Lead the way
You’ll need
- Objects to make a simple obstacle course (like tables and chairs)
- Blindfolds
Before you begin
- Collect obstacle course materials or find an area with objects that can be climbed over or under.
- Place the materials in a corner so everyone can choose what they’d like to use.
Story time
- Everyone should sit in a circle.
- Someone should read A Nocturnal Adventure by Jess Connett.
- After reading the story, everyone should take some time to reflect on it as a group. We’ve included some questions to help you reflect in the pink box below.
It was very dark in the woodland. The mice were snoring in their burrow. The squirrels were snoozing in their nest.
But one animal was shuffling and snuffling around in the leaves. It was Banji the badger.
Badgers are nocturnal. That means they are awake at night, and they sleep during the day.
As soon as it began to get dark, Banji had woken up. He’d had a big stretch, and then he went to get some breakfast.
The moon was rising above the trees. It was playtime! Banji ran through the deepest, darkest part of the woods, looking for someone to play with.
He was thinking about what fun he might have when he ran right into something furry.
‘Ahh!’ said Banji.
‘Ahh!’ said the furry thing. ‘Who’s there?’
‘It’s Banji the badger – I can see you now. Are you all right, Valerie?’
Valerie the vole shook her head. ‘Oh gosh, Banji, I’m really glad you’re here. I’m a long way from home, and I don’t know which way to go. It’s so dark! I can’t see a thing!’
Valerie was not nocturnal. She did all her playing during the day and liked to go to sleep just as the sun was setting. Her eyes were used to the bright sunlight, not the thick forest.
‘Don’t worry, Valerie,’ said Banji. ‘I know exactly where to go. I can see in the darkness, and I can get you home.’
Valerie was so relieved. She felt very grateful to have a kind friend to guide her.
Banji and Valerie went back along the path. She held onto his fur so they would stay close together. He told her if they needed to climb over big logs or duck under low branches.
Before long they were out of the deepest, darkest part of the wood.
The moon was bright and helped Valerie to see. She recognised the stepping stones in the river, and she knew she was almost home.
‘Oh, thank you, Banji!’ said Valerie. ‘I would have been stuck there until the morning without your help finding the way.’
‘You’re welcome,’ said Banji. ‘I know you’d do the same for me if I needed help.’
By Jess Connett
Plan a route
- The person leading the activity should explain that everyone will be taking part in an obstacle course with a twist. The person doing the obstacle course will be blindfolded – their partner will need to say clear instructions to help them get through the course.
- Everyone should split into pairs.
- The person leading the activity should show everyone the materials that they can use to make their obstacle course.
- Each pair should use the equipment to create a simple obstacle course.
- Each pair should check that their course feels challenging enough, while being safe and achievable.
Lead the way
- Each pair should choose who’ll go first. The first person trying out the course should put on their blindfold (or close their eyes).
- The other person in each pair should give their partner directions to help them navigate the obstacle course. For example, ‘take two steps forward, get onto your hands and knees, crawl forwards five times.’
- When each pair finishes their course, they should swap roles so the other person can have a go.
- Once everyone’s had a go on their obstacle course, everyone should gather together as a whole group to discuss the activity.
Reflection
This activity encouraged everyone to use clear instructions to help another person achieve something without using one of their senses. What did people learn about the links between trust, communication, and leadership?
You can chat about the reflection questions below throughout the session or at the end.
A Nocturnal Adventure
- What does it mean to trust someone?
- How did Banji help Valerie in the story? Why was this a kind thing to do?
Plan a route
- Why might someone be nervous about being blindfolded?
- How did people make their partner feel confident about not being able to see?
Lead the way
- How did each pair do? Why do people think they did well or not well?
- What did people do to help their partner?
- How did this task give people a chance to build trust and leadership?
Safety
All activities must be safely managed. You must complete a thorough risk assessment and take appropriate steps to reduce risk. Use the safety checklist to help you plan and risk assess your activity. Always get approval for the activity, and have suitable supervision and an InTouch process.
- Active games
The game area should be free of hazards. Explain the rules of the game clearly and have a clear way to communicate that the game must stop when needed. Take a look at our guidance on running active games safely.
- To make the activity easier, people could complete the obstacle course without the blindfold. Encourage them to really follow what their partner is guiding them to do, even if they can see for themselves.
- To make the activity more challenging, the guide could lower their voice so their partner has to listen really carefully.
- People can adapt their obstacle courses if their first attempt is too challenging or too simple.
Some people might not want to wear a blindfold, and that’s OK. They might feel more comfortable closing their eyes instead, or they might want to do the course with their eyes open. Support people to challenge themselves in a way that feels right for them.
Make sure the courses are accessible for everyone who’s using them – support each pair to come up accessible ideas that are still fun and challenging. For example, if someone uses a wheelchair, you could create a course all on one level that involves manoeuvring around items.
All Scout activities should be inclusive and accessible.
With the help of family or friends, people could create a voice recording of them describing an object. They could play their recording in a future session – can the rest of the group guess what the object is?
Invite everyone to work as independently as possible, even if they’re struggling with the route or are finding it hard to find the right words to direct one another. Allow the pairs to try and overcome the challenges they come up against on their own.