This is the second activity on freedom. This activity can be used as an immersion on the topic after the warming-up. You can find more activities on freedom here.
10 to 15 minutes
NUMBER OF PARTICIPANTS
At least 8
One chair per person, with enough space between the chairs that a
person can stand there.
Everybody takes a chair and forms a circle. Each person stands in
the space between two chairs, so that every space has one person
in it. No-one is sitting. There should only be one person per space.
The facilitator moves around the large space in the centre of the
OBJECTIVES OF THE ACTIVITY
For participants to experience risk-taking; to move outside their
comfort zones. To encourage participants to commit to actions.
The facilitator introduces the game as being about moving out of
your comfort zone. She/he explains that the space in which the
participants are standing can be seen as comfort zones. Only one
person is allowed be in any one comfort zone. He/she explains that
the facilitator does not have a comfort zone, and must walk around
the centre being watched by all. The only way he or she can get out
of the centre is if someone gives up their comfort zone and takes the
space in the centre. He/she explains that this is unlikely, so instead
we will play a game. The participants are encouraged to make
signals to each other behind the facilitator’s back, inviting each other
to swap places when the facilitator is not looking.
They do this – taking risks to leave their comfort zones while it
seems safe to do so.
However, the facilitator will soon take one of the spaces that is
suddenly vacated. In this way, someone else is left in the centre.
That person must wait and watch the group taking risks before they
can attempt to get a free space.
Play the game for a few rounds and then discuss it.
Questions to consider during evaluation, or during the playing of
What’s the difference between a comfort zone and a safe zone?
Describe all the characteristics that make up a comfort zone (eg
familiarity, ritual, solitude, repetition, etc).
The space in the centre represents the unknown? What is
sometimes fearful about being in the unknown?
Is it difficult to leave your comfort zone when you don’t know what
is going to happen?
Can you relate any of the feelings about comfort zone/unknown to
the group activity, the group itself, the programme you are working
on, your life in education, and so on?
Does the group have to take a risk in order to help someone in the
middle get a space?
Is risk important to learning?
How do we learn to take risks without damaging ourselves and