This concept combines Teamspiel-Boxen and cooperative games to foster communication, trust, and collective problem-solving. Students learn that success depends on working together rather than individual performance—a fundamental life skill.
Use: 2-4 children stand on one pair of long wooden skis and must walk in synchronization. Why This Equipment: Sommerski creates immediate interdependence—if one person moves out of rhythm, everyone fails. There’s no “I did my part”—success is collective. This forces teams to develop communication systems (counting, calling “left-right,” or non-verbal cues).
Benefit: Develops verbal communication, shared rhythm, collective leadership, and the understanding that “we succeed or fail together.”
Pedalo Pipeline (Holzbahn)
Use: Children hold wooden gutter pieces to form a continuous track, transporting a ball from start to finish without dropping it. Why This Equipment: Pipeline requires constant attention and smooth handoffs. The ball doesn’t wait—if you’re not ready, the system fails. This teaches “flow”—continuous attention and smooth transitions. Children learn that their success depends on being ready for the ball and passing it smoothly to the next person.
Benefit: Develops continuous attention, flow states, cooperation, and reacting to group dynamics.
Laufendes A (Walking A)
Use: One child stands in an A-frame while teammates pull ropes to “walk” the frame forward. Why This Equipment: Walking A creates the ultimate trust scenario—the rider has no control and must fully trust their team. Pullers must communicate clearly and move in coordination. A single mistake affects the rider directly. This creates real responsibility for others’ safety.
Benefit: High-level trust building, leadership, non-verbal communication, and responsibility for others.
Teamspiel-Box Elements
Use: Various ropes, blocks, tarps, and mechanisms for problem-solving challenges. Why This Equipment: Teamspiel-Boxen contain structured challenges that require groups to plan, try, fail, adjust, and try again. The “failure-adjustment” cycle is where learning happens. Children experience that first attempts rarely succeed and that’s normal.
Benefit: Develops strategic thinking, frustration tolerance, role allocation, and persistence through difficulty.
Setup: Partners face each other in pairs. One partner closes eyes (or uses optional blindfold).
Activity:
Round 1: Basic Trust (5 min)
Partner A closes eyes; Partner B guides them around the space using ONLY verbal cues
No touching allowed—only words
Navigate to specific landmarks (“Go forward 3 steps, then turn left”)
Switch roles halfway
Round 2: Obstacle Course (5 min)
Teacher places simple obstacles (cones, mats) around space
Guide must navigate partner through without touching obstacles
If touched, start that section over
Round 3: Debrief (5 min)
Sit with partner; discuss:
“What was harder: guiding or being guided?”
“What made instructions clear or confusing?”
“How much did you trust your partner?”
“What would have made you trust more?”
Methodology: This activity establishes trust and communication as the foundation for all team activities. Children experience directly how clear communication affects success.
Key Learning: “Specific instructions work better than general ones” (e.g., “Take two small steps forward” vs. “Go forward”)
Phase 1: Skill Building Stations (25 min)
Divide class into three groups. Each group learns ONE team game in depth (8 minutes per group). Groups will teach each other in Phase 2.
