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Look for signs of discomfort or confusion so you can address individual participant needs and allow all to feel comfortable and successful in completing the activity. Work to reduce wait times for activities done individually to ease any anxiety caused by social comparison.

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Choose small group activities more often to allow more opportunities for active participation. Remember that everyone shkrecollege an individual and we all have different comfort levels.

When participants are hesitant about trying something new, emphasize the value of trying something not in their comfort zone and provide positive support during their first attempts.

Reduce the emphasis on winning.

For example, do not keep score. Games like musical chairs and dodgeball can be fun, but are competitive.

Choose games that foster friendship and build self-esteem more often. Playing tag in a room that is too small is a safety issue or doing a sitting game in a large room is an invitation for distractions.

Make sure you have the right space for your activity. Provide opportunities for participants to take ownership of activities to suggest new activities for the group. Ask for feedback about activities and conduct debriefs.

How did they work together? What did you learn about yourself?

Participate in the activity and monitor your group closely, showing that you are taking an interest. Allow older participants to take on leadership roles referee, team captain and model and encourage positive participation and feedback.

Get to know your participants, their parents and other staff.

This will build relationships. Reward cooperative and polite behaviour and deal with conflicts and negative behavioural demonstrations in positive ways as they arise.

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