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Introduction

Welcome to what should be a rewarding experience for you and your students. Please read the activity guide from cover to cover. These are uncharted waters where the unexpected can happen, does and is encouraged. This guide can be of help to direct your thinking about problem- solving and critical thinking and teach you how to use the equipment in this packet. Each application and setting is unique and must be pondered and accounted for. So do some critical thinking about who will use the equipment; when and how long it will be used; and, under what conditions will the use take place.

The purpose of problem- solving is to present initiative problems to children and have them derive the benefits from attempting their solution. The emphasis is on critical thinking and group process. The teacher must set the scene for this type of curriculum presentation to be successful. There are four critical areas that must be addressed:

• Why problem- solving/ critical- thinking.
• The thinking process.
• Social structure of the class and groups.
• The creative statement of problems.

Let's take a look at each one of these areas in brief.

Why Problem- Solving/ Critical- Thinking
The value of problem- solving/ critical- thinking must be stated. What benefits will the students derive from taking part in this experience? What skills will they develop? In other words, why are they being asked to do this?

The Thinking Process
The students must be exposed to some type of stated structure that will enable them to think in terms of how one or a group does problem- solving/ critical- thinking. A number of models can be used. They all share elements that can be distilled to a few common factors: identification of the problem; development of strategies; trial of strategies; and evaluation. These things can take place in a sequential order or almost at the same time. We know that thinking is not always a linear or step- by- step process. There are times when flashes of insight take place; when fully developed ideas wash over the mind. Encourage the children to develop their own strategies or ways of dealing with the questions we pose. A practical and conceptual understanding of Mosston's Spectrum of Teaching Styles is a good prerequisite (for the teacher) to present this type of content. The extensive use of style G (Convergent Discovery), Style H (Divergent Production) with opportunities for use of Style F (Guided discovery) are the intellectual framework that supports the thinking process.

The purpose of Style G is to reduce a problem down to its one, single, correct answer/ solution. This is a process of elimination and reduction. It uses logical procedures, reasoning, critical thinking and many other cognitive skills. The purpose of Style H is to engage in producing multiple responses to a singular question. This is a process of expansion. There is more than one way to solve many problems. The thinking process follows this format: solution; possible solution; feasible solutions; and desirable solutions. The student must give credence and thought to all levels but work at the desirable level. The solution must be safe and cost effective with regards to time and effort.

Social Structure
The need for a social structure that stresses cooperation must be expressed. The social skills used and practiced are just as, or more, important than the thinking skills. Without cooperation there can be no success. Over the years, we have found that group size is critical - too small a group and the problems become too easy in many cases; too large and the problems become too difficult to accomplish. Let the students choose their own groups. Group size should range between five and ten in number. Eight seems to be the ideal number for best results.

The Statement of the Problems
The problems are stated to the students: the rules they are to follow; the equipment they may use; and safety concerns. The problems all present a challenge and perceived risk. There is no actual danger but the perception of it helps to build interest and excitement. A legend or story about what must be done or accomplished helps to build interest and engage the children. Heroic acts and deeds are talked about. Turn the gymnasium into a fantasy world - a world that permits creative energy to be tapped; a world where people can go beyond their expectations; a world where children can have growth in their understanding of themselves and others. All aspects of the school curriculum can be integrated: history, current events, reading, math, science, physics, anthropology, literature, archeology, politics, ethics, philosophy, geography, environmental issues, and much more. All this can be done in a very physically demanding setting where the children are making demands on themselves.

The task of the teacher is to: state the problems, monitor the groups regarding safety, and to be available to answer questions for clarification without offering solutions. The cardinal principal of teaching problem- solving is to Never Offer Solutions! If that is done, everything is lost. Nothing is learned. Failure is a part of the process. Permit the children to fail so that when they achieve success, it will be their success and not tainted by teacher intervention.

The Commodore's Retreat The Problem
The object of this problem is to transport to safety the chief naval officer, the commodore. The statement of the problem may begin by telling the group that the fleet of ships is in the middle of the ocean and at any moment may be engaging in a naval battle. It is in this setting that the group is informed that the main ship transporting the commodore has become disabled. The commodore, represented by the large ball, must be transported to safety. In order to do this, another ship must position itself in close proximity to receive the commodore using a ship- to- ship transporting device called a "boatswain's chair." The group must be divided equally among the two ships, the one with the ball (commodore) represents the disabled ship. The receiving ship will be in possession of the rigging that becomes the boatswain's chair. In the transporting process, the utmost care must be taken for the Commodore's safety, i. e. the ball may not be thrown, kicked, or hit in order to get it from ship to ship. It may never touch the ground, which, of course, represents the sea. The rigging may touch the water initially but must not do so when transporting the commodore. Should the commodore come in contact with the surface the entire activity must start over. A successful transfer of the ball from one ship to the other is the acceptable completion of this problem. This is Level 1. Minimum number of participants is 8; 10 to 12 are preferable.

Equipment and Set- Up

• One large Gymnic ball
• Rigging for boatswain's chair
• Rope, Expand- O- Hoops or InstaBounds may be used to designate the ships.

• The role of tension for the rigging in order to stabilize the ball.
• The 4 ends of the rigging provided for the length of the boatswain's chair (2) as well as the width (2).
• The need to incline the rigging so the ball will roll to the opposite end.

Levels of Difficulty

Level 2 The Commodore must cross over from ship "A" to "B" and return safely, i. e. travel over and back without touching down. The ball may be stopped and held by the occupants of ship "B" if necessary.

Level 3 Overcome obstacles (boxes, traffic cones, volleyball nets) that are scattered on the sea between the ships.

Level 4 The ball representing the Commodore must roll to the center of the boatswain's chair, be tossed into the air so that it breaks contact with the rigging, caught in the rigging and returned to the original starting point.

Level 5 The commodore must be transported from ship to ship and as in Level 4 be tossed and caught. How many times can the group successfully transport the Commodore from ship to ship in this manner?

Other Activities

The Bridge Over Alligator Alley

Level 1 There is a road in South Florida that goes through the middle of the Everglades, which is a swamp area inhabited by alligators and other wildlife. The problem in this activity is for the entire group to get from one end of the rigging suspended 6" to 1', horizontally to the surface, to the other end without actually touching the rigging, less they alarm the alligators.

Level 2 Divide the group in half and cross from opposite ends� At the same time!

Level 3 The entire group must all cross as a unit� Holding hands!

Level 4 Designate one or more persons as an injured participant who must be assisted by the rest of the group

Level 5 Use boxes as rafts which are slightly smaller than the 24" x 16" openings in the rigging. Each person must step from raft to raft to cross the Everglades, taking the boxes to the opposite side without the boxes of individuals touching the rigging.

Throw- Volley or Space Shooter

Level 1
The rigging may be suspended from volleyball standards and used for a volleyball net or Global Ball (see Sportime Catalog) net. In this activity the group is divided equally on each side of rigging and must stand behind the 6' restraining line. One volleyball must be passed successfully from side to side through each of the 5 openings in the rigging. Should the ball touch the rigging or fail to make it to the person on the opposite side, the activity must start over.

Level 2
Increase the distance or height and repeat the above or have each pair pass the ball successfully through each opening moving from one end to the other and back!

Level 3
Repeat Level 1 activity with many objects of various sizes, some almost as large as the opening.

Suspended Web

Level 1
In this activity the rigging is suspended vertically, like a ladder. As in the previous activity the group must pass the volleyball successfully through a progression of openings starting with the bottom opening. The ball must not touch the web or some giant spider will be aroused.

Level 2
Use different sized objects to progress up and down the ladder openings. The distance from the restraining line may be increased.

Note: Students may be allowed to elevate themselves using one or more students as ladders unless safety becomes a greater consideration for outlawing this as a solution.

A Word About Special Populations

Initiative Games Inclusion Philosophy

Initiative games were designed to improve cooperation and esteem of all persons in a group, including visually challenged, physically challenged, wheelchair users, etc. This may not always be obvious at first but part of the challenge in initiative games is to include every member of the group. Able- bodied persons can guide or assist more challenged individuals. Different games can also be created to include all persons using equipment. Depending on the individual's abilities, crutches, wheelchairs or other assistive devices may (or may not) be permitted to touch a surface or be used in the game. The decision can be left up to the teacher or group as long as inclusion and safety are both met. The challenge of including all group members will be a lesson that will become second nature to game players in all aspects of their lives.