Car and Driver

                          

 

Purpose:  This is activity will promote nonverbal communication and build trust. 

 

Materials:

1.    Participants may use a blindfold or keep their eyes closed.

2.    Obstacles like cones, balls, books, garbage cans, or desks (any object that could create a barrier for the groups to go around) to create an obstacle course.

 

Activity:  Have group participants get into pairs.  One partner (the driver) stands directly behind the other (the car) with his or her hands placed on their partner’s shoulders.  The “Car” should be instructed to put their hands in the “bumpers up” position (hold hands chest high with their palms facing out).  The “cars” close their eyes and the drivers direct the car’s moves with only their hands through touch signals.  They are not allowed to communicate through voice.  Allow the partners to switch roles so they experience the full activity.

 

Signals:

·      Stop:  hands on shoulders

·      Go:  hands off shoulders

·      Turn right:  hand on right shoulder

·      Turn left:  hand on left shoulder

·      Reverse:  Two taps on shoulder

 

Variation(s): 

·      Once the partners develop trust, the car and driver can be directed to maneuver through obstacles.  The obstacles can represent real life obstacles such as drugs and alcohol, peer pressure, truancy, etc.

·      For greater cooperation and trust, “buses” can be formed by groups of people, with the last person in the line passing signals through the line to the first person.

·      Give students paper and markers and have them create “bumper stickers” to place on the “cars”.  What messages related to drugs and alcohol do they want to send to other drivers?

 

Processing:

 

  1.    What did your guide do to gain your trust? 

  2.    Did you feel your guide took care of your safety?

  3.    What did your partner do that made you feel more comfortable?  …less comfortable?

  4.    Were you more comfortable being led or being the guide?

  5.    Were there times when you peeked or wanted to peek?  What was going on when you had that feeling?

                                                                                                                                                        

                                                                                                                                                         Page 2  Car & Driver

 

  6.    What does this activity tell you about communication?

  7.    How risky was this for you?  What would have made it more/less risky?

  8.    What does it mean to trust someone?

  9.    What does it mean to trust yourself?

 

Processing AODA aspect of the activity:

1.   If objects were used to represent real obstacles as listed above, ask the group how a trusted friend or family member can help you “in real life” to avoid these pitfalls.

2.   What factors did you consider to help decide whether you could trust your driver to guide you?  How do you make these decisions about friends and classmates?

3.   When you encounter situations where trust is violated can the relationship be restored?  If so, how might you go about regaining trust?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource: