I point at the chair, you are going to shout back ‘CHAIR, CHAIR!’ (only do this for one piece of furniture, and shout ‘Chair, chair!’ to them as it will encourage them to shout it when they do it.


Go round the room pointing at each individual piece of furniture. Make sure the fireplace and fire are the last pieces pointed to. After the first piece, stop and tell the audience they need to be a million times louder. Make sure they shout really loudly, it adds to the fun.


When you have pointed to everything else then point to the fireplace. The audience will shout ‘Fireplace, fireplace!’ Then point to the fire, the audience will shout ‘Fire, fire!’, when the audience shout this, all the other staff will run in with the buckets of water/waterbombs and soak all the students, particularly the one who is the fire!


The Mummy Game



  • 4 toilet rolls
  • bin bag



none necessary


Running the Activity

Tell the audience you are going to do a game, and there will be a prize for the winners. Ask for two volunteers, select them and when they get to the front tell them they are going to get mummified. Ask for four more volunteers and select them. When they get to the front, split them into pairs and stand a pair with each of the first volunteers, hand each of the pairs a toilet roll per person, and tell them they are going to mummify the initial volunteers.


Before they start, tell them they have three minutes, and they will be judged on the total coverage of the mummy, how fashionable it is etc.


Shout go, time three minutes and then tell them to stop. It is literally that simple!


Get the audience to do cheer-offs to determine the winner. Prizes can include stuff like House Points, half an hour free internet for the winning team, sweets etc.



Fluffy Bunnies



  • 2 bags of marshmallows
  • bin bag





Running the Activity

Ask for two volunteers from the audience, the objective of the game is to get as many marshmallows in their mouth as possible, whilst still being able to say the words ‘fluffy bunnies’.


Get them to repeat it a few times after you to make sure they actually can say it, then give them a marshmallow each and get them to say it again, with the marshmallow in their mouths.


Repeat this process, one marshmallow at a time, until one competitor is unable to say ‘fluffy bunnies’. The first person who cannot say it loses, if the other can still say it after the same number of marshmallows. They can spit the marshmallows into the bin bag if they wish.


Mr Bonditsu



  • creepy looking mask
  • sheet/cape
  • speakers
  • 2 chairs
  • plastic cup/frisbee full of water



Practise – the crazier the moves/sounds the better. One staff member should be dressed in costume and ready to come on when introduced. The chairs should be facing each other and the chair the student will sit in should be near to the rest of the staff, staff should be positioned behind the student’s chair.


Running the Activity

The staff member playing Mr Bonditsu should be introduced with great fanfare. The person doing the introducing should highlight that he is a very special guest and the school is very lucky to have been able to secure his services etc. etc.


After the enthusiastic introduction, Mr Bonditsu should come to the front, but not say anything, just bow in an oriental fashion.


The person, who introduced Mr Bonditsu, should then ask for a volunteer from the audience. When the volunteer comes to the front, explain to them they have to copy EXACTLY what Mr Bonditsu does, do a quick demonstration, Mr Bonditsu should complete his action before you copy it.


The music should be something oriental if possible, but most types of music will work. It is however best if it is oriental.


The student and Mr Bonditsu start off facing each other, and when the music starts, Mr Bonditsu should make a crazy karate style action, with a vocal sound effect, and then the student should copy it. Continue this for a few minutes, the funnier the sounds and actions the better.


Mr Bonditsu will then start to incorporate the chairs into the routine, sitting, then standing with a crazy jump action etc. The signal can be agreed amongst the staff, but a good way to do it is to use the third sit-down as the water one.


That means that the third time the student sits down, they will be sitting on a cup/frisbee full of water. Mr Bonditsu should do a longer stand up action (definitely no spinning in this one) before sitting down, this way will ensure that the staff have time to place the water on the student’s chair and not turning round minimises the risk of students seeing the water.


This act always goes down well, but there is a risk shouts from the audience will warn the participating student. To combat this, the music should be quite loud, and the staff should place the water at the last possible minute, the audience should also be unaware of the water until the last moment.


Positioning the student’s chair directly in front of the staff means they will have their back to them as they place the water, making it easier to do so without the student spotting the water. If, by unfortunate event, the student does see the staff placing the water (it does happen sometimes), all is not lost, simply throw the cup/frisbee of water over them and it is still funny.

Egg Drop

This activity can be run as an assembly activity or as part of the Olympics.



  • several eggs (enough for each team plus a few spares)
  • string cut into lengths of about 10 inches long
  • several paper/plastic cups
  • several bin bags
  • toilet roll ripped into lengths of approximately 10 or 12 squares
  • several balloons



Make sure the required equipment has been prepared ready for the drop. If this is being run in conjunction with the Olympics, you will know how many teams you have, if it is being run separately then you will have to estimate. There is no harm in having extra, especially eggs, as inevitably one or two will get broken.


Also make sure you have planned where you will drop the eggs from and have a staff member on hand with a bin bag to survey the results and put the mess in the bag, nothing worse than rotting eggs lingering around the site!


Running the Activity

This activity can be great fun and can be run in several ways: as a solo event or to tie in with events such as Olympics, or getting more cookies back after casino night if there are still loads in the students’ pockets!


If being run as a solo event, you can either equip each team with the same equipment (can be prepared almost entirely before, fill a bin bag with two balloons, two lengths of toilet paper, two cups, and two lengths of string for each team).


Alternatively, you can assign a price to each object and an equal amount of points to each team (for example: give each team 100 points and charge 40 points per bin bag, 10 points per piece of string, 20 points per balloon etc.) and let them exchange their points for equipment. This is the same if being run in conjunction with Olympics – give each object a price, and the teams use their points from the Olympics to buy items.


Be creative, you can extend this activity as a solo event by having each team do a series of wacky races etc. and assigning points for that instead, it doesn’t have to be Olympics points tallies.


Or as mentioned before, you can set prices for items in cookies to gather back some of the ones that may not have got collected during casino night etc.




The premise of this activity is simple: each team will have 20 minutes (obviously if everyone has built it in 5 then don’t make them wait another 15!) to build a contraption to prevent the egg breaking when dropped from a great height. Generally speaking, the higher it is dropped from the more the kids will engage with the activity, there is no point dropping it from a ground floor window for example.


Once the teams have built their contraptions, they must select one member from each team to drop the egg and contraption. These will be led off by one staff member to the window/top of the staircase etc.


The others will be led by the second staff member to the landing zone where the egg will hit the floor (it is important to make sure it will hit the floor, not land in a tree or bush!). Each drop will be preceded by a countdown. Surviving eggs win their team House Points or small prizes. Eggs that break win their team the scorn of everyone else!



Mini Olympics


The Mini Olympics consists of student teams scoring points as they move around a games circuit organised and run by the Leisure ManagementActivity Leaders. The winning team will be the team who has scored the most points after participating in every game. Staff are to count up the teams’ scores at the end and the following assembly should include an awards and certificates ceremony.


The following games/competitions and suggested scoring systems are only ideas. Feel free to use your imagination to create new, better and even more fun games/competitions if you wish. But keep in mind that the Gladiator Duel and Sumo Wrestling have been pre-booked.


The Mini Olympics are compulsory for the whole school and as with many activities, once the students begin, they will have a lot of fun. The teams will be decided well before that evening assembly and they will take into considerations age, sex and nationality so there is a fair mix, especially for the physical events like the sumo and gladiator ring. There should be either twice the teams as there are events or an extra 2 again to allow a rest break throughout the event. Then the teams will simply proceed around the events when instructed by the time keeper. Please ensure that the teams are not facing the same opposing team too many times. Scorecards to be kept up to date at all times.


There will also be bonus points awarded (from an impartial judge) for the best cheers, as each team is encouraged to create their own chant for the walks between events or simply for a motivational push.

Leisure Management will hold a meeting prior to the Mini Olympics to run through everything and make sure everything is clear to all staff involved. Students should always be encouraged to cheer for their team! There should be instructions at each event so the ALs’ can confirm/clarify any details.



  • pen & paper
  • score sheets
  • stopwatch/phone
  • whistle


Each staff member will be leading/running one of the teams. The ALs’ job is to run the games/competitions and to take down the team names and keep score. ALs’ are not to negotiate any of the results – their decision is FINAL.


Preparation Time

Consult with Leisure Management as different activities/competitions take varying amounts of preparation time. They will advise as to what needs to be done. Teams will already be divided, but please ensure there is a roughly equal age/gender mix, as we cannot let smaller/younger students compete against older/larger competitors in some events (Gladiator for example). Teams should be organised before the event with lists pre made and the names called out during assembly.


Preparation really is the key to this event as staff must be able to work within timelines to avoid bottlenecks and the more preparation done, the easier the event is to run.



Gladiator Duel (2 ALs)



The equipment is hired from an outside company and must be supervised at all times (from delivery). There will be a staff member who is permanently stationed here.


Only the competitors are allowed on the inflated surface and please be strict with this rule (health & safety!). You must check the headgear and remind the students that any direct shots to the face will result in instant disqualification for the individual and all their points will be given to the opposite team.


Try to use your judgement when pairing up for the first round so everyone has at least one fair go. Those with the skills will get a few more chances to play by winning.


Two teams will battle it out with each other. Each team member will have a best of three with a similar sized team member from the opposing team. Once all safety gear has been checked the two students from opposing teams will use the gladiator sticks to try and knock their opponent from the stand. Once a participant falls they have lost. X amount of points are awarded to the teams for each win they score.


Please – ABSOLUTELY ZERO TOLERANCE on misuse of the equipment.


Sumo Wrestling (2 ALs)



The equipment is hired from an outside company and must be supervised at all times (from delivery).


Any stupidity will result in instant disqualification for the individual and all their points will be given to the opposite team. The key element is to operate in the same fashion as the Gladiator Duel with the pairing up. Two groups will battle it out with each other. Each team member will have a best of three with a similar sized team member from the opposing team. Once all safety gear has been checked the two students from opposing teams, in their giant sumo suits, will try to wrestle each other out the ring. The first person to leave the ring is the loser. X amount of points are awarded to the teams for each win they score.



Highland Shoe Fling (1 AL)



  • 5 empty boxes/hoops
  • cones to mark the kick line


Students need to loosen their shoes and line up behind the kick line. One at a time each player has three attempts to ‘fling’ their shoe off their foot and into one of the boxes. The five hoops/boxes are to be positioned at different angles and distances from the kick line. The further away the box the more points the students get for a shoe landing in the box. As this is quite difficult, please award the points even if the shoe is on the edge/hanging out.












Wheelbarrow Race (1 AL)



  • 4 cones


Players line up behind the start/finish line. The AL blows the whistle and starts the stopwatch. In pairs, one student holding the other student’s legs so they have to run with their hands, the students have to reach the cone and back again. Once at the cone the participants swap places and race back to the start/finish line. Once all the participants have finished the AL will stop the stopwatch and take down the time. The AL will then add up and write down the time it took for the whole team to complete this task. At the end of the Mini Olympics the winning team is the team who completed the event in the quickest time.







Dizzy Bat Race (1 AL)



  • baseball bats & hockey sticks
  • cones
  • stopwatch


Two students from two teams line up at the start/finish line and upon your instruction run to the bats which are lying about 10 metres away. Once picked up students start spinning around their bat (either baseball bat or hockey stick – depending on the students’ height) with it touching both their forehead and the ground. Watch closely for this as the more distance there is between the three (head, stick, ground) the less dizzy they will be, making it unfair for other competitors. They must keep spinning until you blow the whistle. Ten seconds is an ideal time. Once they hear the whistle students race to touch the safety cone. One at a time students run to the bats which are lying about 10 meters away. Participants then pick up the bat, put one end of the bat on the floor and the other on their forehead. Participants then spin round the bat 10 times before running back to the start/finish line. This process is continued until each member of the team has taken part. Only then the AL stops the stopwatch. The AL will then write down the time it took for the whole team to complete this task. At the end of the Mini Olympics the winning team is the team who completed the event in the quickest time.












Egg & Spoon Race (1 AL)



  • 2 small plastic balls
  • 2 spoons
  • whistle
  • stopwatch
  • 2 cones


Students line up behind the start/finish line. The AL blows the whistle and starts the stopwatch. Two students move as quickly as possible whilst carrying their balls on a spoon from the start/finish line to the cones. If their ball falls from the spoon they must start again. Once reaching the cones successfully students can remove the ball from the spoon and run back to the start/finish line. Students hand over their ball and spoon to the next person in their team who will complete the same process. Once all the students have finished the AL will stop the stopwatch and take down the time.


The AL will then write down the time it took for the whole team to complete this task. At the end of the Mini Olympics the winning team is the team who completed the event in the quickest time.













Basketball Shootout (1 AL)



  • basketball
  • basketball hoop


Each member of the team will have three shots from the free throw line (or a closer position for the smaller students). After all the members in the team have taken three shots the score will be totalled. Scoring is 5 points for every shot that scores.



Skipping Race (1 AL)



  • skipping rope
  • 2 cones


Each member of the team has to skip a distance of 20 metres (marked out by two cones) then pass the skipping rope onto the next teammate. This is a relay race, so the team who completes the race in the fastest time will score the most points.


Times are to be recorded using stopwatch/mobile phone, noted and at the end given to the person responsible for the event, with points decreasing from first to last placed teams.


Penalty Shootout (1 AL)



  • football goal
  • football


A sheet or section of material (approx 2 x 1.5 meters) is to be attached to the back netting of the goal. Each member of the team takes five shots standing a distance of 9 metres away from the goalmouth. After all the members in the team have done this, the total number of goals (which touch the sheet) can be recorded. Girls can be given an extra 2 metre advantage. Scoring is 5 points for a goal.


Hockey Dribbling Race (1 AL)



  • hockey sticks
  • cones
  • ball


Each member of the team has to dribble the ball in and out of the cones as fast as they can. This is a relay race. Times are to be recorded using stopwatch/mobile phone, noted and at the end given to the person responsible for the event, with points decreasing from first to last placed teams.



Three-Legged Race (1 AL)



  • strings/tape
  • cones


The team will be split into pairs. Each pair will be tied together from the knee. The race will be set out like a relay. The pairs are expected to go the distance of 20 metres before reaching their teammates. Once the pair has passed the cone on the other side they have to untie the strings/tape and hand it to the next pair taking over! For this activity you will need teamwork and cooperation! Times are to be recorded using a stopwatch/mobile phone, noted and at the end, given to the person responsible for the event, with points decreasing from first to last placed teams.



Crab Racing (1 AL



  • cones


Students must have both hands and both feet placed flat on the ground with their frontal torso facing the sky/roof, ‘running’ towards the finish line. Accidental bumping is ok as it’s part of the game and not a cause for a new race.




Preparation Time

5 minutes



  • volleyball
  • net (or sheet and string)
  • bibs for players


If there is no proper net set up or available then you can create one by folding a sheet lengthways and tying it between two trees or similar. It should be erected so the top of the net is just above head height. It is much better to play this on a grass surface to prevent injury.


Volleyball is a simple game to run, with the objective being to get the ball to touch the floor on the opponent’s side of the court. If this happens it is classed as a point. Players are not allowed to catch the ball at any point.


Traditionally volleyball games are played to 25 points (although obviously it may be in your interest to shorten this to 15 or similar, and if there is a large take up then shorten it further and put into a tournament format).


Serves should take place from the back line of the court and can be done overhand (e.g. hitting the ball above their head) or underarm.


The serve must go over the net into the opponents’ side of the court, if they fail to do this the first time, they get a second attempt, if they fail again, possession switches to the other team to serve with no points being scored.


The ball is in open play once the serve clears the net. In open play, no player may consecutively touch the ball twice (e.g. they cannot set themselves up but they can pass to a teammate to pass it back to them). There is a maximum of three touches per team, if the ball has not cleared the net after the team’s third touch then it is a point to the opposing team.


If the ball hits the net or goes out of bounds it is a point to the opposing team. If the ball lands on the line it is classed as being in bounds and therefore a point to the attacking team.


A legal hit in volleyball is classed as any part of the body above the waist. Players may not use their legs to hit the ball, but anything above the waist is fine.



7-a-side Football


Preparation Time

10 minutes



  • football
  • football goals
  • cones
  • bibs for each team


7-a-side football follows the normal rules of football apart from the following: under arm throw-ins only and no offside rule.


It is worth confirming with the students that the ball can go above head height as students from different countries are used to different rules. Refereeing of the games must be consistent so as to prevent arguments and make sure the students get the most from the activity.


If there is a large take up on this activity, it will be worthwhile organising some sort of basic tournament system, please make sure each team gets at least a few games, otherwise there will be several unhappy students. Ask the Leisure Manager/Activity Coordinator for a basic tournament template sheet.


One possibility is to run it as a world cup competition, with the winning team rewarded with a 7-a-side match against the staff (whenever is convenient), which is always popular. Please speak to the Leisure Manager/Activity Coordinator to organise a time suitable for the staff match.



American Football


Preparation Time

10 minutes



  • American football
  • whistle
  • cones
  • bibs for each team


This is a variation of the American sport making it possible to be played without all the safety equipment and with fewer players. This guide to the game has been designed for 6 players on each side. The idea is to get the ball into the defending teams’ score zone.


The Pitch















Each team will start in their own score zone. A member of the team starting the game (defending team) will kick the ball towards the opponents and within the field of play. The opposing team will catch or pick up the ball and start running towards the kicking team’s score zone.


Stopping a player

To stop a player with the ball you must touch them. Once an offensive player is stopped play stops and the ball is left on the spot. Stopping the offensive player with the ball is called a ‘down’. After five downs the offensive team loses possession of the ball and the defensive team now start attacking from the spot of the last ‘down’.


Restarting Play

At the same distance from the score zone as the player went down, the ball is brought to the centre of the pitch. Below is a typical way to line up for the restart of play.





















The ODs line up around the ball. The centre OD will pass the ball back to the QB. As soon as the OD player moves the ball the game is back on and the defensive players will try to tackle the QB with the ball.


The Ball Back in Play

The diagram below shows typical movement of players when the ball is back in play.
















Now the ball is in play the defensive team will be trying to touch the QB who has the ball. It is the job of the ODs to protect the QB by holding the advancing defending team back and preventing them from reaching the QB.


While the ODs are protecting the QB the OF players will be running forward trying to get into a free space for the QB to pass them the ball. If a pass is intercepted by the defenders then the defending team become the attackers, and wherever they are touched, is the spot of the first ‘down’ for their team.


Obviously this game has more potential for student injury than others, so staff must be vigilant and proactive in preventing tackles and over-enthusiasm from the students. The objective is for the students to have fun, but the most important aspect is student safety.





Preparation Time

10 minutes



  • badminton net
  • shuttlecocks
  • badminton rackets
  • cones (in case there is no court and you have to mark one out)


The basic idea behind badminton is to hit the shuttlecock over the net into you opponent’s side of the court. If your opponent does not hit the shuttlecock back over the net you will score one point.




When serving the player stands in the service area (back of the court, to one side). The serving player must hit the ball shaped part of the shuttlecock, underarm. If the serve fails to go over the net or land within the boundaries of the opponent’s court the opponent wins the right to serve next but no points are awarded to either player.



The objective is to reach 15 (boys game) or 11 (girls game).

One point is awarded to the player serving if:

  • They hit to the opponent who fails to hit the shuttlecock back over the net.
  • The opposing player fails to hit the shuttlecock and it lands within the boundaries of the court.
  • The opposing player hits the shuttlecock and it lands outside the boundaries of the court.
  • The opposing player hits the shuttlecock more than once before the shuttlecock goes over the net.


Be careful students do not run into the net, these nets are not always the most stable and can be knocked over.



Preparation Time

10 minutes



  • cones (12+)
  • baseball bat
  • 3 tennis balls
  • bibs for players


The idea behind baseball is one team fields while the other team bats. The fielding team needs to get ‘out’ all the batting team through either catching the ball, getting the ball to the base before the batter reaches it or for the batter to reach three strikes. The basic principle is very similar to rounders with only a few differences in the rules.




Setting up

Use the cones to show where the bases, batter, pitcher and catcher zones are. Use the rest of the cones to indicate the boundary line.



The pitcher has to throw three balls (underarm ONLY) into the strike area for the batter to hit. If the pitcher fails to throw a ball into the strike area this is called a ball. If the pitcher throws three balls, then the batter walks through to first base unopposed.


The strike area is between the batter’s lower part of the shoulder and the knee. The ball also needs to be thrown in the boundaries of the batter’s swing.



The batter has three attempts to hit a legal ball within the boundaries of the field. If the batter fails to hit a legal ball this is called a strike. If the batter hits the ball but it leaves the field boundaries this is also classed as a strike. The batter has three strikes and then he is out.


Hitting a Legal Ball

If the batter hits a legal ball they do not have to run. However, if they do decide to run they must eventually run past all three bases in order and then back to the Home Base. This can be done in one go or over the next few hits. If the fielding team gets the ball to the base ahead of the runner while the runner is in between bases they are out. It must be the base the runner is heading towards.


To get the batter out by throwing to the base in front of him it is enough for the fielder on the base to catch the ball as long as he has his foot or hand touching the base while he catches the ball. If he doesn’t then he must touch the base with either his hand, foot or the ball before the batter gets there.


The batter can run to any base, stop and wait there until the next batter hits a legal ball. When this happens the batter can continue his run around the bases to get home. They are allowed to stop at every base, if they so wish, but if they are overtaken by a team-mate, they are deemed out.



The fielder’s job is to try and catch a legally hit ball before it touches the ground. If this is done then the batter is out. If a fielder cannot do this then they should try to get the ball to the base the batter is currently running towards, before the batter gets there. If the fielder manages to get the ball to the base before the batter the batter is out.






Preparation Time

5 minutes



  • basketball
  • basketball nets
  • bibs for players


The basic idea of basketball is to put the ball in the net which the opposing team is trying to defend.



For a player to move with the ball they must use a technique called dribbling. To dribble the ball they must continually bounce the ball on the ground. If a player stops bouncing the ball and holds it they cannot dribble again until another player has touched the ball. When a player holds the ball, it must then be thrown to another player or a shot must be taken. If the player stops dribbling and starts again this is known as a ‘Double Dribble’ and is a foul. Once the player is holding the ball and not dribbling they can only pivot on one foot. They cannot take a step in any direction. If they do, this is known as a ‘Travelling’ and is a foul.



The job of the defending team is to get the ball and then they will become the offending team. Basketball is a non-contact sport so the ball must be stolen during a dribble or through an intercepted pass. If the attacking side is holding the ball with two hands the defender cannot use force to steal the ball. If the player is only holding the ball with one hand the defender can take the ball from the attacking opponent. This is a foul if at any point their body makes contact with the attacker’s body (their hand touches the other players wrist whilst attempting a steal).


An attacking player can shoot the ball from anywhere within the court boundaries. If the player scores a point from outside the 3 point line the team is awarded 3 points. If they are within the 3 point line the team is awarded 2 points.


Ball Out of Play

If the ball leaves the boundaries of the court then the opposition gain possession of the ball and restart by throwing it back into play from the same position the ball left the court. Throws back into the boundaries of play should come from the chest area using two hands.


Fouls & Free Shots

If rules are broken the ball is awarded to the opposing team in the same position the foul was committed (e.g. double dribble/travelling etc.).


If a foul is committed by a defending player while the attacking player is shooting then free shots are awarded to the shooting team. If the shot scores then the attacking team get one additional free shot. If the shot failed because of a foul then the attacking team is awarded 2 or 3 free shots corresponding to the amount of points they were originally trying to score. Each free shot is worth 1 point.


If unsporting behaviour (i.e. pushing, striking any person on the team, throwing the ball with intent at persons) is committed the opposing team receives 3 free shots, and players can be ‘sin-binned’, which means they are sent from the field of play, leaving their team short of a player for an appropriate period of time (e.g. 3 or 5 minutes depending on game length and severity of foul). You should punish persistently aggressive players by increasing sin-bin time and ultimately red-carding them.


All free shots are taken from the line in the centre of the free shot circle. Smaller players may be allowed to stand closer.


By setting a winning score (11, 21 etc.) or a fixed time you can keep it fair if there are many teams waiting to play.






Preparation Time

5 minutes



  • soft volleyballs
  • cones to set out court
  • bibs for players
  • whistle


The idea of Dodgeball is for each team to make their opponents exit the playing area by hitting them with a ball. The game requires constant supervision to prevent cheating, especially players not going out when they are hit and players coming on when they are not allowed. Be vigilant.



Game start

The game starts with each team lined up against their individual start line. The dodgeballs (3 or 5) are lined up along the middle line. A whistle is blown and the teams race to get the balls from the middle.


Throwing the Dodgeballs

A player can throw the ball at the opponents anyway they like. However, they must throw (not kick) the balls and not aim for peoples’ heads.


Getting Players Out

If a player is hit by a ball thrown by the opponent they are out. However, if the ball touches the ground before the player or, the shot hits the player’s head it does not count. If the ball hits more than one player before touching the ground, all of the players the ball hits are out. No player can cross the middle line. If they do so that player is out.


Getting Back in the Game

If a ball is thrown and a player from the opposing team catches and holds onto the ball before it hits the ground, the player who throws the ball is out and the team who caught the ball are allowed one player back into the game. The best way to do this is a cycle, e.g. the first player out is the first player to come back in etc.


Players are allowed to use the balls they are holding to deflect balls being thrown at them. If a ball is deflected and caught by another member of that team then the thrower is out and a player can return to the game from the team who caught the ball.


The Game Is Taking Too Long

If a few good students are left and playing a long game add a three second time limit to throw each ball and keep all the balls that leave the court except for one.


Game Ends

The game ends when all of the players from one team are out.






Preparation Time

10 minutes



  • hockey sticks (a minimum of 10)
  • 2 hockey goals
  • Soft ball
  • cones to set out court
  • bibs for players


Set up the pitch using cones and the goals, use cones for goals if real goals are not available. Group the students into teams. Depending on how many students you have you can have two teams or several teams in a small league or cup competition.


The idea of hockey is to put the hockey ball into your opponent’s goal using your hockey stick.

















The hockey ball is placed in the centre of the field of play. A member from each team stands either side of the ball. With their hockey sticks together they tap the ground either side of the ball then tap their sticks together above the ball. This is done three times before they battle it out to get the hockey ball first.


Using the hockey stick only, players carry and pass the ball trying to score in their opponent’s goal.


Ball Out of Play

If the hockey ball goes out of the field of play, the opposite team return it to play from the place it went out of bounds. When the ball is put back into play, the opposing team should give the player putting the ball back into play at least 1 metre of space to do so.


Goal Keeper

Inside the goal keeper’s area the goal keeper can use any part of their body to stop the ball going into the goal. However, they can only use the hockey stick to but the ball back into play, i.e. they cannot throw the ball back into play. They can also not come out of the goal keeper’s area. Optional rule stating that other players cannot enter it is open to discretion from staff.



Apart from the goal keeper the other players can only use their hockey stick to move the hockey ball. Hockey sticks can only be used for moving the ball. Using hockey sticks to strike or trip other players is not allowed.


If a foul is committed a free shot is taken from the spot where the foul was committed. The team defending this shot need to give adequate distance for the shot to be taken, approximately 3 metres.


If a foul is committed by the defending team inside the goal keeper’s area a penalty shot is given.







Preparation Time

5 minutes



  • football
  • 12 cones (to show where the bases, kicker and pitcher zones are)
  • bibs for players


The idea behind Kickball is very similar to Baseball/Rounders. One team fields while the other team kicks. The fielding team needs to get ‘out’ all the kicking team through either catching the ball, getting the ball to the base before the kicker reaches it or for the kicker to reach three strikes.



The thrower has to roll three balls into the strike area for the kicker to hit. If the pitcher fails to roll a ball into the strike area this is called a ‘miss’. If the thrower rolls three ‘misses, then the kicker walks through to first base. Change pitchers if this happens.


The ball should be rolled in an area the kicker can reach it. This should be within 2ft of the kicking side of the kicker.



The kicker has three attempts to kick the ball in any direction. If the kicker fails to kick a ball this is called a ‘strike’. The kicker has three strikes and then he is ‘out’. A point is scored if the kicker makes it round all four bases in the correct order (usually anti-clockwise). Two points are awarded for a home run where the kicker does this in one continuous run.


Kicking a Legal Ball

If the kicker kicks the ball they don’t have to run but, this will count as a strike. If the kicker does decide to run they must run to all four bases in order. However, they can stop at any of the bases if they wish. The kicker will then stay at this base until the next kicker on their team runs after kicking the ball. If the fielding team gets the ball to the base directly ahead of the runner while the runner is between bases, the runner is ‘out’.



The fielder’s job is to try and catch a legally kicked ball before it hits the ground. If this is done then the kicker is ‘out’. If a fielder cannot do this then they should try to get the ball to the base the kicker is running toward to get the kicker ‘out’.






Preparation Time

10 minutes



  • netball
  • netball posts & net
  • whistle
  • bibs for players


Netball is a variation of basketball. One of the main differences is the player holding the ball is not allowed to move with the ball except in a pivot motion. The general idea of Netball is to score points by getting the ball in the opposition team’s basket.















Starting the Game

One player from each team stands opposite each other in the centre circle. The ball is thrown straight up in the air between the two players. The two players will jump to try and hit the ball to one of their own players so they start the game with possession of the ball.


Open Play

Players with the ball cannot travel whilst they have possession (although their teammates can). One foot must stay in the same place and they can pivot on this foot. The ball can only be passed to players by use of hands. Players will try to pass the ball towards the defending team’s goal and get the ball in the net.



The job of the defending team is to get the ball. Netball is a non-contact sport so the ball must be stolen during an intercepted pass. If an attacking player is holding the ball with two hands the defender cannot use force to steal the ball. If the player is only holding the ball with one hand the defender can take the ball from the attacking opponent (without contact).


Ball Out of Play

If the ball leaves the boundaries of the court the opposite team receives the ball to throw back into play from where the ball left the court. Throws back into the boundaries of play should come from the chest area using two hands.



Any basket scored is one point to the attacking side.





Quick Cricket


Preparation Time

10 minutes



  • cricket ball
  • plastic or soft ball
  • wickets


Quick cricket has the same basic idea as normal cricket. The bowler tries to get the batsman out by bowling (underarm) the wickets. The fielders try to get the batsman out by catching the ball after the batsman has hit it and before it touches the ground.














With the aim of trying to hit the wickets the bowler bowls balls from a set bowling distance. Unlike normal cricket the bowler can bowl even while the batsman is not protecting the wickets. As soon as the ball is returned to him they are free to bowl it.



There is only one batsman at a time. The batsman has two jobs A) to protect the wickets from the balls thrown by the bowler, B) to score runs. When the ball is bowled the batsman must use the bat to defend the wickets. If the batsman hits the ball they must run to the run point and back. Every time they do this they score one run. The batsman must remember that while they are making their run the fielders are getting the ball back to the bowler and the bowler can bowl at the wickets even if the batsman is not there.



The fielders are present for two jobs A) to catch the ball after it has been hit by the batsman and before it touches the ground, B) if the ball has not been caught they must pick up the ball and get it back to the bowler as quickly as possible.



If the batsman hits a ball and it is caught by a fielding player or the bowler before the ball has touched the ground then the batsman is out. If the batsman hits the ball with anything apart from the bat they are out. If the batsman hits their own wickets they are out. If a ball thrown by the bowler hits the wickets the batsman is out.



Preparation Time

10 minutes



  • key and/or code for squash court/s
  • squash rackets
  • squash balls (or tennis rackets and balls if the squash courts are not available)


The idea of squash is to hit the ball against the front wall and within the boundary lines in such a way your opponent cannot hit a legal return shot. If being played outside of a proper squash court then the lines will have to be created (cones can be stuck to the wall with sellotape etc.)


Squash Court





To start the game the serving player must have one foot within the relevant service box. If the serving player’s other foot is outside this box it must not be touching the floor. For a legal serve the player must hit the squash ball between the service line and the outline.


Returning Ball

When returning the ball to the opponent players must hit before it bounces twice on the floor (the ball is only allowed one bounce). The ball must hit the front wall before hitting the floor. This means you can hit the squash ball against any of the side or back walls but the squash ball must hit the front wall before the floor.


Scoring Points

A player can only score points if they are currently the person serving. If a player starts the game with a serve and their opponent fouls then the server gets one point. If the server makes a foul then the opponent does not get a point, the opponent now has the serve.



If the ball bounces twice.


If the ball is hit outside the boundaries. The boundaries are on or above the out line, and if the ball hits the ‘tin’ at the bottom of the front wall.


If a player hits the opponent with the ball or the racket.


Hitting the ball twice if the opponent has not struck the ball between shots.


Winning the Game

A game is usually played to nine points and a match is the best of five games.






Preparation Time

10 minutes



  • tennis racquets
  • tennis balls
  • tennis court with net


During a game of tennis opponents will hit the ball back and forth over the net trying to make the ball land within their opponent’s court. They are trying to do this in such a way that their opponent cannot return the ball, therefore winning a point.


Tennis Court




Serves must be hit from the base line and land in the service box in the opponent’s side of the court and on the opposite side of the court from where the serve was taken, i.e. if a player serves from the left side of the court the ball must land in the opponent’s right side service box.


Open Play

The players must hit the ball over the net into the opponents half of the court and within the boundaries.



Foul shots include:

  • The ball hitting the net.
  • The ball touching the ground outside the boundaries of the court.
  • Letting the ball bounce more than once in court after passing over the net.
  • The ball bouncing before it passes the net after being hit by a player.



Scoring in tennis is as follows:


Points Name
0 Love
1 fifteen
2 thirty
3 forty
4 Game Point


If a situation arrives where the score is forty to both players this is called Deuce. The next person to win a point is awarded an advantage. If that player then goes on to win the next point they win the game. However, if they lose the next point whilst having an advantage point then the score goes back to Deuce. This process then continues until a person holding advantage wins the Game Point and therefore the game.


A player needs to win six games, which must be two more than their opponent. If a score of 6 – 5 occurs then the game continues until a player is two games ahead of their opponent.


When a player has reached 6 games (or more as outlined above) it is called a set. When a player wins a set, the game count starts again at zero. 5 sets are played for boys and three for girls. The first player to win the majority of sets in a match is the winner (e.g. a boy needs to win 3, a girl needs to win 2 sets to win the match).




Ultimate Frisbee


Preparation Time

5 minutes



  • frisbee
  • cones to mark out the field


Ultimate Frisbee in a non-contact sport where teams are trying to get the frisbee into their opponent’s score zone.
















Each team will start in their own score zone. One team will start the game by throwing the frisbee as far as possible towards the opposing team.


Holding the Frisbee

Players are not allowed to run with the frisbee they can only pivot on one foot while holding the frisbee.



The offensive team must pass the frisbee between them until they complete a pass to a teammate in their opponent’s score zone, which results in one point to the attacking team and the game starts again with the team who lost the point receiving the frisbee.


Getting the Frisbee

The defending team can get control of the frisbee by intercepting passes from the attacking team. These intercepted passes must be caught in the air. If the defending team intercept a pass but do not catch it (i.e. knock it out of the sky) and the frisbee ends up on the ground, the attacking team continue with their play from where the frisbee landed.


Players are not allowed to take the frisbee from their opponent’s hands.


While an offensive player is holding the Frisbee a defending player can be standing close to them trying to block the pass. In this situation the defensive player can, at any point, start counting to five. If their opponent has not passed the frisbee by the count of five the defending team gains control of the frisbee.


If the attacking side make an incomplete pass, i.e. the frisbee ends up on the ground as a result of being thrown by the attacking team then the defending team get control of the frisbee from the spot where it landed.



Art Café


Preparation Time

5 minutes



  • keys to room
  • pen
  • Art Café cash box
  • Art Café Equipment Register


Running the Art Café

The Art Café is only open to specific activities advertised on that day.


Please remember that some of these activities will cost the students a small amount of money so this must be collected and a note of supplies sold (Light bulbs, T-shirts etc.) taken for stocktaking so ensure that you always have the Art Café cash box and Equipment Register.


The students may come and go throughout the session, so it is important that there is always an LAL staff member in the room and students are aware of their cleaning up responsibilities before they leave. If you don’t ask students to clean up after themselves it will be your responsibility at the end of the session.


Please respect all equipment and inform Leisure Management if there are any supplies running low or if you have any suggestions that would add to the sessions.


T-Shirt Painting


Preparation Time

10 minutes



  • T-shirts (£1)
  • fabric paints (remember to only use the fabric paints when T-shirt painting)
  • paint brushes
  • holders to put water in for brush cleaning
  • white spirit for cleaning the brushes after the session
  • kitchen roll (for drying brushes)
  • recycled newspapers
  • aprons
  • gloves
  • pencils
  • paper


Running the Activity

Newspaper needs to be put down on the tables. All appropriate paints need to be put out onto tables (obviously on top of the newspaper). Water holders need to be filled with water and put out on the tables.


Remember T-shirts should be located and kept out of students’ reach. They are sold to students at a cost of £1.


Tips & Tricks

Specialist fabric paints can be bought but quality artist acrylics can also be used. Fabric paints and acrylics are permanent so be wary and wear old clothes or an apron, advise students to do the same in assembly.


To prepare the T-shirt for painting, if heavily starched, wash before use (to test whether a piece of fabric really needs pre-washing drop a little bit of water on it; if it beads up on the surface, it needs washing. If it sinks in, so should paint. Insert plastic inside the T-shirt to stop paint seeping through to the back and if available a drawing board placed inside the T-shirt will stretch and make the surface easier to work on.


Go With the Flow

Wetting the fabric with clean water before painting it, encourages colours to flow into each other, like in a watercolour. But don’t add too much water, as it’ll dilute the colours. The fabric should be damp, not soaking.


Tread Softly

Stamping and stencilling on fabric work best if you’re working on a lightly padded surface – an old towel works well. Or if you don’t want to sacrifice a towel, cover a sheet of thick card with waxed paper (so it can be wiped clean). Use a dry brush technique and tough brushes to apply paint to stencils as soft wet paint will seep under the stencil and blob the design.

Fabric Stamping

So you don’t fabric paint because you say you can’t paint? Have you ever tried fabric stamping instead? The daisy shown in the photo was created with only four elements: a circle and a petal-shaped stamp, a real leaf from the garden, and a toy wheel for the stem. The petals of the flower could be made from a leaf as well; the grounds of the school are the perfect place to find leaves to try different effects. The first step is to decide how big you want your flower to be, as this determines how big you make the circle at the centre of your flower and the petals. You do not need to measure exactly; just picture the flower on the T-shirt. Unless you want to make a sunflower, your petals will be larger than your centre. The centre of the flower could be made from a bottle lid.


Using Real Leaves for Fabric Stamping

Go into the grounds of the school and pick a few leaves from a tree or shrub that are about the right size to fit with the head of your flower. You’re looking for leaves that are fairly stiff (these are easier to print from) and that are smooth (hairy and waxy leaves don’t hold paint very well). Leaves with prominent veins give great results.


Take the flower centre stamp, coat it with paint, press it firmly onto your fabric then lift it off. Now do the same for the petals all the way around the centre until your flower head is complete.


Be careful that you haven’t got paint on your fingertips when you press down onto your T-shirt as it’s very easy to get it onto the fabric. Using a leaf, a piece of string or a blade of grass as a stamp is exactly the same as using any other stamp: you apply the paint and press it onto your fabric. The only thing to remember is that, because a leaf isn’t hard like a stamp, you need to ensure that every bit of it has come into contact with the fabric. Run your fingers all along the outline of the leaf, then systematically across the middle. Make sure that you don’t accidentally shift the leaf or you’ll blur your print. Now the stem: you could use or a piece of string or a blade of grass as a stamp. Simply brush it lightly with paint and press to the paper.


Remember to wash brushes and palettes thoroughly as the paint will set as plastic and not wash out. If using fabric pens wait until the fabric paint is properly dry on the T-shirt before applying as the wet paint will clog and ruin the pens.


Light Bulb & Glass Painting


Preparation Time

10 minutes



  • light bulbs
  • drinking glasses & mugs (50p)
  • Glass paint
  • paint brushes
  • holders to put water in for brush cleaning
  • white spirit for cleaning the brushes after the session
  • kitchen roll (for drying brushes)
  • newspaper
  • aprons
  • pencils
  • paper


Running the Activity

Newspaper needs to be put down on the tables. All appropriate paints need to be put out onto tables (obviously on top of the newspaper). Water holders need to be filled with water and put out on the tables.


Remember light bulbs, drinking glasses and mugs should be located and kept out of students’ reach. They are sold to students at a cost of 50p.


Tips & Tricks

Vitrel water based glass paints can be used on either, glass, acetate or perspex and even ceramic tiles if a watercolour effect is wanted. They are a strongly coloured yet transparent paints. The surface should be clean, as the paint will pull away from grease. If the paint is still pulling away add a tiny amount of washing up liquid to the paint in the palette as it will break down the resistance. Very small quantities of paint should be put into the palettes prior to students using them as the paint is hard to control when pouring. They are permanent on clothing so take precautions and wear old clothes or an apron. Wash out brushes thoroughly after use with white spirit. If brushes are left to dry dirty this will leave brushes solid and unusable.


For best results do not water down paint and make sure the brushes are dried off on paper towels after washing between colour. The design needs to be drawn or traced initially on/from paper onto the surface with either a permanent over head projection pen or a thin paste out liner (which is tricky to control). Once outlined onto the surface apply with water colour brushes with as few strokes as possible to avoid streaking. Apply a generous amount as when held up against the light the colour looks several shades lighter. The paints are air drying or to speed up use a hair dryer. To make Glasses etc usable follow manufacturers instructions and heat in the oven to seal the paint, although the painted surface will always be vulnerable and easily scratched.



Themed Disco, World Cup & Talent Show Decorations

For the themed discos lags, T-shirts, posters and general decorations appropriate can be made/created during Art Café session. The same is true for the staff vs. students football World Cup match. Students can also create a Talent Show banner on an old sheet to be put up on stage.


Preparation Time

10 minutes



  • card (different colours)
  • plain T-shirts (£1)
  • old sheets (£3)
  • paints
  • paintbrushes
  • pens for Colouring
  • recycled newspapers
  • glue
  • pencils
  • rulers
  • erasers


Running the Activity

Plain white T-shirts need to be provided as do recycled white sheets for the flags, and plenty of paper, coloured card and sugar paper etc.


Newspaper needs to be put down on the tables. All appropriate paints need to be put out onto tables (obviously on top of the newspaper). Water holders need to be filled with water and put out on the tables.


Ideas for decorations are only limited by staff and student creativity – decorations should be colourful, big and bold. You might want to start the Art Café session with a brainstorming/mindmapping activity (on the board, if available, or on paper) to come up with ideas together for a starting point.


Planned themed disco will include Beach Party, Cowboys and Indians amongst various others. Please consult with the Leisure Manager if you are unsure of the theme for the next disco.


Beach Party theme for example could have pictures of palm trees, seas, fish, sunglasses, giant letters spelling out beach party etc. Cowboys and Indians could include decorations such as cowboy hats, bow and arrows, sheriff badges, saloon style doors etc. The more decorations and posters created the more successful the theme of the disco will be, and therefore the disco itself will be even more enjoyable for the students.


Students can create/paints flags, T-shirts and posters for the staff vs. students World Cup match, or any match the Leisure Manager/Activity Coordinator deem suitable.



Greeting Card Designing


Preparation Time

10 minutes



  • blank greeting cards (20p)
  • pencils
  • colouring pencils
  • colouring pens
  • stencils
  • stickers
  • glue
  • glitter
  • scrap paper
  • tissue paper


Remember blank greeting cards should be located and kept out of students’ reach. They are sold to students at a cost of 20p.


Running the Activity

This activity is only limited by your and the students creativity. Also remind students that stamps can be purchased at the office, so they may want to create a card to send home to their family and/or friends.



Necklace, Bracelet & Earring Making


Preparation Time

10 minutes



  • earring hooks
  • beads
  • elastic
  • string
  • sticky tape
  • friendship bracelet book


Running the Activity

Set out beads and elastic on the table. The students will need to tie a knot in one end of the elastic before threading beads onto the elastic. The students also may need help tying the bracelet to their wrists.


Friendship bracelets can be made from the different coloured string available. There is a friendship bracelet book available if ideas or knowledge to make these is needed.

General Arts & Crafts Information


  • Make sure that surfaces are always covered and the Art Café is left clean and tidy after the session!
  • When using paints take the necessary precautions and cover or protect clothing and equipment accordingly.
  • For painting activities: Newspaper needs to be put down on the tables. All appropriate paints need to be put out onto tables (obviously on top of the newspaper). Water holders need to be filled with water and put out on the tables.
  • When mixing colours put individual colours in separate paint wells and mix manually with a brush. Don’t try to gauge quantities by squirting colours on top of each other directly into the palette, it rarely works and it is the best way to waste large quantities of paint.
  • When mixing two or more colours always start with the lightest colours as you will only need to add minimal amounts of the darker colour to make a new colour, i.e. yellow + blue = green, red + blue = purple, yellow + red = orange or yellow + red + blue = brown.
  • If for any reason the bottles clog up with dried paint either run under a hot tap and peel off excess paint or use a braddle (a pointed tool for making holes in wood for screws) or a nail.
  • Acrylics are very versatile and can be used on numerous surfaces like paper, fabric etc.
  • Paper: acrylic is an excellent painting medium and can be applied in a variety of ways to create texture or other effects. Sponging paint on can give a great texture which can be built up. Masking tape can create perfect straight edges, great for abstracts or buildings. Acrylic can also be used in washes as with watercolour. First dampen the paper then brush watered-down paint onto the surface which will give a soft watery effect, try not to over work as the spontaneity of the first brush strokes will always look best.
  • Fabric: T-shirts and stencilling – use paint with a dry brush stippling technique over the stencil, i.e. wiping off most of the paint off the brush onto paper towels then hammer gently with a hog haired brush (not fragile soft bristled watercolour brush) over the stencil, which will give a clean sharp edge to the design through the stencil. Be careful not to put too much paint on as the paint will blob and run under the stencil.
  • Artist quality Acrylics in particular have a high pigment content so very little is needed and it can be used full strength or watered right down to an almost watercolour consistency without losing colour quality.
  • Wood – MDF, Hard Board for bright colours first prime boards with white emulsion, although the natural wood colours can produce lovely muted shades, even found pieces of wood can be painted. Found bits of wood Aborigine style look particularly good, being inspired by the initial shape of drift wood for example.
  • Terracotta – Unglazed terracotta pots look great painted up. It is usually a good idea to seal the pot first with a layer of watered down PVA glue then paint and then finish off with a water based gloss varnish … dead professional!



Time Filler Activities/ Team Games


Animal Farm

This is a quick, fun activity to divide your group into smaller groups.

Give each person a card or post-it note with the name of a farm animal on it (e.g. Cow, Pig, Horse, Sheep, etc.). To find the rest of their group, they must make the sound of the animal from their card, and the assemble into groups based on their animal (e.g. all the pigs together, all the sheep together etc.)

Variations include blindfolding participants, or having different types of sounds (nursery rhymes, etc.)

Materials Needed:

  • Paper cut up into squares/ rectangles
  • Pre made with animals written on them

Birdie on a Perch

Ask everyone to find a partner so everyone is paired up in groups of two.

Have them decide who is the birdie and who is the perch.

All the birdies stand in a circle and all the perches stand in a circle surrounding the birdies. Have some music ready.

When the music starts, the birdies walk clockwise around the circle and the perches walk counter-clockwise.

When the music stops, the birdies must find their perches and sit on them (the perch kneels on one knee, making a perch out of the other leg).

If you don’t have music, you can just have a leader yell “Birdie on a Perch!”

The last couple to pair up is eliminated and the object is to be the last couple left.

It’s more fun if you make them move quickly in their circles so that they are at least jogging.


Human Knot


Split the group up into teams.

Instruct the teams to stand in circles.

They shall then join hands with everyone else by linking hands with someone across the circle from them. They must not join hands with the people next to them.

Make sure everyone has linked hands.

They then have to untangle themselves!

You can implement a time limit to add difficulty.




Have the group get into a circle.

Choose 1 person to stand in the middle.

Instruct them to make a gun with both hands joined.

They will then shoot someone and say splat.

That person should then duck and the two people either side of that person then shoot each other.

It is up to the leader to decide who is fastest and who is eliminated.


Pass the Hula-Hoop


Get the students into teams. (dependent on how many hula-hoops there are)

Get them all to join hands and place the hula-hoop on someone’s arm

Instruct them to move the hula-hoop around the circle without breaking the chain.

The first team to pass the hula-hoop around the complete circle wins.


Grab the finger



Get everyone to stand in a circle, with their arms out either side. Tell people to put their left palm up, and right finger pointing down (touching the person next to them outstretched palm).

When you say the word “GO”, people need to do two things:

  1. Grab the person’s finger in your left hand
  2. Prevent your right finger from being grabbed

If your finger is grabbed, you are out, and you sit on the sidelines. The game continues until there is a winner.

The key to this game is adding a bit of drama and suspense around when you say “Go”. e.g. count down, add a big delay, etc. You can do it a few times before it gets old 🙂


Caterpillar Race


Instruct the students to get into teams of equal size (Five to Seven players in each tem) although 3 also works. Have the students think of team names, maybe one-syllable names for instance. Line the teams up next to each other behind the starting line.

Instruct team members to place their hands on the shoulders of the team members in front of them and race to the finish line according to the following rules of movement; The first person in line may hop one step forward. Continue down the line until the last person in line hops one step forward. After the last person hops, he or she must shout the team name. Then the whole team may hop one step forward at the same time. Repeat this process to move the caterpillar along.

Of-course, players must keep their hands on the shoulders of the team members in front of them at all times during the race. Players may move forward only by hopping one step forward with both feet at once. If a team member breaks any of the above rules , it must return to the starting line and begin again.


Cracker Ping Pong


For this game, you need a table with a line of masking tape down the centre of the table dividing the table into two (like a table tennis table without a net).

Ask for two volunteers – one at either end. The volunteers must kneel down and put their hands behind their back.

The object of the game is to blow the table tennis ball past their opponent at the other end of the table. They are allowed to use their chest to block the ball.

The catch is, before starting, each contestant is given a dry cracker to quickly chew before blowing. The end result is cracker crumbs will come flying out of their mouths during the game!



Frisbee Golf


As the name suggests, this game is just like golf, but with Frisbees for balls and baskets for holes.

Get hold of as many baskets (e.g. Laundry Baskets) as you can, and stick numbers on them to indicate the hole number. You may need to weigh the baskets down with something heavy if it’s windy.

Design the holes so there’s different variations – longer or shorter holes, some with obstacles (trees) in the way, etc.

The kids take turns at throwing the Frisbee at the hole. Every throw represents one hit, with the aim to get the Frisbee in the hole with the minimum number of throws.


Grab that thing


The host of the night has to make a list of objects that you would expect the audience to have with them or objects that is around that area you are playing this game.

Once done you need two people as the runners.

When ready the host will say a object ‘MOBILE PHONE’ then the runner has to run out into the audience and get a mobile phone.

The first person to bring it back wins a point.

The more items on your list the longer the game shall be. If you are playing with adults then objects like trousers are good to use as a object them making the owner to get them is good.


Water Balloon Toss


Supplies Needed: Water Balloons

Pair everyone up in two’s. Have the group form two shoulder to shoulder lines with everyone facing their partner in the other line. Start the two lines only a couple feet apart at first. Give one water balloon to each person in one of the lines so that each pair of partners has a balloon. When the leader says “Toss”, the partner with the balloon tosses it to their partner. If they drop their balloon or it busts when they catch it, they are out. If they successfully catch it without it breaking, they are still in.

The leader then asks one line step back to increase the tossing distance and says “Toss”. The partner who caught the balloon now tosses it back. Repeat the rounds until there is only one team left as the winners! Kids love this game! 🙂

A variation of this game is to use eggs instead of water balloons


Do you really know me?


Everyone needs a pen and paper. Have everyone sit in a circle and place a bowl in the center. To start, everyone writes down one thing that they think no one knows about them and then places it in the bowl.

After everyone has put one in the bowl, everyone pulls someone else’s paper. Go around the circle and one at a time the person reads the paper out loud and try’s to guess who the paper belongs to. You get three tries to get it correct. The first person to guess 3 correct first wins. (the number correct can change depending on size of group).


Who did it?


This game is a good ice breaker activities for new groups where people may not know each other that well.

Hand out a pen and paper to each person and ask them to write something exciting they have done in their lives – for example “I have been sky diving” or “I have been in hospital for a week” etc. Encourage people to think of something unique and interesting (though be prepared for some people to struggle to think of something!)

Collect all the pieces of paper and read them out loud to the group. The group has to decide “who did it”. The game guarantees you will learn something new about other people in the group!



Two Truths and a Lie


A great get to know you game!

Everyone in the group has to think of three things to share about themselves – 2 must be true but one must be a lie.

When a person has shared their three things, the rest of the group must decide which of the 3 is a lie. The person then indicates which one was the “lie”.

It’s amazing some of the things you learn about people when playing this game. People will be keen to trick the group, so it encourages people to share some of the more outrageous things they’ve done in their lives!

This game can lead nicely into a discussion or devotion on the importance of truth (or damaging effects telling lies)


Would you rather


Would you rather is a pretty simple game – can be a great time-filler or icebreaker too.

The basic idea is you ask a “Would you rather” question (see below for samples) and each person has to decide their answer.

You can run the game in a few formats, depending on the time available and size of your group.

  • You can have people go to one side of the room or the other to indicate their ‘answer’
  • You can have them sit down or stand up
  • Write the answers down
  • Share the answers with the group (obviously better for smaller groups!)

A word of warning – kids and teenagers end up excitedly talking amongst themselves after you go through some of these!

This game can be a good activity to run before a discussion on the need to sometimes take a stand for your beliefs, even if the rest of the crowd are doing something different.

Some sample Would You Rather Questions are listed below….


Would you rather questions

  • Would you rather always take a cold shower or sleep an hour less than you need to be fully rested?
  • Would you rather always get first dibs or the last laugh?
  • Would you rather always have to say everything on your mind or never speak again?
  • Would you rather always lose or never play?
  • Would you rather always wear earmuffs or a nose plug?
  • Would you rather always win pie-eating contests or always win wheelbarrow races?
  • Would you rather be 3 feet tall or 8 feet tall?
  • Would you rather be 3 feet taller or 3 feet shorter?
  • Would you rather be a deep sea diver or an astronaut?
  • Would you rather be a dog named Killer or a cat named Fluffy?
  • Would you rather be a giant hamster or a tiny rhino?
  • Would you rather be able to hear any conversation or take back anything you say?
  • Would you rather be able to read everyone’s mind all the time or always know their future?
  • Would you rather be able to stop time or fly?
  • Would you rather be an unknown minor league basketball player or a famous professional badminton star?
  • Would you rather be born with an elephant trunk or a giraffe neck?
  • Would you rather be forced to tell your best friend a lie or tell your parents the truth?
  • Would you rather be forgotten or hatefully remembered?
  • Would you rather be hairy all over or completely bald?
  • Would you rather be happy for 8hrs/day and poor or sad for 8hr/day and rich?
  • Would you rather be invisible or be able to read minds?
  • Would you rather be rich and ugly, or poor and good looking?
  • Would you rather be stranded on an island alone or with someone you hate?
  • Would you rather be the most popular or the smartest person you know?
  • Would you rather be the sand castle or the wave?
  • Would you rather eat a bar of soap or drink a bottle of dishwashing liquid?
  • Would you rather eat a handful of hair or lick three public telephones?
  • Would you rather eat a stick of butter or a gallon of ice cream?
  • Would you rather eat a stick of margarine or five tablespoons of hot pepper sauce?
  • Would you rather eat poison ivy or a handful of bumblebees?
  • Would you rather end hunger or hatred?
  • Would you rather find true love or 10 million dollars?
  • Would you rather get caught singing in the mirror or spying on your crush?
  • Would you rather get even or get over it?
  • Would you rather give bad advice or take bad advice?
  • Would you rather give up your computer or your pet?
  • Would you rather go to an amusement park or to a family reunion?
  • Would you rather go without television or junk food for the rest of your life?
  • Would you rather have a beautiful house and ugly car or an ugly house and beautiful car?
  • Would you rather have a kangaroo or koala as your pet?
  • Would you rather have a missing finger or have an extra toe?
  • Would you rather have x-ray vision or bionic hearing?
  • Would you rather kiss a jellyfish or step on a crab?
  • Would you rather know it all or have it all?
  • Would you rather live without music or live without T.V.?
  • Would you rather love and not be loved back, or be loved but never love?
  • Would you rather make headlines for saving somebody’s life or winning a Nobel prize?
  • Would you rather meet an alien visitor or travel to outer space?
  • Would you rather never use the internet again or never watch TV again?
  • Would you rather not be able to use your phone or your e-mail?
  • Would you rather only be able to whisper or only be able to shout?
  • Would you rather own a ski lodge or a surf camp?
  • Would you rather publish your diary or make a movie on your most embarrassing moment?
  • Would you rather spend the day surfing the internet or the ocean?
  • Would you rather have one wish granted today or three wishes granted in 10 years?
  • Would you rather visit the Doctor or the Dentist?
  • Would you rather have a shower or a bath?

Gargle a tune


Bring three or four people up the front. Show each person (discreetly) the name of a well-known song. One at a time, they then have to take a mouthful of water then ‘gargle’ the tune. The rest of the group has to guess the song.

To make it competitive, you can split the group (guys/girls or similar) and see who can guess the song the quickest.




GROG is a very active, play after dark game.

You also need a building that is conducive to running and hiding. The only equipment you need is a flashlight. Here is how the game is played. One person is the Game Captain and is in charge of overseeing the game.

Prior to the game, the Game Captain (GC) needs to go thru the play area. In our church, we go around and turn on various Sunday School classroom lights. The doors to these rooms are closed, and those rooms are off limits. (We have classroom doors with windows, so the light shines out into the hall, giving us enough light to play. If this does not work for your play area, you need to figure out how to have a low level of light.)

The GC takes the flashlight apart into at least 3 pieces – the barrel, the battery, and the lens – and hides these pieces throughout the play area. Since the environment is somewhat dark, we tend to hid them in places that are not too very hard to find.

Once that is done, the GC goes back to the group and selects the GROG. The GROG is a creature of the dark, and goes into the dim play area to hide.

The GROG’s goal is to tag the other players, like freeze tag, and renders them inactive. The GROG is trying to capture all of the players. There is no base. If the frozen player is tagged, they can become active players again.

The players’ objective is to find the flashlight and assemble it. Only the light of the flashlight will put an end to the GROG’s existence. Once the players find the pieces of the flashlight and get it working, they go on a GROG hunt. Shining the light on the GROG, or freezing all of the players, ends the game.

NOTES: If you have a large group, divide them into a couple of groups by age and size. You don’t want the big guys tearing down a hallway and crashing into a little guy. Also, warn the players not to run “all out” for the same reason. We encourage the players not to talk, etc., when they are frozen.


Guess the taste


This is a pretty simple game – a good time filler or if you’re having a rotation of short games.

Get hold of a packet of those Jelly Beans with 100’s of random flavours (i.e. watermelon, mango, coconut). You’d be surprised how difficult it is to guess a flavor when you pop one in your mouth without looking at the colour. So the game is to have kids guess what flavor and give them a point for each one they get right…


Hunt the Leader


This was one of my favorites. We would take the youth group to a large shopping mall or main street (depending if it’s day or night) and all the youth leaders would dress up or disguise themselves somehow. We’d have a homeless looking man, a guy with a mustache, a girl with a pillow up her top to make her look pregnant. Some costumes were a bit ridiculous and the leader would stand out, others were really subtle yet effective. Also have a combination of youth leaders sitting in the one spot (like a cafe) and others wandering around (like a cleaner with a broom).

The basic idea is to split the youth into groups and their job is to ‘hunt’ down the leaders to get their signatures (or stamp) on a piece of paper. The winning group is the one that first finds all the leaders.

A note of caution – ensure the young people are adequately supervised. Depending on the age of your group, you may need to ensure there is a leader (not in disguise) with each group for their safety. Also ensure the group is aware of the ‘boundaries’, and have an agreed time to meet back.

As a variation, you could combine this night with the Photo Night and get the kids to take photos of the leaders they find (in amongst other challenges).



Reverse photo scavenger hunt


Instead of the usual photo scavenger hunt, this idea involves sending groups of young people out with a less descriptive list of things to capture with a camera. It encourages them to be more creative…

For example

  1. Everyone agreed that one look at THIS and you just knew all the beauty in the world was a gift from God.
    2. No one could prove it, but THIS looked to be evidence of an overly-compassionate bunch of church youth!
    3. Amazing! THIS is an exact duplicate of (insert youth leader’s name) face found in nature/public.
    4. All the townspeople agreed. THIS was truly a sign of God’s love.
    5. Police office Smith wasn’t sure what to make of it, but she wrote down in her report: THIS is evidence of an “attempted servanthood with intent to cause smiles.”
    6. Surely THIS could only mean one thing: Harry Potter (or insert or famous name) had been here.
    7. It was pretty obvious to the onlookers how THIS was going to end.
    8. “Be Careful!” someone shouted at the group. “THIS could cause an unstoppable outbreak of peace in the world.”
    9. Who would have thought a youth group could do THIS and no one got arrested! (Okay, maybe you wouldn’t want to use this one, but I think it’s pretty funny.


Rock Paper Scissors Tournament


We all know the Rock Paper Scissors game. But can you base a Youth Group night on it? The answer is No! But you can keep kids entertained for at least 20 minutes and it works really well as an icebreaker or time filler.

The key to its appeal is to sell it as a “Rock Paper Scissors” tournament. If you have a group of 32 kids, to be crowned “Rock Paper Scissors Champion”, a kid would need to win five consecutive games (which is no mean feat!).

It’s not complex to run – basically have kids pair off and play a game against each other. You may not have an even number of kids but with a bit of juggling it sorts itself out. We normally make it the best of 3 rounds, so the winner is the first to two wins. The “winners” go to one side of the room, the “losers” to the other. The process repeats itself – the group of winners pair off and play until there’s only two kids left. They key is to gather everyone around and build the suspense between each game. We make the Grand Final the best of 5 to help build the tension.

We play this game a couple of times a year and have a trophy that gets presented to the Champion. You’ll be surprised at how much passion this game can generate!



Shave the balloon


Divide into groups of 3 or 4.

Each group gets a balloon covered in shaving cream, and a razor. Their job is to shave the balloon. First group to complete the task is the winner.

The trick is – when the balloon breaks, the shaving cream goes everywhere, so be prepared! A little nick on the razor’s edge beforehand will assure that the balloons will break.

A variation: The “Water Balloon Shave”

Split into couples (guys/girls) – the guys come to the front of the room and sit in chairs facing the audience. Each guy has a large water balloon on their heads. The girl partner(s) cover the balloons with shaving cream, and with a single edged razor blade (no razor, just the blade) try to “shave” all the soap off of the balloon without breaking it. Whoever is the first to succeed is the winner.

Hi! Wanted to feedback. This game was brilliant! Got everyone involved and laughing! I would make the follow recommendations to anyone doing this game.

1. Get bin liners (refuse sacks) and cut head holes and arm holes to protect the teens Sunday best LOL!
2. Use water balloons for water filled ones, normal balloons didn’t take water very well (disappointingly)
3. Make the nicks in the razor fairly large else you will find the balloon doesn’t pop!
4. Have a bowl of water next to the shavers so they can get rid of the foam on the razor and then carry on