Games and energisers
These are useful for breaking up monotony, raising energy levels and generally getting people to enjoy
themselves. They can also raise sensitive topics in a light-hearted way.
Energisers
Energisers can be used at any time in the training when energy or attention is flagging: after lunch or
a session on theory. They also can be used to encourage group feeling –which is useful at the
beginning of the training, or where there have been sharp differences of opinion. They are also
great fun. You may have some or may ask your group if they have any games or songs –this also
encourages the feeling of group participation. Each energiser should take no more than 10 to 15
minutes, depending on the group size.
Facilitators should join in too –you need to be revived at times! Some examples of energisers are:
Opening the day
Stand in a circle. Each person takes a turn to make a sound and a gesture to show how he or she
is feeling. This is a good one to do at the start of a day, for people to express their feelings.
A variation is for people to imitate the sounds and actions of others.
Word and deed
The first person in the circle does one action, while describing another. For example, she says
‘I’m scratching my nose’ while pretending to cook. This then continues round the circle.
This game can have hilarious consequences – but it may not be for people who want to retain
their dignity at all costs!
Stretching and breathing
If you see that participants are looking tired after sitting for a long session, you could have them
leave their seats and find a place on the floor. Standing on the floor with their feet about 30
centimetres apart, have them stretch their arms up above their heads as they breathe in, and
bring their arms down to their sides in a wide arc as they breathe out. This exercise can also be
done sitting down, for those who may be disabled or unable to stand. A few of these stretches
will help the group feel more energised.
Guide to Mobilising and Strengthening Community-Led Care for Orphans and Vulnerable Children Unit 2, Facilitator’s Guidelines^81