{"activityType":[{"id":38400,"name":"Spiritual activities"}],"activityCategory":"Activity","completionTime":"30","cost":"Free","energy":"Focusing","equipmentList":[{"id":38351,"name":"Something to mark lines (for example, chalk, masking tape, or rope)","description":"","type":"general"},{"id":0,"name":null,"description":"The scripted list of age-appropriate scenarios ","type":"specific"}],"adjustments":"\u003Cul\u003E\n\u003Cli\u003ETo make this activity easier, you could simplify to just two positions (\u0022that\u0027s fine\u0022 / \u0022not okay for me\u0022) rather than a full spectrum line.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ETo make this activity harder, you could add a follow-up question after each scenario: \u0022What could you say or do if this felt \u0027not okay\u0027 for you?\u0022\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cul\u003E\n\u003Cli\u003EUse a wide, clearly marked line (bright tape, floor mats) for anyone with visual impairments \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EAllow people with mobility needs to point to a position on the line rather than physically walking to it, or be assisted to move there \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EKeep scenarios short, read slowly, and repeat once if needed \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EOffer 1:1 participation with a helper for anyone who finds group movement or attention overwhelming\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","groupSize":"Whole section","guide":null,"meetsRequirements":null,"countsTowardsBadges":null,"outcome":[{"id":38422,"name":"Raise self-esteem","outcomeLabel":"Raise self-esteem","outcomeDescription":"Be confident, understand your strengths and worth, and have a positive attitude towards yourself."},{"id":38456,"name":"Build friendships","outcomeLabel":"Build friendships","outcomeDescription":"Create stronger, more meaningful friendships, and feel connected to others in your community."}],"preparation":null,"preparationTime":"\u003C5","reflection":"\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW67243440 BCX8\u0022\u003EThis activity was about noticing that your body and your things belong to you, and you always get to decide what feels okay.\u0026nbsp;\u003C/span\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EDid everyone stand in the same place for every scenario? Why might people feel differently about the same thing?\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EWhose choice is it, whether something feels okay for you? (Yours!)\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EIs it okay for two friends to feel differently about the same thing?\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EIs it okay to change your mind partway through something, even if you said yes at first? (Yes! It\u0027s still your body/your things, even mid-way through.)\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW67243440 BCX8\u0022\u003EEverybody\u0027s line is a little different, and that\u0027s okay, even if a friend\u0027s line is in a different place.\u003Cspan\u003E\u0026nbsp;\u003C/span\u003EIt\u0027s\u003Cspan\u003E\u0026nbsp;always okay to say how you feel, and to tell a trusted grown-up if something\u0026nbsp;\u003C/span\u003Edoesn\u0027t\u003Cspan\u003E\u0026nbsp;feel okay.\u003C/span\u003E\u003C/span\u003E\u0026nbsp;\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"},{"id":38378,"name":"Outdoors"}],"supportedBy":null,"takingItFurther":"","whoIsItFor":"","youthShapedGuidance":"\u003Cp\u003EA confident person could read out scenarios for the group to respond to. Someone\u0026nbsp;could help hold or lay out the tape/rope line before the game starts.\u003C/p\u003E","activityTags":null,"roles":[{"id":38724,"name":"Section Teams"},{"id":83900,"name":"Beavers Section Teams"},{"id":39231,"name":"Helpers"},{"id":38725,"name":"Young Leaders"}],"sections":[{"name":"Beavers","id":39273,"logo":"","colour":null,"ageRange":""}],"themes":null,"searchEngineDescription":"Use real-life scenarios to learn about boundaries, personal choice, and respecting other people\u0027s decisions.","plannerTimeSlot":40.000000,"safetyAlerts":[{"title":"Active games","alert":"\u003Cp\u003E\u003Cspan\u003EThe game area should be free of hazards. Explain the rules of the game clearly and have a clear way to communicate that the game must stop when needed. Take a look at our guidance on \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/running-active-and-wide-games/\u0022 title=\u0022Running active and wide games\u0022\u003Erunning active games safely\u003C/a\u003E.\u003C/span\u003E\u003Cspan\u003E\u003C/span\u003E\u003C/p\u003E"}],"safetyAlert":"\u003Ch4\u003EAdditional Safeguarding notes\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cstrong\u003EUse only the scripted scenarios provided.\u003C/strong\u003E Leaders should not improvise new ones on the spot, to avoid unintentionally describing a real situation involving someone in the group. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ENever require anyone to explain their position in detail if they don\u0027t want to.\u003C/strong\u003E A quick \u0022why did you stand there?\u0022 is an invitation, not a requirement.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EWatch closely for anyone who seems distressed,\u003C/strong\u003E or who stands at \u0022not okay\u0022 for something and looks visibly upset. Check in after the game, rather than addressing it in front of the group and make sure another adult is nearby and can hear the conversation.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EIf someone shares something concerning during this activity,\u003C/strong\u003E thank them for sharing without further questioning in the group, and follow the Yellow Card guidance reporting any concerns to the UK HQ Safeguarding Team. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EReinforce there\u0027s no wrong position on the line.\u003C/strong\u003E No one should feel judged for standing somewhere different to their friends.\u003C/li\u003E\n\u003C/ul\u003E","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":40,"instructions":{"layouts":[{"type":"fullWidth","areas":[{"items":[{"type":"Promo","cta":"","body":"\u003Cp\u003EThis activity is designed to be used only by Sections that are part of the Healthy Relationships Programme test and learn.\u003C/p\u003E","link":null,"colour":"#ffb4e5","title":"Test and learn activity content","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safety-checklist-cards/safety-checklists-for-team-members/\u0022 title=\u0022Safety Checklists for Team Members\u0022\u003Esafety checklist \u003C/a\u003Eto help you plan and risk assess your activity. There\u0027s also more guidance to help you carry out your \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples.\u003C/li\u003E\n\u003Cli\u003EMake sure all young people and adults involved in the activity know how to take part safely.\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help.\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch3\u003EPlanning and setting up the activity\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003ELay the tape/rope in a line on the floor ahead of the session.\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cul\u003E\n\u003Cli\u003EThere\u0027s no right answer. The spread across the line is the point. Different Beavers standing in different places for the same scenario is exactly what should happen; use it to reinforce that everyone\u0027s comfort level is valid and belongs to them.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ELean into ownership language throughout. \u0022Your choice,\u0022 \u0022your body,\u0022 \u0022your things\u0022 rather than generic language like \u2018someone offers someone else\u2019, to keep the autonomy message front and centre. If it feels like they\u2019ve developed a group mentality and everyone is moving along the line together, gently remind them that they make up their own minds.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EThis activity is not about discouraging sharing. If a child asks how this fits with \u2018we share at Scouts\u2019, it can help to distinguish shared/troop resources, which everyone has equal claim to, from personal belongings, which the child owns and gets to decide about. Both things can be true: We share what\u2019s shared and you decide about things that are yours.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EKeep pacing brisk. Read, pause briefly, ask one or two \u0022why?\u0022, then move to the next scenario.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","label":"Extra guidance for running this activity"}]},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cul\u003E\n\u003Cli\u003E\u0022A friend wants to hold your hand while you\u2019re walking somewhere.\u201D\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u0022A friend keeps tickling you even after you\u0027ve asked them to stop.\u0022\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u0022 Someone in your group gives you a nickname because you\u0027re good at something, like \u0027Rocket\u0027 because you run fast.\u201D\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u0022Someone asks you to try a food you\u0027ve never had before.\u0022\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u2018Your best friend saves you a seat next to them\u2019\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u0022A friend wants a big hug.\u0022\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u0022Someone asks if they can borrow your coat because they\u0027re cold.\u0022\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u0022Someone dares you to do something a bit silly, like a funny dance.\u0022\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u0022Someone dares you to do something that feels too scary, like jumping from somewhere high.\u0022\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u0022A friend asks to borrow your favourite toy.\u0022\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u0022A friend keeps asking to borrow your things even after you\u0027ve said no.\u0022\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u2018A friend has a cool new toy and they say you can share it with them.\u2019\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","label":"Example scenarios"}]}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003ERunning this activity\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain to everyone that your body and your things belong to you and you get to decide what feels okay. One end of this line means \u0027that\u0027s totally fine, I\u0027m happy with that.\u0027 The other end means \u0027that\u0027s not okay for me.\u0027 The middle is somewhere in between. I\u0027m going to read out different things, and you stand on the part of the line that matches how you\u0027d feel, because it\u0027s your choice.\u003C/li\u003E\n\u003Cli\u003EShow the two ends clearly (a simple picture or word at each end, like \u0027that\u0027s fine\u0027 and \u0027not okay for me\u0027).\u003C/li\u003E\n\u003Cli\u003ERead out a scenario.\u003C/li\u003E\n\u003Cli\u003EEveryone should move to stand on the part of the line that matches how they\u0027d feel.\u003C/li\u003E\n\u003Cli\u003EPause and let the group notice where everyone else is stood. Ask a couple of people at different points: \u0022Why did you stand there?\u0022\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EContinue reading scenarios and asking everyone to move around the line.\u003C/li\u003E\n\u003Cli\u003EOnce you\u0027ve finished all the scenarios, bring the group back together.\u003C/li\u003E\n\u003Cli\u003ERemind everyone: Your body and your things belong to you. You always get to decide what feels okay for you, even if a friend feels differently, and you can always tell a trusted grown-up if something doesn\u0027t feel okay.\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":90973,"nodeName":"Pressure line","title":"Pressure line","type":"activity","image":{"url":"/media/19839/fdl-02-01.png?width=800\u0026height=450\u0026v=1db165cc7fc61d0","caption":"FDL 02 01","type":"png","size":15417,"width":1902,"height":1100,"altText":""},"assets":[],"headerOptions":{"headerTitle":"Pressure line","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Use real-life scenarios to learn about boundaries, personal choice, and respecting other people\u0027s decisions.","subHeader":"Use real-life scenarios to learn about boundaries, personal choice, and respecting other people\u0027s decisions.","browserTitle":null,"silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC85MDk3MyJ9","canonicalUrl":"https://www.scouts.org.uk/activities/pressure-line/"}