For primary school teachers, Towel Relay is an important activity because it allows them to observe and facilitate key group dynamics among students, such as communication, teamwork, and problem-solving. By conducting this activity, teachers can better understand how students collaborate under pressure, adapt to new tasks, and resolve conflicts in a group setting. It also encourages teachers to promote physical engagement, coordination, and hands-on learning, which are essential for developing students' social-emotional kills. This activity helps teachers create a more cooperative and cohesive classroom environment.

Strengthen Teamwork and Communication among Teachers: By participating in this activity, teachers will experience firsthand the importance of clear communication, trust, and collaboration. This can help build stronger professional relationships and foster a sense of unity and teamwork within the school environment.

Promote Reflection on Group Dynamics and Leadership: Teachers will gain insights into group dynamics, leadership roles, and how to support peers in achieving a common goal. This experience can enhance their ability to manage classroom groups more effectively and recognize the challenges students might face when working in teams.

Here and now.

Self-awareness.

Personal responsibility.

Direct experience.

Conflict resolution.

Towels approximately 70 x 140 cm in size (or similar fabric of comparable size), soft balls.

Until the ball reaches the last pair, who catches the ball in the towel.

Participants form pairs. They stand facing each other, holding a stretched towel between them (maintaining distance). Each subsequent pair stands in the same position and line as the previous pair, approximately 2 steps apart. The first pair places the ball on the towel. The task of each pair is to throw the ball into the air to the next pair, who must catch the ball in the towel and continue the game until it reaches the final pair, who only catches the ball. The game ends then. During the game, pairs adjust their distance according to spatial needs for catching the ball. The group that first successfully passes the ball to the final pair wins. If the ball falls during the game, one of the participants picks it up and returns it to the first pair, who restart the game. 

The game can be made easier by using a larger or lighter ball, letting pairs move closer together, or allowing them to catch with both hands and the towel. To make it harder, you can use a smaller or heavier ball, increase the distance between pairs, add a time limit, or require the ball to bounce before being caught. Other variations include playing with multiple balls at the same time, placing obstacles between pairs, or setting themed rounds (like holding the towel with one hand or at knee height). The game can also be adapted into a cooperative version where the group works together to complete the sequence with as few drops as possible.

What strategies helped you coordinate with your partner?

How did you adjust after mistakes?

Did you use more verbal or non-verbal communication? 

How did it feel depending on the whole group’s success?

Improved Collaboration and Team Spirit: Teachers will develop a stronger sense of camaraderie and trust, which can enhance cooperation and mutual support within the school staff.

Greater Awareness of Group Dynamics: Teachers will gain practical insights into how different team members contribute, adjust, and support one another in achieving a shared goal, fostering a deeper understanding of these dynamics in their own classrooms.

Enhanced Problem-Solving Skills: Teachers will improve their ability to adapt to challenges and solve problems collectively, a skill they can transfer to managing classroom activities and fostering resilience in students.

How well did our group communicate and adapt to changes during the activity?

What challenges did we face in maintaining coordination, and how did we overcome them?

How can the teamwork and problem-solving skills we experienced in this activity be applied in our professional environment or classroom settings?

Reflection: 

Do you think the group adapted well to the task and spatial conditions?  

What could the group do differently to make the game more coordinated and fluent?