Ages 9 - 15. 

• Self-Reflection,

• awareness of personal growth,

• facilitation of discussion,

• feedback and insight.

• Proximity: Participants categorise their abilities and interests into different circles/squares, highlighting the principle of proximity where related elements are grouped together.

• Similarity: Within each circle/square, participants identify similarities in their abilities, desires, or fears, aligning with the principle of similarity where similar elements are perceived as belonging together.

• Closure: Participants mentally categorise their skills and interests into distinct categories, demonstrating closure by organising fragmented information into cohesive patterns.

• Figure-Ground Relationship: The innermost circle/square represents mastered skills (figure), while the outer areas represent avoided or feared things (ground), adhering to the principle of figure-ground relationship where objects are perceived as either figures or background elements.

• Common Fate: Participants in each circle/square share common goals or experiences, reflecting the principle of common fate where elements moving in the same direction or towards the same goal are perceived as belonging together.

• wider adhesive tape, sheet with statements

15 minutes

On the floor, create 2 circles/squares with masking tape, forming a series of statements.

The innermost circle/square represents abilities that participants believe they already possess, and that a specific activity would not pose significant challenges to them.

In the second circle are activities they have not yet mastered (perhaps not at all), but have the desire or interest to learn, believing that they could achieve this in a certain period.

Outside the circles are things that are not close to them, which they do not want to encounter, and are not interested in or even fear.

The activity leader slowly presents individual statements, and participants choose a circle based on their experiences and beliefs. During the activity, a brief feedback can be given on why they placed themselves in a particular circle/square.

Statement suggestions:

With friends, spend a night in a tent/bivouac deep in the forest.

Independently and safely light a fire in nature.

Give a speech on stage in front of 400 spectators.

Run a half marathon (21 km).

Conduct an independent lecture for a wider audience.

Travel alone abroad.

Tandem skydive from an airplane.

Communicate in a foreign language.

Cook lunch/dinner for 20 people.

Enrol in a salsa dance class.

Organise a 10-day vacation abroad (with family or friends).

Go to the cinema/theatre/concert alone.

The statements should be adapted based on the age and developmental stage or specifics of the group participating in the activity. 

After the activity, gather the group in a calm setting and invite them to reflect on how it felt to participate—whether they accepted a dare or not. Emphasize emotional safety and validate all choices made during the activity.

This activity promotes self-reflection, self-awareness, and goal setting by encouraging participants to evaluate their skills, interests, and areas of avoidance. Through physical movement and visual representation, participants engage both cognitively and emotionally with their own development. The categorisation process helps clarify personal strengths and aspirations, while the group discussions foster empathy, shared understanding, and support among peers. Reflection and feedback deepen insight into personal and collective motivations, encouraging participants to explore new possibilities and reassess limiting beliefs.

This activity is designed to gently challenge comfort zones, encourage risk-taking in a safe environment, and build trust and self-confidence. Remind participants that all dares are voluntary, respectful, and non-harmful. Encourage cheering, not pressure, and always offer an opt-out with dignity.