Recently, more and more people are talking about psycho-gymnastics, it is even included in the compulsory program of preschool institutions. What is it, and how to deal with it?

As gymnastics is useful for the harmonious development of the child's body, so psycho-gymnastics is useful for the psyche. This is a set of special exercises aimed at developing the emotional-volitional sphere, communication skills, as well as combating various psychological problems.

Psycho-gymnastics helps children:

• understand yourself, your feelings and the feelings of others;
• learn to demonstrate and understand emotions;
• get rid of shyness, disgust, fears and other troubles;
• learn to control your movements.

It is worth doing psycho-gymnastics with kids who already understand the instructions and can do the exercises - from about 2.5-3 years old. Such activities are practiced in kindergartens, developmental and psychological centers, but you can arrange them at home. For this, it is necessary to have a so-called card index of psycho-gymnastics exercises for a certain age.

The main feature of psycho-gymnastic exercises is that they are carried out in the form of a game, therefore, they are liked by all children, without exception. Each exercise is called a sketch and resembles a scene played by kids. Often, suitable music sounds in the background (recommendations for choosing a musical accompaniment are indicated in the description of the lessons).

Before the start of the lesson, a small warm-up is carried out, which is designed to relax, liberate the child and tune him in to the game. Objects of attention during warm-up can be sounds, voices, objects, invisible surroundings, people, their clothes, emotions, contacts, and the like. "What has changed in this room?", "What sounds do you distinguish on the street, in the next room?" "," What is the largest, warmest, roughest object? "," Which of the children has white socks? "," Who is the funniest (saddest)? "," What animals are in this room? "

Although there are some psycho-gymnastics exercises that a child can do alone, most of them are aimed at establishing contact with others and working together. Therefore, at home, it is difficult to fully engage in psycho-gymnastics, and it is necessary, if possible, to involve several children or, in extreme cases, adults in the games.

Here are some helpful exercises to help your baby grow fully.

1. "Sunny Bunny"

Target: relieving facial muscle tension.

An adult says: “Do you want to play with a sun bunny?

The sunbeam looked into your eyes. Close them. He ran further over his face, gently stroke his forehead, nose, mouth, cheeks, chin with your palms, gently stroke his head, neck, arms, legs. He climbed onto his stomach - stroke the tummy. The sun bunny is not a mischievous person, he loves you, make friends with him. Fine! We made friends with the sunbeam, we will take a deep breath and smile at each other. "

Mothers in Detstran discuss:

2. "Talking objects"

Target: develop the child's ability to identify with someone or with something, teach children to empathize.

During the game, children take on different roles and describe their state, the reasons for their actions, the system of relations with reality.

The first child starts: “I am not Sasha, I am a ball. I would like it if I was not a one-color, but a decorated cheerful pattern. I would like not to be held on a string, but to let me fly freely wherever I want. " The next child continues: “I'm not Borya, I'm a ball. I am made of rubber and well inflated. Children rejoice when they throw me to each other! "

An adult suggests the names of the following items: coat, bus, soap, etc. Children also offer their own options.

3. "The cat blew the ball"

Target: removal of emotional and muscle tension.

Children are in a relaxed position, they depict deflated balls. An adult says the text:

Inflated the cat balloon(children straighten their torso, puff out their cheeks),

And the kitten interfered with her:

Came up and paw - top!

And the cat has a ball - a lop!(The "balls" are deflated with sound and returned to their original position).

4. "Hug and fondle the toy"

Target: satisfy the children's need for emotional warmth and closeness.

An adult brings one or more soft toys into the room, such as a doll, dog, bear, hare, cat, etc. Children walk around the room. At the signal, they break up into groups and go to the toy they would like to cuddle. The first child takes the toy, hugs it and says something gentle and pleasant to her. Then he passes the toy to his neighbor. He, in turn, must also hug the toy animal and say affectionate words. The game can be repeated several times.

5. "Me and my mood"

Target: teach children to be aware and accept their feelings and experiences. This exercise uses the unfinished sentence method. Ask your child to continue the phrase:

I am glad when ...

I am proud that ...

I feel sad when ...

I get scared when ...

I get angry when ...

I was surprised when ...

When I am offended, ...

I am angry if ...

Once I got scared ...

6. "Guide"

Target: teach children to empathize and help.

The adult explains that all people are different and some of them need the help of kind people. One child pretends to be blind, puts his hand on the shoulder of a friend - "guide" - and closes his eyes. The "guide" at a slow pace makes various movements, moves around the room, overcoming obstacles. A child with closed eyes should follow next to him. Then the children switch roles.

Published on the basis of the book by S. I. Makshanov,
N. Yu. Khryashcheva. "Psycho-gymnastics in training" (SPB, 1993)

In the work of a training group, there are always two plans, two sides: content and personal. The content plan corresponds to the main content goal of the training. It changes depending on what is the object of influence: attitudes, skills, cognitive structures, as well as on the training program: for example, in creativity training, training in partnership or business negotiations, the content will be different, although the level of the objects of influence is the same the same - attitudes and skills.

The personal plan is a group atmosphere, against the background of which events of a meaningful plan unfold, as well as the state of each participant individually (in some types of training, these states and attitudes of the participants become the content of the group's work).

As a result of psycho-gymnastic exercises, changes can occur in the state of the group as a whole, its individual participants, and material can also be obtained, the awareness and discussion of which allows one to move forward in terms of content.

We are aware of some conventionality of the concept of "psycho-gymnastics"... This concept denotes a very wide range of exercises: written and oral, verbal and non-verbal. They can be performed in small groups of 2-3 people or by all members of the group together 1, be specialized and affect mainly one or another mental characteristic, for example, memory or attention, can be more universal in nature, have a more generalized effect. They allow you to connect different levels of mental reflection for awareness of the same experience, of the same problem. For example, you can invite group members to describe a particular state verbally, and in turn - in writing and orally, then draw it, express it in motion. As a result, the possibilities of comprehension expand, new facets of perception of the same problem appear. The same happens when different psycho-gymnastic exercises are used in the training within the same content: movement exercises, drawing, etc.

1 The trainer himself can complete pairs, triplets, guided by special criteria (in particular, taking into account the nature of the relationship of the participants, their success in training, individual psychological characteristics, etc.), but it is possible to provide a solution to this problem for the participants themselves, inviting them to act consciously , guided by this or that criterion, for example: "Choose for yourself a pair of that member of our group whom you have known less so far than others."

Sometimes psycho-gymnastic exercises are meant only those that are aimed at changing the state of the group as a whole or each participant separately. Recognizing the expediency of such exercises, we at the same time designate the concept of "psycho-gymnastics" and those aimed at gaining experience that corresponds to the meaningful goal of the training. In addition, we are not supporters of the use of such exercises in training, which do not include a content component at all. For example, when group members are tired and need emotional relaxation, you can do physical exercises (this is a possible work option), but you can also do this: invite the group members to stand, staying in place, and do some movement at the expense of "one". For each next count, the movement performed can change, and so on until everyone begins to make the same movement. As a result of such an exercise, on the one hand, the task of activating the group, reducing fatigue, improving mood is solved, on the other hand, the participants gain experience that allows them to talk about how a common solution was developed, what tactics each adhered to, etc. Ideas that may appear during such a discussion, will be useful in training partnerships, business negotiations, etc.

When planning classes, as well as in the process of conducting psycho-gymnastic exercises, it is important to take into account a number of points: the correct choice of the exercise, instructing the group before performing it, stopping and discussing the exercise. Let's expand on each of these issues in more detail.

1. Choice of exercise

Choosing one or another psycho-gymnastic exercise, the trainer focuses on the following:

1. What should mainly happen as a result of its implementation:

The state of the group as a whole will change;

The state of each of the group members will change separately;

The state of one or two or three participants will change to a greater extent;

Material will be received to move forward substantively.

2. At what stage of development is the group: the more united it is, the freer, more at ease its participants feel, the more risky the exercises can be. These primarily include those that involve physical contact between group members during the exercise, as well as exercises that are performed with closed eyes. Untimely use of such exercises leads to increased tension and discomfort in the group.

3. Composition of the group: socio-demographic characteristics (gender, age, etc.), as well as physical data.

4. Time of day: at the beginning of the day it is advisable to carry out exercises that allow you to disconnect from worries and problems not related to group work, to get involved in the situation "here and now", to feel the group, etc .; in addition, it is sometimes necessary to mobilize attention, intellectual activity.

In the afternoon, exercises should be carried out to help relieve fatigue and create conditions for emotional release. The latter is also useful after intense discussions, difficult situations for all or some of the group members.

2. Instruction

The effectiveness of the exercise largely depends on the clarity, clarity, conciseness of the instructions, which should contain sufficient and necessary information. You should not overload the instruction with details, unnecessary explanations. This option can be considered unsuccessful when the coach instructs for longer than the duration of the exercise itself.

Sometimes it is advisable in the process of reciting instructions to give an example illustrating the process of performing an exercise, or to show or demonstrate how it should be performed.

While speaking the instructions, the trainer carefully looks at the group members one by one, making eye contact with each one. This increases the level of attention of the group members, reduces the likelihood of distraction and skipping certain fragments of the instruction. By the expression on his face, the eye trainer immediately notices those who did not understand something, and ending the instruction with the question: "Maybe something is unclear and clarifications are required?" - lays a glance at precisely these members of the group.

The exercise should be started only when the coach is convinced that everyone has understood the instructions and knows what to do. However, even if enough time has been spent to check if everyone has understood the instructions, during the exercise there may be misunderstandings or ambiguities in the understanding of different members of the group. In this case, it is worth stopping the exercise and making adjustments.

Should the trainer take part in the exercises himself? The answer to this question is ambiguous. Without pretending to provide an exact solution to this issue, let us outline only some guidelines.

The most general idea is that the trainer, whenever possible, takes part in psycho-gymnastic exercises, especially in those with which the day begins. This can be accepted as a rule. The same can be said for the exercises, which are conducted with the aim of receiving personal feedback from each member of the group.

If exercises are performed that require an even or, conversely, an odd number of participants, the trainer, based on the size of the group, by including or not including the number of participants in the exercise.

The coach does not take part in exercises that require guidance from the coach in the process of performing them. The trainer also does not participate in those cases when, while remaining behind the scenes, he ensures the safety of the group members, for example, when performing an exercise with closed eyes.

Exercises

Exercise 1

All members of the group sit in a circle.

Instructions: “We have to jointly solve one problem: as quickly as possible, all at the same time, without agreeing or uttering a word,“ throw away ”the same number of fingers on both hands. We will solve this problem in the following way: I will count - one, two, three - and on the count of three all at the same time "throw out" their fingers. For some time, enough to understand whether we have coped with the task, we do not give up. If the problem is not solved, we make another attempt. Clear? Let's start".

The exercise can take place in different ways. Sometimes a group needs up to thirty repetitions before the problem is solved, sometimes four or five is enough. In any case, the exercise provides rich material for discussion that can be used during the training, as well as in various social and psychological workshops.

In a workshop on management psychology and social psychology, you can pay attention to the functioning of such phenomena as public opinion, group pressure, authority, group mood.

Exercise 2

All participants sit in a circle.

Instructions:“I will show you this or that number of fingers. Sometimes - on one hand, sometimes - on two. Immediately after I raise my hand (or arms), exactly as many participants should stand up as I show (no more and no less). For example, if I raise my hand and show four fingers (raises and points), then four of you should get up as soon as possible. They can sit down only after I lower my hand (s). "

The coach shows the group a number of fingers several times. In the beginning it is better to show 5-7 fingers, at the end - 1-2. During the exercise, the trainer blocks the attempts of the group members to discuss and accept any form of algorithmic work.

During the discussion, the coach can ask the group several questions: “What helped us to cope with the task and what made it difficult to complete it?”, “What were you guided by when you made the decision to stand up?” was there an opportunity to discuss in advance a way to solve this problem? "

Discussion allows group members to realize that in order to complete a common task, it is necessary to quickly navigate the intentions, tactics, states of other people, to coordinate their actions with the actions of others. In the course of a more detailed discussion, one can talk about the manifestation of initiative and the problem of taking responsibility for what is happening in the group.

Exercise # 3

Participants stand in a circle.

Instructions:“Let's get closer to each other, form a tighter circle and all stretch out our hands to the middle of the circle. At my command, we will all join hands at the same time and do it so that each of us has one hand in each hand. At the same time, we will try not to join hands with those who stand next to you. So let's get started. One two Three".

After the trainer is convinced that all hands are connected in pairs, he invites the group members to "unravel" without separating their hands. The coach also takes part in the exercise, but at the same time, during the "untangling", he does not actively participate in the search for options. During the exercise in a group, the idea of ​​the impossibility of solving the problem arises quite often. In this case, the coach must calmly say that the problem is solvable, you can always unravel. The exercise can end in one of three ways:

1. All members of the group will find themselves in one circle (while someone can stand with their faces in a circle, someone with their backs, it does not matter, the main thing is that everyone consistently form a circle).

2. Group members form two or more independent circles.

3. The members of the group form circles that are connected to each other, like links in a chain. The time it takes for groups to complete this exercise can be very different, in our experience it ranged from 3-5 minutes to 1 hour. One group refused to continue looking for a solution.

When the task is completed, you can turn to the group with questions: "What helped us to cope with the task at hand?" or "What could have been done differently in order to quickly cope with the task at hand?" (This option is more preferable, from our point of view, a modification of the question "What prevented us from quickly coping with the task?"). During the discussion, the group members usually come to the conclusion that a benevolent, respectful attitude towards each other helps to successfully solve such a problem in the course of joint activities, ensuring that everyone feels comfortable, constant orientation in the situation, taking into account everyone's opinion, the emergence of original new ideas, etc. This material can be useful in terms of content, while at the same time the exercise brings the group together. However, due to the fact that it involves close physical contact, it must be used with great care. If the trainer suspects that some of the participants will become more stressed as a result of the exercise, they should refrain from doing it.

Exercise 4

The exercise is performed in pairs. The coach invites everyone to choose a group member whom he knows the least of the others (the least familiar member of the group).

Instructions:“This exercise includes several tasks. Each task is designed for a specific time. I will tell you what to do, I will keep track of the time and let you know when it is over.

Task 1. For four minutes we silently look at each other.

Task 2. Each of you is given four minutes, during which you must tell your interlocutor whom you see in front of you. The story should begin with the words: "I see in front of me ..." and then talk only about the external appearance, not including evaluative concepts in the story, as well as words that contain information about the personality traits of a person, for example: kind eyes, an intelligent look, etc. n. First one speaks for four minutes, the other listens, then vice versa. I'll tell you when to switch roles.

Task 3. Each of you is given five minutes to tell your interlocutor what he (your interlocutor) was, from your point of view, when he was five years old. In this case, one can speak not only about the external appearance, but also about the features of behavior, character *.

After the first five-minute period is over, the trainer invites the participant who listened to the story about himself to tell the narrator within one minute what was the most accurate in his story and what was completely different in his life.

Task 4. Each of you is given five minutes to tell your partner what kind of person he is, from your point of view. You can talk about everything that corresponds to the answer to the question: "What kind of person is my interlocutor?"

After completing all four tasks, the participants sit in a circle, and each is given one minute, during which they must introduce their partner to the group as a person with whom everyone will spend five days together.

This exercise provides a wide variety of opportunities to discuss it. After completing it, the group can be asked questions: "How did you feel when you listened to the story about yourself?", "Which of the four tasks caused the greatest difficulties for you?" etc.

As a result of this exercise, the group atmosphere improves, the distance between the group members is significantly reduced. At the same time, the reflection of the experience gained in the process of completing tasks allows us to discuss 1) the meaning of eye contact during communication; 2) the difficulties that the participants experience when they have to describe another person, without assessing and not characterizing his personality traits; 3) the desire to transfer our experience to another person, ascribing to him what is inherent first of all to ourselves, etc.

Exercise # 5

All participants sit in a circle.

Instructions:“Let's start today by expressing our wishes to each other for the day, and let's do it this way. The first participant will get up, go up to any other, greet him and express his wishes for today. The one to whom the first participant approached, in turn, will approach the next, and so on until each of us receives a wish for the day ”,

When discussing the exercise, you can go either the short way, asking the question: "How do you feel?" , states when you were approached with wishes for the day? " During the discussion, an idea can be put forward, which is important in the training of partner communication, cooperation, business negotiations, that discomfort arises when an appeal to a person does not correspond to the needs and interests.

If during the exercise the trainer notices that many group members are experiencing difficulties, then after completing the exercise, you can ask the group about them. The question may sound like this: "What difficulties did you have during the assignment?" This kind of question fulfills a double function: on the one hand, by answering it, a person gets the opportunity to respond to negative emotions, relieve the tension that arose during the exercise; on the other hand, the answers to this question allow you to understand your experience and expand it at the expense of the opinions of other participants. Awareness of their experience in this case is an awareness of those barriers that prevent people from being more open, sincere, better understanding, and feeling other people, their true needs.

Modification 1

Participants sit in a circle. The coach is holding the ball.

Instructions:“Let's start our work by expressing our wishes to each other for today. It should be short, preferably one word. You throw the ball to whoever you want to wish, and at the same time say this wish. The one to whom the ball was thrown, in turn, throws it to the next, expressing his wish for today. We will make sure that everyone has the ball and we will try not to miss anyone. ”

Modification 2

Participants sit in a circle. The video equipment is ready for filming.

Instructions:"Let's start our work with the fact that each one in turn will express his wishes to the group for today."

All wishes are recorded on videotape. Participants are then asked to sit down so that it is convenient for them to watch the video. Watching the video creates a strong positive emotional background in the group. This is due to the mutual induction of positive impressions from wishes, which, when viewed, are perceived especially sharply (everyone waits for their appearance on the screen and then compares themselves to others).

Exercise 6

All participants stand in a circle.

Instructions:“Let's imagine that we are all atoms. Atoms look like this (the trainer shows by bending his elbows and pressing his hands to his shoulders). Atoms are constantly moving and from time to time combine to form molecules. The number of atoms in a molecule can be different, it will be determined by what number I call. We will all now begin to move quickly through this room, and I will say a number from time to time, for example, three. And then the atoms must combine into molecules of three atoms each. The molecules look like this (the trainer, together with two group members, shows what a molecule looks like: they stand facing each other in a circle, touching each other with their forearms). "

During the exercise, in which the trainer participates with the group, he does not call such numbers when one member of the group can remain outside the molecule, for example, 3 with a total (together with the trainer) number of 10 people. At the end of the exercise, the trainer calls out a number equal to the number of everyone involved in the exercise.

When the exercise is complete and everyone has taken their places, the trainer can ask the group with the question: "How are you feeling?" or "Can we get to work?" etc.

Exercise 7

Participants sit in a circle.

Instructions:“I will give you cards with the name of the animal on it. The names are repeated on two cards. For example, if you get a card that says elephant, know that someone has a card that also says elephant. "

The coach hands out the cards (if there is an odd number of participants in the group, the coach also takes part in the exercise).

“Please read what is written on your card. Do this so that only you can see the inscription. The card can now be removed. Everyone's task is to find their match. In this case, you can use any means of expression, you can not just say anything and make the characteristic sounds of "your animal". In other words, whatever we do, we do it silently.

When you find your mate, stay close, but keep silent, do not talk. Only when all the couples are formed, we will check what we have done. "

After all the group members have found their pair, the trainer asks each pair in turn: "Who are you?"

This exercise is usually very fun, as a result of which the group members feel better and less tired. It contributes to the further emancipation of the participants.

At the same time, it promotes the development of expressive behavior, encourages participants, on the one hand, to be attentive to the actions of others, and on the other, to look for such means of self-expression that will be understandable to others.

Exercise # 8

Participants sit in a circle.

Instructions:“Let each of you name an animal. At the same time, we will carefully listen to each other and try to remember which animal each will name. "

Everyone takes turns calling the animals, and it takes enough time for everyone to remember which animal they each named. To simplify the memorization task, you can ask to name the animals in turn (in a circle), and each, before naming the animal, will repeat everything that the previous participants said.

"Now let's memorize the rhythm that will accompany the exercise."

The trainer demonstrates the rhythm: two claps and two blows with the palms on the knees.

“Throughout the exercise, we will maintain this rhythm. I will ask him. The one who starts first will clap your hands twice and say the name of your animal: for example, "wolf-wolf", and then, clapping twice on the knees - the name of the animal of the one to whom he wants to pass the move. The one whose animal will be named, in turn, clapping his hands twice, will name it, and then, clapping twice on the knees, will name someone else's animal. At the same time, you cannot get out of the rhythm and you cannot turn to the one who just passed the move to you. We will be very careful, as those who make a mistake will receive an additional assignment. "

In the course of the exercise, the pace of its execution is gradually accelerated. Anyone who is mistaken should, instead of the name of his animal, twice, clapping his hands, depict the characteristic sound made by this animal. And everyone else from this moment should refer to him, reproducing this sound.

Exercise promotes emotional release, creates a good background for continuing to work.

Exercise 9

The participants stand up. The coach invites one of them to spend some time in the corridor or other room.

Instructions:“Let's join hands so that we have a chain. This chain represents a snake, and the two extreme members represent its head and tail. As is often the case, the snake coils into all sorts of rings - "gets entangled". Let's get confused. "(The trainer helps the "snake" to get entangled by giving the initiative to entangle the "head." should not.)

When the "snake" gets entangled, the trainer invites the participant who was outside the door and invites him to unravel the "snake". In this case, he can be told that she has a "head" and "tail". The process of unraveling the "snake" sometimes takes a lot of time, the participant who tries to do this may refer to the fact that this task is impossible. In this case, the coach encourages him to continue working, arguing that this problem can be solved, offering to try again. This exercise assumes close physical contact and brings the group closer together. In addition, when discussing the results of the exercise, ideas may appear about the need for orientation in the situation, constant involvement in the process of its resolution, which contributes to the advancement of the group in terms of content.

Exercise # 10

Participants sit in a circle.

Instructions:“Let's all paint a picture together. I will take a canvas and draw something on it, then I will give this canvas to Tanya (this is a group member sitting to the left of the coach). She will take it and draw on it what she wants, and tell us what she painted, then pass the picture on. "

After the trainer makes sure that all the group members understand how they will “paint” the picture, he “takes” an imaginary canvas in a frame and says: "I take a canvas and draw a horizon line on it", and transfers the future picture to the participant sitting on the left. The coach listens attentively and remembers what each participant has drawn in the picture. After visiting everyone, the painting returns to the coach, who “takes” the painting and says: “And now I hold this picture in my hands and see on it the horizon line that I drew I ... ”And then the coach pronounces what each member of the group drew, calling his name and addressing him at that moment. For instance, “... I see on it the horizon line, which I drew, and the sea, which you drew, Tanya, and the sandy coast, which you drew, Igor, and the fire on the shore, which you drew, Andrei, and..."

This exercise gives the best results if it is carried out on the 3-4th day of the group work, when the participants already quite well feel each other and the group values ​​that have manifested themselves in the course of the work.

Exercise 11

The group members sit in a circle.

Instructions:“Now I will give you cards with the names of colors, which are repeated twice, that is, if, for example, you got a card that says“ red ”, then you know that someone else has the same card. I will list the names of vegetables and fruits, and each time those colors should appear that correspond to the named ones. Sometimes I will say the names of items that are not vegetables or fruits. In this case, everyone remains seated. Pay close attention to the actions of the rest of the group throughout the exercise. Try to understand who has what color. "

At the end of the exercise, the trainer suggests that those who have got the same colors unite in pairs. Pairing takes place in silence. After the pairs are formed, each pair in turn says what color they have.

More about trainings:

Psychological training: concept, history, objectives, principles

3.2.1. Create health in a group

Very often in the classroom, a group of people gathers who, say, are not quite in the mood to work, or are tired, or worried about abandoned cases, unresolved problems, etc. What can be done to set them up to work here and now in this particular group? There are several exercises that can be done to create a working mood in the group, which will help to cope with such a difficult but common situation.

The exercises in this section give the participants an opportunity to get distracted from what may be of concern to them at the moment, and to focus on the here-and-now situation, and the facilitator - to align the state of the group members: someone to mobilize, someone to relax. Thus, these games and exercises allow you to tune the group in one way and create a kind of "living organism" that will live in the same rhythm. This is due not only to the emotional, but also the psychophysical state of the group members.

Associations

We explain to the participants that we are now going to say a word, and the task of our left neighbor is to quickly say the first word-association that came to his mind.

His left neighbor gives his association to his word-association, etc.

As a result, the last word is pronounced loudly.

These can be completely different words.

For example, a chain of word associations can be as follows: bus - rush hour - flea market - jeans - thousand rubles - wooden - Pinocchio - Papa Carlo - ...

You need to start the game in turn, in a circle.

It is easy to imagine that you are provided with a charge of energy, especially if the group has already developed warm and trusting relationships, there is a common "thematic field" where there is always a place for humor and attention. But of course, it can be used as a team game, where the participants will be faced with the task of completing the circle of associations as quickly as possible and, preferably, keeping the original theme. In addition, a scribe may appear, fixing the progress of metamorphoses, and then all participants will formulate the most ridiculous (serious, important for the group, retained in the original topic, corresponding to the topic of the training, etc.) option into the “relic” of the group - and this will turn out to be a small team building block.

Of course, this exercise can be used not only for the purpose of creating a working environment in a group. Like any other, the game "Associations" is multifunctional, and in the hands of a skilled user it can become an exercise that actualizes the topic, for example, of any communicative training session. So, using this exercise as an example, together with the participants, you can reflect on what a person hears in what another person tells him. The following questions will help with this.

1. Can this exercise serve as a kind of model for the development of dialogue in relationships, transmission of information in society, or the birth of great creative projects?

2. Does it matter with what intonation the associations were pronounced?

3. How do participants feel about time and topic constraints?

4. Why did any of the participants voiced just such an association? Etc.

As a result, just a fun game turns into a huge space for thought and a sea of ​​information for both the presenter and the participants in the game. Okay Another exercise with a name that has been loved since childhood. Moreover, this exercise has many similarities with the favorite children's game, however, it is somewhat more difficult to perform. See for yourself:

The participants are divided into two groups. One group forms the inner circle, the second - the outer one.

Participants stand opposite each other, so that everyone has a pair.

At the first stage, the task of the participants, all together, simultaneously and rhythmically, for six counts, is to play the well-known game of goodies: 1 - clap, 2 - two hands clap the partner's hands in parallel, 3 - clap, 4 - right hand, 5 - clap, 6 - left hand, and at 7–8 - the outer circle steps to the right and changes partners. The game continues in the same rhythm without interruption until all participants return to their original pairs.

At the second stage, the participants in the outer circle stand between the participants in the inner circle, facing them, so that each participant has two partners.

Then they start playing with the hands again: 1 - clap their hands, 2 - two hands clap the partners' hands in parallel, 3 - clap their hands, 4 - both hands are crossed, 5 - clap their hands, 6 - both hands are crossed, and on 7–8 - The outer circle steps to the right and changes partners. The game continues in the same rhythm without interruption until all participants return to their original pairs.

First of all, for the exercise to be successful, it should be noted that the leader must be prepared for this game.

Firstly, it is necessary to provide for the parity of the participants so that everyone has a pair. If the number of participants is odd, ask one of them to become your assistant for a while and monitor the correctness of the task by the other participants. It is best to choose a member as an assistant whose status in the group requires correction (for example, this is one of the ways to increase the importance of a low-status member to the group). Or, if you have a co-host, he or she can pair up with someone during this exercise.

Secondly, the instruction for this exercise is not the simplest, which means that it requires the presenter to have a clear idea of ​​the course of the game and the ability to briefly and clearly explain the required action. It will not be superfluous to accompany the instructions with appropriate gestures, as well as ask one of the participants or a colleague to demonstrate these very actions with you. In a group where there is little experience with teamwork, you will quickly encounter resistance at this stage of the exercise. Do not be afraid of this. Remind participants that you promise them that you will enjoy the result of this exercise (and indeed it is!), Provided that you first need to put in some effort to achieve it. And then - this is already material for analyzing the interaction in the group.

Thirdly, the leader needs to make sure that the participants do not accelerate the rhythm on their own. So remind them of this. And stop the exercise if the instruction is not followed.

The rigidity of tracking the clarity of the participants' execution of the instructions largely depends on the goals that are in front of you. If this exercise is taken as a setting for work, for a lesson, then benevolence, support, a little humor when drawing the participants' attention to the instruction will be enough. If this game is played in the team building block, then the style of its conduct changes to a more rigid one, with a clear goal setting ("pictures" that should be the result of this task), with a constant return of the participants to the instructions and the importance of its clear implementation. But in either case, the participants will get a lot of pleasure from the exercise, because the rhythm that is born only with the participation of everyone, focus on each other and on a common goal, responsibility for the overall result and success of the implementation - all this increases the energy level in the group and contributes to the further productive work of the participants.

3.2.2. Acquaintance through the game in the training

Any communication begins with acquaintance, in the same way, game interaction is impossible without games to recognize each other, without games that help remember the name of each, look at each other a little more carefully, find out how interesting each person is.

During these games, we can learn a lot about the players:

First, we will notice which name is preferable for the participant (Tanya, Tatiana, Tanyusha or Tata), and henceforth we will call him that;

Secondly, let us single out for ourselves some personal characteristics: shyness, demonstrativeness, etc .;

Thirdly, it is already possible to define likes and dislikes (let it be a primary cut for now); finally, the mood of the participants and their attitude towards the presenter.

And many more things can be noticed by an experienced lead-game engineer.

Any game has many options, both in its content and in its implementation. Get creative with each of the games we offer and your game interactions will be rich and productive.

Long distance communications

This exercise is unlikely to be the only one in getting to know the participants. It is better if it is preceded by games for recognizing names and remembering them, many of which you probably already know, and will also find in Appendix 3. The fact is that this exercise allows the participants to learn more about each other. And if this game is carried out at the initial stage of the training, the emphasis can be made on the presentation of the participants.

All participants sit in a circle.

Everyone finds a partner in the game, sitting opposite (it is desirable that these are not friends or good acquaintances).

Within one minute, at the signal of the leader, the partners try to learn as much as possible about each other.

You can't get up. When time runs out, partners introduce each other by talking about what they have learned.

Depending on what tasks you set for yourself, the game may change somewhat.

For example, you can prepare cards for participants in advance that will contain 2-3 questions. It is their first participant who asks the second. These questions can, again, have different themes: comic, regulating the emotional background of the group ("How many legs do centipedes have?"), Creating conditions for a deeper acquaintance ("What is your favorite film?"), Allowing to make an emotional cut of the participants ("WITH what is your mood now associated with? "), on the topic of the lesson (" What do you know about games? "), etc.

This game usually takes place in noise and din (since all participants simultaneously perform the assigned task), this creates certain problems for the perception of information, however, overcoming them and forms the conditions in which you have to "listen" to what the communication partner communicates. That is why this game can be a good transition to the discussion of the rules of group work, which we talked about above, in particular, to the rule of "One microphone", which implies that when one participant speaks, everyone else listens to him, which allows for more constructive communication during class.

Remember the situation when you are in a hurry to get somewhere and, in order to avoid traffic jams, run into a tram (train) and take up empty seats: "I AM I'm sitting here! " A friend sits down to you and says: "And I'm with you" ... And here is just the next stop, and the newly arrived passengers are trying to sit on the empty seats.

A familiar life situation has become a metaphor for this exercise, in the instructions of which you can easily see this:

Participants sit in a circle. One chair is free.

The first participant sits on a free chair and says: "And I am going," the next one sits down on the vacant chair and says: "And I am a hare", the third: "And I am near," the fourth participant: "And I am with ..." and calls the name of someone from the circle, for example, "Vasya". Vasya runs from his seat to the vacant chair.

The participant, sitting next to an empty chair, sits down on it and again says: "And I am going," and the game continues.

Remind the participants that it is advisable that everyone be named during the game.

During this exercise, the facilitator needs to monitor the high tempo of the game, and to a large extent adjust it in order for the game interaction to be effective.

To do this, after giving the instruction, let the participants try to do it slowly 1-2 times, and then increase the pace, prompting and encouraging the participants.

When you feel that all the participants heard their name at least 1 time and the dynamics of the game are already lost, finish it by unnoticed removing the extra chair or simply stopping the game, while you can remember the beginning of the game and say that the tram (bus, trolleybus) has safely reached destination, and together with everyone, applaud this circumstance and each other.

It should be said that this exercise can also be used to create a working mood in a group. In this case, you can modify the words of the game as you wish. For example, if this is the beginning of an activity, the chain of words may be like this: “I came” - “And I have been here for a long time” - “And I am already here” - “And I am running with ...”.

We will also see shortly that there are quite a few games out there whose goal is to master the space in which the group will have to work. This game can be used in this case as well. Better yet, serve as a link between the block of acquaintance games and space exploration games.

Even in this book, this exercise has a similar role.

3.2.3. Space exploration as a method of creating a group atmosphere

Space exploration games are used more often (but not necessarily) during the group formation period, when the group is not yet formed. The members of the group are in a state of discomfort, since they still need to adapt to the new environment. Obviously, there is a need to get to know each other, start communicating and, as a result, achieve a certain level of trust in the group, but it is no less important in what environment the interaction takes place. It is necessary to draw the attention of the participants to the surrounding "territory" in which they will be for a certain time.

The principle of games and exercises for the development of the territory is based on the movement of participants in space, so that everyone can visit different corners of the room, look at it from different angles, pay attention to seemingly insignificant details in the interior, that is, "appropriate" it the room and get used to it. After such games and exercises, the participants feel more free, defense mechanisms weaken, the level of tension decreases, which undoubtedly contributes to the establishment of cooperation and interaction, and, accordingly, the achievement of our goals.

Wind is blowing…

A professional game engineer knows that a group can have different "weather": sunny joy, thunderstorm tension, foggy inoperability, cool inattention, etc. But it can be very windy. The forecasts in this case are good, because the wind blowing on the participants in this exercise contributes to the development of the territory in which the participants have to work and communicate, as well as look at each other more closely and even learn a lot of information.

Participants sit in a circle on chairs (there should be no empty chairs).

The driver stands in the center of the circle and says: "The wind blows on those who ..." and names some external sign that the participants have, for example: on those in black boots.

Participants in black boots change places with each other (you cannot change places with neighbors).

The driver's task is to take a free seat.

The one of the participants who did not have time to take a seat becomes the driver.

The presenter needs to constantly keep the dynamics of the game at a high level. If the participants in the game are completely unfamiliar, then the instructions should stipulate what is called only an external sign, then this exercise will help to achieve one more goal, which we just mentioned - "scrutiny".

Thanks to this exercise, participants can get to know each other better if, instead of external signs, they say: “The wind is blowing on those who have a cat at home (loves the Nogu group; had breakfast today, etc.).

If the members of the group are familiar enough with each other, then the game can be complicated and some internal sign can be added, according to which the participants will change places. In particular, the presenter may say: “The wind blows on those who believe that hope dies last (I agree with Dale Carnegie's words that the best way to prevail in an argument is to avoid it; hesitate to speak in public, etc.).

Wishes

This exercise may be somewhere in the middle of your first or second session, or it may end. For it, you need to write in advance on separate sheets of paper (in the form of stars, snowflakes, etc.) wishes (pleasant words, aphorisms, etc.) according to the number of participants, number them and spread (or stick on tape) throughout the space in which to study.

Participants sit in a circle.

They are invited to pay by the quantity and remember their number. We tell the participants that for each of them in this audience there is a small gift, in order to receive it, you need to be very careful. It is necessary to find a wish with your number.

The one who found his leaf returns to the circle.

When everyone returned, it is proposed to take turns reading out the wishes, addressing them to all other participants.

Thus, in addition to creating conditions for the participants to master the workspace, it is possible to correct the emotional state of the group, update the topic of the lesson by writing statements related to this topic on the pieces of paper, and regulate the psychophysical state of the participants, asking them to do this task as quickly as possible.

3.2.4. Playful techniques for removing tactile barriers

Removing tactile barriers in communication helps to establish tactile contact, which contributes to group cohesion, mutual understanding of participants, and an increase in the level of trust. It is worth using such games and exercises in the first lessons, because they contribute to group formation, which is very important for further work. Participants should feel and know for sure that they can be open, honest with these people, and do not need to worry about safety. In our culture, tactile contact is possible mainly only with well-known people. A person may not be ready for rapprochement with unfamiliar people. If you put him in such a situation, then this can cause a negative and even aggressive reaction. To prevent this from happening in the group and to give the participants the opportunity to feel each other close enough and to start the process of rallying, you can use the games below.

Thunder - hurricane - earthquake

Another game loved by participants of all ages. We can say that this exercise is a kind of survival course in extreme situations, which allows solving a number of the most important tasks of group work at once. Which ones? Consider following the instructions.

All participants are divided into threes.

Two join hands and form a "house", and the third gets inside and is a "tenant".

When the driver says “Thunder!”, The “tenant” runs out of the “house” and looks for another “house” for himself.

When the presenter says "Hurricane!", The "house" "takes off" and tries to find another "tenant".

At the word "Earthquake!" all players scatter in different directions and form new triplets.

The driver tries to take a free seat, and the one who did not have enough space becomes the driver.

So, this exercise is multifunctional, so we recommend that you carry it out in the first part of the training program, since it makes it possible to master space. At the same time, it is necessary to think over where the game will take place, since it requires a lot of this very space. And here, too, it is important not to forget about the peculiarities and difficulties of adolescence, when all the restructuring of the respiratory system is aimed at ensuring that the demand for a rapidly growing organism for oxygen is satisfied as much as possible. This means that you should be outdoors more often, so it will be great if this exercise is carried out outdoors and contributes to the saturation of the body with oxygen.

Also, this exercise allows you to increase the level of the emotional state, as well as increase the level of interaction between the group members and begin the process of group formation.

3.2.5. Game methods of increasing the level of interaction in the group

It's not for nothing that we single out a large section of games for interaction. In fact, almost all the games in this section are somehow related to interaction, but we deliberately highlight a special section in order to be able to show not only the interaction process, but also the ways of forming constructive interaction, methods of correcting it and the secrets of diagnostics. Interaction is a complex process of building relationships between group members, and how effective it is will determine a large part of the success in achieving the set goal.

In fact, successful interaction is a process in which participants intensively communicate with each other, purposefully solving one common problem. It is accompanied by a positive atmosphere in the group, which is conducive to openness, frankness and working through both common difficulties and deep personal experiences. This creates an opportunity to always feel the elbow of your partner and know that you will always be supported. In the process of successful interaction, there is an awareness of their own safety and everything that helps the participants to work in a group in full force, using all personal resources.

Interaction is also the factor of group work that allows participants not only to receive information from the facilitator, which can significantly impoverish the group process, but also to exchange experiences, opinions, feelings themselves, which undoubtedly gives tangible results, facilitates the process of contact, makes its less traumatic and more exciting, interesting, relevant and productive for both the band members and the presenter.

For many exercises, we would recommend serious psychological analysis, which will increase the effectiveness of a seemingly very simple exercise and make it a powerful factor in personal growth. After each exercise, we present possible questions for analysis. You can use them, or you can change and fantasize, remember only that, when asking a certain question, you need to be extremely careful and monitor the state of the members of your group, because sometimes with an insignificant question you can hurt things that are very significant for a person. Be careful!

Plane crash

And again about extreme situations. Probably, a natural question arises here, why exercises associated with increasing the level of interaction in a group, and games for team building of participants are often associated with modeling such situations, or at least have an appropriate metaphor? This is due to the fact that such situations in life actualize all human resources, including making it possible to understand that it is impossible to achieve success in a given task without the participation of others.

Here is one such exercise.

The presenter tells the participants that they are passengers of an airplane that crashed in the tundra, and pronounces the instructions that are written on the forms. After that, the participants are given forms with the following text.

Conditions: you fly on a scheduled plane to a town located in the north of the Canadian province of Quebec in the subarctic region. The plane crashes and falls into the lake. The pilot was killed. The plane keeps afloat for some time, and you manage to get out of it and take out some things, then the plane sinks. You are dressed in warm woolen underwear, thick woolen trousers, a sweater, and a leather jacket on top. There is a knitted hat on his head, woolen gloves on his hands, and thick leather hunting boots on his feet.

The terrain in this area is tundra - mostly swamps with varying degrees of passability. Many lakes, connected by a network of rivers and streams. Dwarf trees 10-15 centimeters in diameter grow on rare hills.

You need to prioritize the items you saved.

The presenter does not specify any information other than that given in the conditions.

In the column marked P1, the participants independently make decisions and rank objects according to the degree of significance and usefulness for their survival. The facilitator controls the time - there are 5 minutes to make a decision.

Then the participants unite in pairs, and now together in column P2 they rank the items, making a common decision (5 minutes).

After that, all participants sit in a common circle and, in the RH column, rank objects in accordance with the decision they made in pairs. Strategies can be different - a group decision (all members of the group realize the correctness of the decision and agree), voting, throwing lots, etc.

After the decision is made, the host dictates the ranking of items from the ideal list. Participants put it down in their forms in column P4, and then consider the effectiveness of decision-making according to the formulas:

Р4 - (subtract) PI, Р4 - Р2, Р4 - РЗ.

The presenter records the performance on a Whatman paper, for example.

Note. The difference is taken by modules, that is, the "+" or "-" sign does not matter. At the end, the total of each column is calculated. For example: the sum of P4 - P1 = 43; P4 - P2 = 18; Р4 - РЗ = 36. Thus, personal (Р4 - Р1), pair (Р4 - Р2) and group (Р4 - РЗ) efficiency is calculated. Amount from 0 to 30 - high efficiency.

Amount from 30 to 60 is average efficiency.

Amount from 60 to 120 - low efficiency.

Over 120 is practically absent.

These numbers are a good basis for analysis. In particular, why did it happen that the overall group effectiveness was below average, although there were many high individual results?

Perfect option

The first thing I would like to note is the need for a certain attitude towards this exercise, which can be achieved by conducting a little meditation-visualization before starting it. Ask the participants to close their eyes and imagine that they are flying in this plane, describe the places they fly. Then ask them to open their eyes, and then start the exercise directly. We also consider it necessary to warn that quite often the participants begin to argue with the presenter about the correct ranking in the ideal list, but this should not be embarrassing. This list has been agreed with the Russian Emergencies Ministry's rescue team. And the correct strategy in such a situation is to stay put and wait for the rescuers. That is why the objects are arranged in this way. This can be said to the participants. This exercise requires serious analysis, which is likely to take much longer than the exercise itself, so be careful when planning your session when you include this exercise.

The material for analysis is the answers to the following questions:

How do you think your discussion went in the right direction or not?

Has a general rescue strategy been developed?

What prevented you from taking an active part in the discussion?

Do you disagree with the decision made?

Why didn't you manage to defend your opinion?

Who was most influential in the outcome of the group decision?

At what stage did the leader appear?

What was it about the leader's behavior that made people listen to him?

In what ways did other participants achieve agreement with their views?

What behaviors were the least effective?

What behaviors only interfered with your overall work?

How should the discussion be structured in order to reach a common opinion as quickly as possible and not infringe on the rights of all participants?

Game in training. Possibilities of game interaction Levanova Elena Aleksandrovna

3.2. Psycho-gymnastics in training

3.2.1. Create health in a group

Very often in the classroom, a group of people gathers who, say, are not quite in the mood to work, or are tired, or worried about abandoned cases, unresolved problems, etc. What can be done to set them up to work here and now in this particular group? There are several exercises that can be done to create a working mood in the group, which will help to cope with such a difficult but common situation.

The exercises in this section give the participants an opportunity to get distracted from what may be of concern to them at the moment and focus on the here-and-now situation, and the facilitator - to align the state of the group members: someone to mobilize, someone to relax. Thus, these games and exercises allow you to tune the group in one way and create a kind of "living organism" that will live in the same rhythm. This is due not only to the emotional, but also the psychophysical state of the group members.

Associations

From the book Game in training. Game interaction possibilities the author Elena A. Levanova

E. A. Levanova, A. N. Soboleva, V. A. Pleshakov, I. O. Telegin, A. G. Voloshin Playing in the training. Game features

From the book Developmental Trainings with Adolescents: Creativity, Communication, Self-Knowledge the author Gretsov Andrey Gennadievich

Chapter 1 THEORETICAL ASPECTS OF GAMING ACTIVITIES IN

From the book Drama therapy author Valenta Milan

1.3. What is play in training? Play, game exercise is a key method used in training. Compared to other training methods - dialogue (discussions, conversations, brainstorming), didactic (cases, work with documents, video training, etc.)

From the book Tough Negotiations, or Just About Difficult the author Kotkin Dmitry

Chapter 2 METHODOLOGICAL ASPECTS OF GAME INTERACTION IN

From the book Holotropic Breathwork. A new approach to self-exploration and therapy author Grof Stanislav

2.5. Classification of games in training All training games can be divided into two large groups: 1. Psycho-gymnastics in training. 2. Target games in training. Psycho-gymnastics includes all games that are not directly related to the topic, the purpose of training, but work for development.

From the author's book

Chapter 3 PRACTICE OF USING THE GAME IN TRAINING

From the author's book

3.3. Target games in training The games presented in this section are very different. They are as varied as possible training objectives. Therefore, unlike psycho-gymnastic games, they are NOT universal, but individual. Therefore, below we describe games related to some

From the author's book

Appendix 3 Additional materials to paragraph 3.2.2. Acquaintance through playing

From the author's book

Appendix 15 Additional materials to paragraph 3.3.2. Games for awareness of the essence of the task, the phenomenon studied in the training Focus with colors This exercise helps to understand the mechanism of action of the focus of our attention, which can radically change our perception

From the author's book

Feedback in training Feedback is one of the most important components of psychological training. From a meaningful point of view, it acts as a special kind of social knowledge - “knowledge about a person, which is returned to this person by a partner

From the author's book

Psychodiagnostics and psychological practice in training When conducting psychological trainings with adolescents, many specialists consider it expedient to use such types of work as psychological testing and psychological practice. They are not

From the author's book

1.2.3. Psycho-gymnastics Since the essence of psycho-gymnastics is the non-verbal description of situations and relationships, primarily by means of pantomime, this type of therapy is sometimes also called psychopantomime. The classic theme of psycho-gymnastics is, for example, “forbidden

From the author's book

Myth No. 3. You cannot learn anything at the training, because everything is not the same as in life. The trainings teach technique and situation analysis. The training creates optimal conditions in which nothing distracts you from assimilating the necessary information. In reality, however, you are pressed into

From the author's book

About Grof's transpersonal training Grof's Transpersonal Training (TTG) offers hands-on workshops and certifications in Holotropic Breathwork ™ (see important brand section below). Our six-day hands-on workshops (modules) are designed for both those

In the work of the training group, there are always two plans, two sides of the content and the personal. Content plan defines the main content goal of the training. It is worth noting that it changes depending on what will be the object of influence: attitudes, skills, cognitive structures - as well as on the training program, for example, in creativity training, training in partner communication or business negotiations, the content will be different, although the level of objects of influence one and the same - attitudes and skills.

Personal plan - ϶ᴛᴏ group atmosphere, against the background of which events of a meaningful plan unfold, as well as the state of each participant individually (in some types of training, these states and attitudes of the participants become the content of the group's work)

As a result of psycho-gymnastic exercises, changes can occur in the state of the group as a whole, its individual participants, and material can also be obtained, the awareness and discussion of which will allow moving forward in terms of content.

We are aware of a certain conventionality of the concept of "psycho-gymnastics". This concept denotes a very wide range of exercises: written and oral, verbal and non-verbal. It is worth noting that they can be performed in small groups of 2-3 people or by all members of the group together *, be specialized and affect mainly one or another mental characteristic, for example, memory or attention, can be more universal in nature, have a more generalized effect. It is worth noting that they allow you to connect different levels of mental reflection for awareness of the same experience, the same problem. For example, you can invite group members to describe a particular state verbally, and in turn - in writing and orally, then draw it, express it in motion. As a result, the possibilities of comprehension expand, new facets of perception of the same problem will arise. The same happens when different psycho-gymnastic motor exercises, involving drawing, etc., can be used in the training within the same content.

Sometimes psycho-gymnastic exercises are meant only those that are aimed at changing the state of the group as a whole or each participant separately. Material published on http: // site
Recognizing the expediency of such exercises, we at the same time designate the concept of "psycho-gymnastics" and those that are aimed at gaining experience, which is the meaningful goal of training. Except for the above, we are not supporters of the use of such exercises in training, which do not include a content component at all. For example, when the group members are tired and they need emotional relaxation, you can do physical exercises (϶ᴛᴏ one of the options for work), but you can also do this: invite the group members to stand up, staying in place, and at the expense of “one time” do some or movement. For each next count, the movement performed can change, and so on until everyone begins to make the same movement. As a result of this exercise, on the one hand, the task of activating the group is solved, reducing fatigue, improving mood, on the other

* The trainer can complete pairs, triplets himself, guided by special criteria (in particular, taking into account the nature of the relationship of the participants, their success in training, individual psychological characteristics, etc.), but you can provide a solution to the ϶ᴛᴏth problem and the participants themselves, inviting them to act consciously, guided by this or that criterion, for example; “Choose a member of our group for your pair who has been recognized less so far than others.”

Participants gain experience that allows them to talk about how a common decision was developed, what tactics each followed, etc. Ideas that may arise during such a discussion will be useful in training partnerships, business negotiations, etc.

When planning classes, as well as in the process of conducting psycho-gymnastic exercises, it is important to take into account a number of points: the correct choice of the exercise, instructing the group before performing it, stopping and discussing the results. We will reveal in more detail each of these questions.