‘Limit 20’ is an active game that rouses emotional responses to discrimination and exclusion. It is fun and exciting to play, but requires good preparation. Three teams go through different rounds of competitive games.

It is said that that, with enthusiasm, a team can achieve almost anything, whatever the odds. Is that true?
 

Issues addressed

• Inequality of life chances, power, discrimination and exclusion
• Solidarity, competition, injustice
• Majority-minority relationships, and structural discrimination

Aims

• To experience injustice and discrimination
• To reveal the participants' tolerance and solidarity
• To reflect on exclusion, minority-majority relationships, social handicaps, and competition

Preparation / Materials

This activity needs very careful preparation. The facilitator should study the instructions and the description of the jury's role so that they know exactly how to play.

You will need:

• A pack of playing cards to use to put participants into three teams. Prepare the pack so that you have one card per player. Use only hearts, diamonds and spades (remove all the clubs). If you have an odd number of players, then the hearts should be the biggest team.
• A flip chart with a grid drawn on for recording the scores after each round
• A prepared flip chart with the rules of the game
• 3 copies of the “Instructions for the jury” – one for each member
• Adhesive labels with the logo for each team member (spades, hearts and diamonds)
• Three large handkerchiefs or similar for the dragons' tails
• 2 sets of keys for the rattlesnake rounds
• 2 large handkerchiefs or something similar to blindfold the participants in rattlesnake rounds
• Red face-paint (or lipstick will do)
• Lengths of string or long scarves for tying the right arms of those to be handicapped
• 5 inflated balloons
• 3 sheets of paper and pencils (for Chinese whispers)
• A drawing of a shape for the Chinese whispers, to be given to the jury
• A bell for the jury; a clock or timer
• You will also need a large space so that the teams can spread out. It works well outdoors.

Synopsis of the game

The players are divided into three teams to compete through rounds of short games. The jury judges the teams’ performances and keeps the scores.

The “supposed” aim is for each team to get 20 points – the Limit 20 – by the end of round 8, or they will be out of the game. The players do not realise it, but there are, in fact, only eight rounds (plus one handicapping round), and the competition is rigged. However, they only find out at the end that the rules were not fair and that one team always had the best chances and were favoured by the jury.

Rounds 1, 2 and 3 are designed to give the impression of equal opportunities and fair competition while building team identity and team spirit.

After round 3, there is a turn of handicapping, during which participants experience injustice for the first time.

Round 4 again gives the impression of being fair.

Round 5 appears to offer the teams a chance to improve their scores, but this is an illusion. In fact, the losers will fall further behind and the winners will get further ahead.

Rounds 6, 7 and 8 are played so that, at the end of round 8, there will be quite a big difference between the groups' total scores. One or two groups will not have reached the score limit of 20, which means they will be “out of the game”!

To foster the process of the game, the players must not be told that the game will finish after round 8, otherwise they might withdraw.

Rounds 2, 4, 6 and 8 are games of “Rattlesnake”. These “Rattlesnake” rounds give players the feeling of equal opportunities because they are the only rounds where the scores are objective and fair. Nonetheless, they are not entirely fair as the losing group will be at a disadvantage because it will never have the opportunity to hunt, and if it does manage to score, it will lose one player.

Afterwards, during the evaluation, there should be plenty of time to discuss the emotions and behaviour of the players during the game, and the links with reality.

Instructions

1. Explain that this is a competitive game, and groups must get at least 20 points by the end of round 8, or they will be out of the competition.
2. Ask for three volunteers for the jury, and give them their instruction sheets. Ask them to go into a separate room to read them in private.
3. Split the remaining participants into 3 groups by asking each person in turn to pick a playing card.
4. Tell the players to take a sticky label with their group logo, and to put it on their shirts so that it can easily be seen.
5. Ask each group to claim a corner of the room as their base. Give them 3 minutes to find a name for their team and to come up with a slogan or motto. (The main purpose here is to create a team spirit and raise enthusiasm for the game.)
6. Explain the rules with the help of the flip chart.
7. Brief the jury and make sure they understand exactly what they have to do; then invite them back into the room.
8. Start playing the game as follows:

Round 1: Hunting the dragon's tail

1. Tell the players in each team to stand in a line with each person holding the person in front around the waist.
2. The last player in the line tucks the dragon's tail (handkerchief or similar) into the back of the waistband of their trousers or skirt.
3. Explain that each team has 1 minute to try to catch as many dragon’s tails as possible. Only the person at the head of the dragon may catch the tails.
4. When the teams are ready, give order loudly, and clearly to start: "GO!" After one minute, shout “STOP!”
5. Ask the jury to announce the scores and to explain their judgements. Give them sufficient time to write the scores on the score chart. (Note: The jury will distribute the scores: spades 3, hearts 2, diamonds 1.)

Round 2: Rattlesnake

1. Ask all players, including the jury, to stand in a circle.
2. Explain that in this game a hunter has to try to catch their prey. Obviously, the prey tries to avoid being caught. Each hunt lasts exactly 45 seconds.
3. Explain that both are blindfolded, and when the hunter rattles the keys, the prey has to answer by rattling theirs. Both may only rattle their keys three times.
4. For the first hunt, ask the leading team (the one with the highest score so far) to choose a hunter, and the team with the second-best score to choose someone to be the hunted. Blindfold both and give each a set of keys in their hands.
5. As soon as the two participants are ready, turn these two players around to disorientate them. Give the starting signal. You keep the score. Stop the action after 45 seconds.
6. For the second hunt, someone from the second-best team hunts someone from the last team, and in the third hunt, someone from the first team hunts someone from the last team.
7. After each hunt, tell the jury the score and ask them to announce the winner and to write the scores on the score sheet. If the prey is touched by the hunter, then the hunter's group scores 1 point. If the prey escapes after 45 seconds, their group scores 1 point and the player leaves their team to join the hunters.
8. It is important that the participants remain quiet during the game.

(Note: The 3 hunts will be as follows:

• One player from the spades hunts one player from the hearts.
• One player from the hearts hunts a player from the diamonds.
• One player from the spades hunts a player from the diamonds.

The diamonds are at a disadvantage because they don’t get a chance to hunt.)

If the group is small, ask participants to spread out so that the circle is large enough to allow the players to move.

Round 3: Balloon blowing

1. Tell the players in each team to lie down on their tummies side by side, in a line close together, and with their shoulders touching. The groups should be positioned so that each group forms one side of a triangle, with the head of each participant lying on the imagined side of the triangle.
2. Explain that the task is for each team to keep the balloons in the centre of the triangle and away from themselves by blowing.
3. When the teams are ready, put the balloons in the middle (3 to 5 balloons) and give the starting signal loudly and clearly.
4. Let the game last exactly one minute.
5. Ask the jury to distribute the scores, justify its decision and mark up the scores on the score chart.
6. Now ask the jury to add up the total scores of each team and announce them loudly to everybody.

(Note: The scores for this round will be: spades 5, hearts 1, diamonds 0)

Handicapping

1. Explain that the group with the highest score (spades!) has to distribute handicaps to the other teams. One team is to have their noses painted red, the other team is to have their right hands tied behind their backs.
2. The spades are to decide which group is to get which handicap, and then to announce their decision and give their reasons.
3. Then give the spades the paint and strings, and ask them carry out the handicapping.
4. Explain that the handicaps will remain for the rest of the game and that the spades have to ensure that this is so.

Round 4: Rattlesnake

1. Give the instructions as above, except that in this round the winner of each hunt scores 2 points.
2. After each hunt, tell the jury the score and ask them to announce the winner, and to write the scores on the score sheet.

Round 5: Chance

1. Explain that the team which wins this round will get its current score tripled, the second team will get its current score doubled and the third team’s score will be multiplied by 1, i.e. it will remain with the same.
2. The task is for each group to give reasons for why it deserves to have its score doubled or tripled.
3. Give each group two minutes to prepare their argument.
4. Allow each team one minute to state its case. Spades start, then hearts, then diamonds.
5. Give the jury time to justify its decision, and announce the scores.

(Note: The scores this round will be spades: x 3; hearts: x 2; diamonds: x 1.)

Round 6: Rattlesnake

1. Give the instructions as above, except that in this round the winner of each hunt scores 3 points.
2. After each hunt, tell the jury the score and ask them to announce the winner, and write the scores on the score sheet.

Round 7: Chinese whispers

1. Tell the players to sit in their teams, one behind the other, on the floor. Give the person at the head of the line a sheet of paper and a pencil.
2. Brief the jury in private. Tell them they are going to show a simple drawing to one member of the spades and hearts but to describe the drawing in words to one member of the diamonds.
3. One at a time, invite the last player in each row to get their instructions from the jury and then to return to their place in their team.
4. Tell them to use a finger to trace the drawing on the back of the player sitting in front of them. This player then in turn traces what they felt onto the back of the person in front of them, and so on, up the line until it has reached the player at the top of the line who draws it on a piece of paper which they then hand to the jury.
5. It is important that players keep quiet during this round.
6. Ask the jury to give their judgements and to announce the scores.

(Note: scores this round: spades 3; hearts 2, diamonds 1.)

Round 8: Rattlesnake

1. Give the instructions as above except that in this round the winner of each hunt scores 4 points.
2. Also tell the participants that this is the last opportunity for individuals to change teams and move into a better group if they want to keep playing and are in a group which has not yet reached the Limit 20.
3. After each hunt, tell the jury the score and ask them to announce the winner, and write the scores on the score sheet.
4. At the end of the round, the jury announces that those groups which have not reached the limit of 20 points have to leave the game. Give the jury time to congratulate the highest scoring teams.

The game ends

1. Allow a few minutes to see the reaction of the participants and then announce that this is in fact the end of the game.

Debriefing and evaluation

The evaluation is a vital part of ‘Limit 20’. It is absolutely essential to reflect on the emotions aroused during the game and to draw attention to the comparisons which can be made with discrimination and injustice which occur in real life.

Start with a review of what happened in the activity and then go on to discuss the emotional aspects, group dynamics and the mechanisms of the game, and the parallels with reality.

1. The emotional aspects

• Recall the main steps of the game and then put the following questions to the participants:
• How did you feel playing the game? How did your emotions change?
• Did anyone have negative feelings? What caused them?
• How did the spades feel when distributing the handicaps?
• How did the diamonds and hearts feel when they were handicapped?
• How did it feel to be on the jury and in possession of such a lot of power?

2. The group dynamics

• Are you surprised by some of the situations you found yourself or others in, and the ways in which you and others responded?
• Did you feel solidarity with other players? Which?
• For anyone who changed group during the rattlesnake rounds: What does it mean to be an outsider in a new group? And to have to leave your original group?
• As an individual, how much did you have to adapt to the group and to the rules of the game?
• What does it mean to you when you have to join in something you feel uncomfortable with?
• In which situations did you find it easy or difficult to defend yourself, your feelings or actions?
• Did you question or oppose the framework of the game? How? If not, why not?

3. The mechanisms of the game and parallels with reality

• At what point did you become aware of the hidden rules of the game?
• Are there any aspects of the game which have parallels with reality?
• Who, in general terms, in real life are in the positions played by the facilitator, jury, spades, hearts and diamonds?
• There are mechanisms in society that maintain the positions of the jury, spades, hearts and diamonds. We call these mechanisms ‘structural discrimination’. Can you identify them? How are these advantages maintained?
• In real life, to what extent do you think the people represented by spades are aware of their advantages and how they got them?
• Can you identify specific groups, in your town or country, who are in positions that may be compared with those of the spades, diamonds and hearts? Are any of these minorities? Name them.
• Are they overtly discriminated against by members of other groups? What form does the discrimination take?
• Are the targets of discrimination blamed for their situation?
• What should be done to change the rules of the game? What can be done to change the situation and support those without power in our societies?

Tips for the facilitators

The jury has an important role to play so it is important to choose participants who will be able to play the part well. You should encourage the jury throughout and support their decisions, especially if the players start to question their judgement. It is possible that one or more groups will want to stop the game after a few rounds because they notice it is unfair. You should encourage them to play but do not force them. If the game is interrupted, that in itself is a very good element for the evaluation. You can focus on questions such as: “Why did you stop the game? Who wanted to continue?”

You may also change some rules if a group insists on it; just make sure it is a collective concern and not an individual request. Always consult with the jury about these things. The game functions well if the rules are changed slightly, such as sometimes giving the diamonds the possibility to hunt in rattlesnake rounds. It does not change the structural injustice but the teams may have the feeling that things are getting better. This is also a very good point for the debriefing.

The tasks to be performed by the teams may be changed if you find other suitable ones. Bear in mind, however, that rattlesnake rounds are made to be fair (they are only unfair in the sense that diamonds never hunt, but even this can be changed). The odd (in-between) rounds usually play on the speed, confusion and excitement involved in the game to prevent a clear result being ostensibly visible, and the results can always be presented ambiguously. Note that it is the odd rounds which really matter.

Some of the activities proposed for the competition rounds are not suitable for some people with disabilities. You should adapt the tasks as appropriate.

Big groups make the evaluation more difficult. If more than one facilitator is present, the evaluation should be done in small working groups.

The debriefing and evaluation can go in many directions, especially in part 3. You may like to start with a mini brainstorming activity that you write up on a flip chart. Then you can try to narrow down the focus of the discussion according to the theme you have been working on (if there is one). Alternatively, your flip chart will be valuable resource material for future discussions. Examples of issues that participants may brainstorm include the following: aspects of power, competition, equal opportunities, disability, minorities, injustice, and adaptation to the situation as parallels with reality.

Suggestions for follow-up

Take action: Life isn’t fair, but there are things you can do to make it a little fairer. For example, you can buy products which are traded fairly and for which the producers get a fair wage. Fairtraded tea and coffee are now widely available, as are clothes, crafts and paper products.

Move on to another activity:

Talk with your friends about how best to tackle overt racism when you see it. If you want to develop your skills to respond when you see racist behaviour, the activity ‘Target and bystander’ will help.

In the “rattlesnake rounds”, some participants could move from their original group into a winning group. So, too, in real life, people move from their country of origin, for instance for work and study or as refugees to avoid war and poverty. What do you know about what it is like to be a refugee? If you want to find out, try the activity ‘The refugee’.
 

‘Limit 20’ is adapted and translated from an original created by Annamaria Fridli for ‘Brot für alle’, Switzerland. It is used here with their kind permission. Brot für alle produces other useful educational games in French and German.