Is the ball mightier than a pencil? That's the insight from our Magic Bus life skills activities. The ball takes centre stage as we explore the diverse world of Magic Bus life skills activities. This playful approach to learning integrates joy and happiness, extending its principles into education. From problem-solving in an intense ball game to negotiating rules in football, each activity is a playground for learning valuable life skills.
Here's a list of five life skills that adolescents are taught through engaging activities, each intricately connected with the essence of life skills and play :
In the experiential session "IDENTIFY THE PROBLEM," participants immersed themselves in an outdoor activity using handballs and sports cone markers. Teams A and B competed to score points through throwing and catching, facing obstacles such as losing points if the ball fell and moving from their initial positions. The objective was to be the first team to reach 10 points. Following the activity, a 5-minute reflection allowed participants to discuss the goal and recognise the identified problem—restricted movement from left to right. The second round featured teams swapping courts, playing for two minutes, and the first to score five points emerged as the winner.
During the 10-minute reflection segment, "Sit—Breathe—Think” participants shared their insights on the activity and provided personal definitions of a 'problem.'
In the 15-minute "NEGOTIATE AND PLAY" session, participants engaged in a thrilling football match adhering to set rules: if the ball goes outside the grid, the opposing team will restart the game. If a participant's hand touches the ball, it will be considered a foul, and the opposite team will restart. While the team scoring the highest wins, the twist is that Teams A and C have three minutes to play, and Teams B & D have seven minutes.
After the rules were announced, the participants were asked if the rules were fair. Then, participants were encouraged to negotiate and play, emphasising the importance of respectful negotiation even in moments of disagreement.
In a 10-minute "Sit—Breathe—Think” session, participants reflected:
In the "TAAR, TAPAL, TELEPHONE" activity, the participants were divided into Groups A and B in two circles. The inner circle moved to the right, and the outer circle moved to the left based on the called-out commands—walking for "Taar," jogging for "Tapal," and halting for "Telephone." Participants faced the opposite group face-to-face when the leader announced the halt. The subsequent step involved participants completing statements with their emotions and behaviours in various situations, sharing them with the participant standing opposite them. For instance, completing the statement: "When I get very angry... I break things.
In a 10-minute "Sit-Breathe-Think" session, participants reflected:
In this "Be a Good Listener,” activity, the group is divided into three teams, each comprising 8 to 10 members, and a leader is appointed for each group. The leaders are provided with a shape, and their task is to guide their group members in forming the shape without explicitly stating what it is. Group members are allowed to ask one or two questions for clarification. The assigned shape for this activity is the alphabet "Z." After completing the first round, participants are given 5 minutes to guess the shape they have formed. A reflective pause follows, with participants standing in a circle, addressing probing questions. They discuss three factors that facilitated the completion of the activity: listening attentively to instructions, following the provided guidance, and seeking clarification through questions.
In a 10-minute "Sit-Breathe-Think" session, participants reflected:
Participants form groups of ten, and the first two teams stand 3 meters from the starting point. Team A scores points by hitting 25, 50, or 100 targets, while Team B aims exclusively for the 100- point target. After Team A collectively chooses their target, participants throw the ball. A designated leader maintains the scores. Positive feedback is encouraged throughout the 5-6 minute game, with the winning team determined by the highest score. During a reflective pause, participants consider their thoughts on the game rules, their success in hitting targets, and the emotional impact of hits and misses.
In a 10-minute "Sit-Breathe-Think" session, participants reflected:
In essence, these life skills activities weave a narrative of holistic development with a unique blend of play and learning.
Now, let’s reflect: What can shape a brighter tomorrow – a ball or a pencil? The choice, after all, might be a harmonious blend of both. Yet, when it comes to empowering young people living in poverty, a playful ball emerges as the key to unlocking endless possibilities.
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