1. In advance, assess your group’s physical abilities and spotting skills as required for this exercise.
2. Ask your group to stand and balance directly atop the telephone pole with both feet.
3. Objective: Challenge your group to re-arrange their positions on the pole according to a particular sequence, eg date of birth (not including the year.)
4. All movements must be made whilst on top of the pole, preferably with the physical support of others.
5. No other part of a person’s body (eg hands or feet) are permitted to touch the ground at any time.
6. Apply an appropriate penalty if a rule is infringed (see Leadership Tips tab for options.)
7. Challenge your group to complete the task in the shortest time or with as few penalties as possible.
8. Allow up to 15 minutes to complete the task (or other time as will challenge your group.)
9. Process your group’s experience at the conclusion of the task.

• Inspect the area for unsafe ground cover and other obstructions.
• Inspect and confirm the integrity of the pole and supports.
• Plan an appropriate sequence of lead-up activities to prepare your group (physically, emotionally & mentally) for success.
• Present the problem clearly, review recommended spotting guidelines and answer questions before your group embarks on a solution.
• Assume necessary spotting role when required, eg when a participant is attempting to pass another.

• Be an active spotter at all times, ie this is generally regarded as a self-spotting exercise.
• Offer support to all group members both physically (spotting) and emotionally (supporting and contributing.)
• Agree to step off the pole if a fall is imminent.
• Agree not to pile themselves on top of one another.

The TP Shuffle is primarily a standing activity. However on occasions, some people may choose to crouch or sit down to assist their balance. To this end, ensure that the pole is free of splinters.

Some alternative penalties include:

• Adding one to the tally of falls/touches on the ground;
• The participant who has stepped off the pole must start over from the end opposite to where they were
• travelling, ie this will likely be a worse position than when they first started;
• The two people closest to the participant who stepped off the pole must also start again; and
• Every person starts over from their original positions.

Are you wondering what the TP stands for? Telephone Pole, of course! Or, a rather inventive variation I once heard referred to this acronym as the Total People Shuffle.

You could integrate TP Shuffle as part of a well-designed SEL program to promote and maintain healthy and supportive relationships and to effectively navigate settings with diverse people.

Specifically, this activity offers ample opportunities to explore and practice the following social & interpersonal skills:

Self-Awareness

• Identifying Personal, Cultural & Linguistic Assets
• Recognising Strengths, Prejudices & Biases
• Demonstrating Self-Confidence, Honesty & Integrity
• Experiencing Self-Efficacy

Self-Management

• Demonstrating Self-Discipline & Self-Motivation
• Setting Personal & Group Goals
• Taking Initiative
• Use Planning & Organisational Skills

Social Awareness

• Taking Other’s Perspectives
• Demonstrating Empathy & Compassion
• Appreciating Diversity
• Recognising Strengths In Others
• Respecting Others

Relationship Skills

• Communicate & Listen Effectively
• Seeking and/or Offering Support
• Build Positive Relationships
• Demonstrate Cultural Competency
• Work Collaboratively
• Showing Leadership
• Resolving Conflict Constructively

Responsible Decision-Making

• Demonstrating Curiosity & Open-Mindedness
• Identifying Problems
• Making Reasoned Judgements
• Identifying Solutions
• Anticipating & Evaluating the Consequences of One’s Actions
• Promoting Personal & Collective Well-Being

You can learn more about SEL and how it can support character education here.

Behavioural Norms

The dynamics of this simple, yet difficult group initiative will invite your group to interact and engage with each other in a manner that necessarily speaks to the benefits of having developed a set of supportive and healthy behavioural norms in advance. Or, if not, you could focus on any less-than-desired interactions or outcomes to explore what sorts of behaviours your group would prefer to see and commit to in the future.

For example, in addition to those described in the Reflection Tips tab, you could invite your group to reflect on the following questions to explore a variety of full value behaviours such as:

• How did the group demonstrate its ability to care for self and others?
• Generally speaking, how did the group make decisions? Were all members involved, and if not, why not?
• What types of leadership were demonstrated during the exercise? Were they effective?
• Was adaptability a key component of the group’s success? What are some examples?
• Were there moments of safety that concerned you? Why?

• Line-Up Sequence: There are dozens of ways to ask your group to re-arrange their position on the pole, including:
  – Date of birth (not including year) from 1 January to 31 December;
  – Last two digits of your mobile (cell) phone number from 00 to 99;
  – Height from tallest to shortest;
  – Shoe size (actual, not stated size) from smallest to biggest;
  – Colour of tops from lightest to darkest; etc.
• TP Shuffle Jam: Start with half of your team at each end of the pole. Challenge each smaller group to pass the other team to stand on the other side.
• Accessible: Take a look at TP Shuffle on a Rope to present a more accessible version of this classic group initiative anywhere, inside or out using just a rope on the floor/ground.

Sometimes, when we think about support in the context of adventure programs, we often just focus on physical support, but this is only part of the picture. Emotional and mental support is just, if not more important. This next exercise will provide you and your group with an opportunity to explore the benefits of many types of support…

Okay, now that you are standing on the pole, without getting off it, make an effort to see and speak with others who are positioned at the other end of the pole [ allow time … ] As you experienced, it’s very difficult to communicate as a group when standing in a straight line, which is why circles are so useful in group discussions. Keep this experience in mind as you tackle this next exercise…

Coupled with one or more reflection strategies, here are some sample questions you could use to process your group’s experience after undertaking this fun group initiative:

• What was the first thing you said or did as soon as you discovered you would have to move your position on the pole? Why?
• What processes (if any) did your group adopt during the exercise? How effective were they?
• How easy or difficult was it for the group to communicate?
• What types of feelings were experienced during the task? How many of these were observed or acknowledged? Does this mean anything?
• What types of support were offered? Did these supports assist your group to be successful?
• If you were to attempt this task again, what would you do differently?