georgia odyssey of the mind™board of directors

2014-2015
COACHES
HANDBOOK
Odyssey of the Mind Pledge
“Odyssey of the Mind is in the air
In my heart and everywhere.
My team and I will reach together
To find solutions now and forever.
We are Odyssey of the Mind!”
www.georgiaodyssey.org
1 | Page
TABLE OF CONTENTS
WELCOME TO GEORGIA ODYSSEY OF THE MIND™
ASSOCIATION LETTER .......................................................................................................................................................................... 4
BOARD OF DIRECTORS & PROBLEM CAPTAINS ..................................................................................................................................... 5
CALENDAR........................................................................................................................................................................................... 6
PROBLEM SYNOPSES ............................................................................................................................................................................ 7
OVERVIEW........................................................................................................................................................................................................... 8
WHAT IS ODYSSEY OF THE MIND? ....................................................................................................................................................... 9
GEORGIA’S PHILOSOPHY & HISTORY .................................................................................................................................................. 10
3 COMPONENTS OF ODYSSEY OF THE MIND ....................................................................................................................................... 11
VOLUNTEER OPPORTUNITIES............................................................................................................................................................... 12
GETTING STARTED .............................................................................................................................................................................................. 13
REGISTRATION PROCESS ...................................................................................................................................................................... 14
JUDGES & VOLUNTEERS ...................................................................................................................................................................... 15
MEMBERSHIP APPLICATION ................................................................................................................................................................. 16
COACHING BASICS ............................................................................................................................................................................................. 17
GENERAL COACHING GUIDELINES....................................................................................................................................................... 18-19
COACHING TIPS .................................................................................................................................................................................. 20-22
THE INGREDIENTS FOR A GOOD ODYSSEY OF THE MIND TEAM............................................................................................................ 23
WHAT CAN BE DONE ABOUT CONFLICTS............................................................................................................................................. 24-25
FIRST FIVE MEETINGS ........................................................................................................................................................................... 26
A GUIDE TO PLANNING ODYSSEY MEETINGS ....................................................................................................................................... 27-28
PRAISES PHRASES ................................................................................................................................................................................ 29
KILLER STATEMENTS AND GESTURES.................................................................................................................................................... 30
TEAM BUILDING .................................................................................................................................................................................................. 31
TEAM BUILDING EXERCISES ................................................................................................................................................................. 32
STEPS TO TEAM BUILDING ................................................................................................................................................................... 33
LONG -TERM ....................................................................................................................................................................................................... 34
CREATIVE PROBLEM SOLVING PROCESS ............................................................................................................................................... 35-36
HOW TO READ AND ODYSSEY OF THE MIND PROBLEM........................................................................................................................ 37
COST LIMITATIONS .............................................................................................................................................................................. 38
DIAMOND BRAINSTORMING METHOD ................................................................................................................................................ 39
MIND MAPPING .................................................................................................................................................................................. 40
BRAINWRITING ................................................................................................................................................................................... 41
CONVERGENT & DIVERGENT THINKING ............................................................................................................................................. 42-43
SCAMPER TECHNIQUE ......................................................................................................................................................................... 44
TECHNIQUE FOR GENERATING SCRIPT/STYLE IDEAS ............................................................................................................................ 45
SAMPLE LIST – SOLVING THE PROBLEM ................................................................................................................................................ 46
SCRIPT CHECKLIST ............................................................................................................................................................................... 47
CHARACTER FEELINGS CHECKLIST ....................................................................................................................................................... 48
SUGGESTED TIMELINE FOR MAJOR TASKS ............................................................................................................................................ 49
TEAM SELF-EVALUATION QUESTIONS .................................................................................................................................................. 50
TOP TWENTY QUESTIONS TO ASK YOUR TEAM THE WEEK BEFORE THE TOURNAMENT ........................................................................ 51
SEVEN STYLES OF LEARNING ................................................................................................................................................................ 52
RESOURCES FOR YOUR TEAMS ............................................................................................................................................................. 55
MATERIALS & SUPPLIES GUIDE ............................................................................................................................................................ 54
COPYRIGHT & TRADEMARKS ............................................................................................................................................................... 55
2 | Page
STYLE ................................................................................................................................................................................................................... 56
STYLE OVERVIEW ................................................................................................................................................................................. 57
GENERAL STRATEGIES .......................................................................................................................................................................... 58
SPECIFIC TACTICS ................................................................................................................................................................................ 59
THE MAGIC INGREDIENT ..................................................................................................................................................................... 60
FILLING OUT THE STYLE FORM ............................................................................................................................................................. 61
STYLE QUESTIONS ............................................................................................................................................................................... 62
WHEN YOU THINK YOU HAVE EVERYTHING IN PLACE AND READY TO GO ........................................................................................... 63
SPONTANEOUS ................................................................................................................................................................................................... 64
COACHING SPONTANEOUS PROBLEM TEAM ....................................................................................................................................... 65-66
DEVELOPING VERSATILE THINKING ..................................................................................................................................................... 67-69
UNIQUE SPONTANEOUS CHALLENGES ................................................................................................................................................ 70
ITEMS FOR SPONTANEOUS TEAM CHALLENGES ................................................................................................................................... 71
ENCOURAGE TEAMWORK – THE WRAPPING OF GIFTS ......................................................................................................................... 72
VERBAL PROBLEM – BE PATIENT ........................................................................................................................................................... 73
HANDS ON PROBLEM – TOOTHPICKS ALL-AROUND ............................................................................................................................ 74
COMBINATION PROBLEM – INSTANT FABLE......................................................................................................................................... 75
THE SCAMPER TECHNIQUE OF BRAINSTORMING ................................................................................................................................. 76
SCAMPER ............................................................................................................................................................................................. 77
SCAMPER IN ACTION ........................................................................................................................................................................... 78
BRAINSTORMING ................................................................................................................................................................................ 79
PRACTICE SPONTANEOUS PROBLEMS .................................................................................................................................................. 80-81
OUTSIDE ASSISTANCE ......................................................................................................................................................................................... 82
OUTSIDE ASSISTANCE.......................................................................................................................................................................... 83
101 OUTSIDE ASSISTANCE FOR PARENTS ............................................................................................................................................ 84
GENERAL CONCEPT ............................................................................................................................................................................. 85
PENALTIES FOR OUTSIDE ASSISTANCE ................................................................................................................................................. 86
OUTSIDE ASSISTANCE Q&A ................................................................................................................................................................. 87-90
TOURNAMENT DAY............................................................................................................................................................................................. 91
TYPICAL COMPETITION DAY ................................................................................................................................................................ 92
COMPETITION DAY CHECKLIST ............................................................................................................................................................ 93
REMINDERS FOR THE COACH............................................................................................................................................................... 94
REMINDERS FOR THE TEAM.................................................................................................................................................................. 95
A PRIMER FOR PARENTS ....................................................................................................................................................................... 96
SCORING ............................................................................................................................................................................................................. 97
SCORING ODYSSEY OF THE MIND PROBLEMS ...................................................................................................................................... 98
FORMS................................................................................................................................................................................................................. 99
AWARENESS MEETING POSTER ............................................................................................................................................................ 100
TEAM PARENT MEETING AGENDA ........................................................................................................................................................ 101
EXPECTATIONS .................................................................................................................................................................................... 102
STUDENT CONTRACT .......................................................................................................................................................................... 103
PARENT CONTRACT ............................................................................................................................................................................. 104
COST FORM ......................................................................................................................................................................................... 105
OUTSIDE ASSISTANCE.......................................................................................................................................................................... 106
STYLE FORM......................................................................................................................................................................................... 107
3 | Page
Greetings and welcome to Georgia Odyssey of the Mind™,
Creativity is alive and well in Georgia and Odyssey of the Mind™ plays a large role. Each year we welcome
students from all parts of our state in grades K-college to showcase their creative problem solving skills at
our regional tournaments and state finals competition. As a career educator I can assure you that Odyssey
of the Mind™ provides sound support for many educational initiatives including Common Core Curriculum, STEM (science, technology, engineering, and math…..we like to add the A for arts making it STEAM),
and 21st Century Skills just to name a few. And Odyssey of the Mind™ is fun!
Your role as a coach forms the very foundation of the program. Without you this program would not be
possible. You make a difference! I am often asked why I am so dedicated to Odyssey of the Mind™ and
why I have been involved for so long. The answer is simple, it’s for the kids and it matters. When I look
around at many of the problems in our world today I become more focused on our efforts. This world
needs problem solvers. Your effort will give kids the opportunity to flex their problem solving muscles and
the results can have a lifelong impact. Thank you for stepping up and stepping out. I hope you have a
wonderful year.
This “book” is designed as a reference. Please refer to your problem, the Program Guide, our Georgia website http://www.georgiaodyssey.org, the main website http://odysseyofthemind.com, and the clarifications
as your main source of information.
On behalf of the Georgia Odyssey of the Mind™ Board of Directors, the Georgia State Captains, the Georgia State Assistance Problems Captains, and a host of dedicated volunteers, I would like to welcome you to
the Georgia Odyssey of the Mind™ family. Have a wonderful year helping kinds to THINK BEYOND THE
BOX.
Creatively yours,
Dr. Lisa Hackney
Georgia Odyssey of the Mind™
Association Director
4 | Page
GEORGIA ODYSSEY OF THE MIND™ BOARD OF DIRECTORS
Association Director
LISA HACKNEY
[email protected] or [email protected]
Alumni Representative
MEG WESTOVER
[email protected]
Co-State Tournament Director
JEANNE FESSENDEN
[email protected]
Coaches Liaison
JANIE MARTINEZ
[email protected]
Board Treasurer
DEBBIE JOHNSON
[email protected]
Hospitality Coordinator
NIKKI OLIVER
[email protected]
State Secretary
CLAIRE FOWLER
[email protected]
Member at Large
KIMSHERION REID
[email protected]
Co-State Tournament Director and Schedule Coordinator
BETSEY ZACHRY
[email protected]
Sponsorship
JOEL ANDERSON
[email protected]
Site Coordinator
DOUG FLANDERS
[email protected]
Webmaster
TOMMY CARROLL
[email protected]
Publicity and Public Relations
AMAR CHANANI
[email protected]
State Problem Captain - Spontaneous
JAE BINGHAM
[email protected]
State Problem Captain - Scoring
AMANDA HACKNEY
[email protected]
State Judging Coordinator
PATTY RHODES
[email protected]
GEORGIA ODYSSEY OF THE MIND™ PROBLEM CAPTAINS
Problem 1: Runaway “Train”
BRYAN JOHNSON
[email protected]
Problem 4: Lose Your Marbles
BUCK ZACHRY
[email protected]
Problem 2: Experiencing Technical Difficulties
JOSEPH HAWKINS
[email protected]
Problem 5: Silent Movie
GRETA ROWLAND
[email protected]
Problem 3: Pandora’s Box
KIMBERLY BROWN
[email protected]
Primary Problem: Wacky Weather Warning
5 | Page
GEORGIA ODYSSEY OF THE MIND™ CALENDAR
2014-2015
Registration Dates
National Registration .......................... Single school/Community group ............................................................ $135
.................................................................. Additional membership for same school/community group ............ $100
.................................................................. * per membership for 6-10 memberships from same school dist..... $120
.................................................................. * per membership for 11 or more members - same school dist. ...... $100
.................................................................. * must register at the same time
Dec. 19
Georgia Regional Registration - per Team .............................................................................................................. $80

Judge must be registered at time of team registration , if not will result in the team being assessed a fee ................ $100

Any Changes after registration incur processing fee per team (No changes within 3 weeks of tournament).............. $25
Jan. 7
Late Regional Registration Deadline -per Team .................................................................................................... $150
Jan. 7
Division IV registration ....................... Deadline with Georgia Odyssey
Closing Ceremony State Finals Registration Paperwork - due at end of regional tournament ...................................................... $60
Mar. 14
State Finals Payment Deadline ......... (10 days prior for Lilburn only) ................................................................. $ 60
Mar. 21
State Finals Late Payment Deadline - per Team ..................................................................................................... $100
Spontaneous Workshops (Workshops fill rapidly – Space is limited) - per Team ........................................................................... $40
Oct. 25
Nov. 15
Nov. 22
Nov. 13
Woodward North
Adairsville MS
CW Davis MS
Ola ES
John’s Creek
Adairsville
Flowery Branch
McDonough
8:30 to noon
8:30 to noon
8:30 to noon
8:30 to noon
Gwinnett County
Henry County
9:00 – 2:30
9:00 – 2:30
&
&
&
&
1:00 to 4:30
1:00 to 4:30
1:00 to 4:30
1:00 to 4:30
Coaches Training Workshops
Oct. 18
Nov. 1
Trickum MS
Ola ES
In-Depth Coaches Workshop (Coaches Only - No pre-registration required)
Dec. 6
Trickum MS
Gwinnett County
Trickum MS
Ola HS
Gwinnett County
Henry County
10:00 - 1:00
Judges’ Training
Jan. 31
Feb. 7
Regional Tournaments
Feb. 21
Feb. 28
Mar. 14
Ola HS
CW Davis MS
Parkview HS
Henry County
Hall County
Gwinnett County
Columbus State University
Columbus
State Tournament
Mar. 28
Spontaneous Blast-off for World Finals Teams
May 16
Location -TBD
World Finals
May 20-23
Michigan State University
East Lansing, Michigan
Other Dates
Sept. 30
1 week prior
2 weeks prior
Mar. 9
Mar. 9
Pin & T-shirt Contest Entries Deadline (must be received by deadline date)
Online Registration for Coaches Workshops
Registration for Spontaneous Workshops
Nominations Deadline - Eddleman Award
Nominations Deadline - Coaches Hall of Fame
6 | Page
ODYSSEY OF THE MIND™
2014-2015 L ONG -T ERM P ROBLEM S YNOPSES
Problem 1: Runaway ‘Train’
Divisions I, II, & III
The team’s problem is to design, build and operate one or more vehicles that will travel on tracks and make
stops at different stations without touching the floor. While traveling between stations, the vehicles must overcome obstacles —moving uphill, towing something, and more. The theme of the performance will explain the
vehicle’s difficulties on the track and will include a ‘conductor’ character. Once the vehicle reaches its final destination it will display a flag or banner during a victory lap!
Problem 2: Experiencing Technical Difficulties
Divisions I, II, III, & IV
The team’s problem is to create and present an original performance that includes a “pop-up-style” not-sohaunted “house” where four special effects take place. The intent of the special effects will be to scare others
but, they will produce a different result instead. The performance will include at least one character that experiences the special effects and a narrator who relays the experiences to the audience. It will also include a surprise ending. The special effects will be scored for originality and engineering.
Problem 3: Pandora’s Box
Divisions I, II, III & IV
In this classics problem, teams will put a video game spin on the story of Pandora’s Box. A gamer character will
take on this multi-level game inspired by the Greek myth. The game will include a prologue that depicts the
original story of Pandora’s Box, three characters representing different evils that escaped the box, and a power
meter that represents the gamer character’s health. To beat the game, the player will advance to the final level
where it will release hope into the world.
Problem 4: Lose Your Marbles
Divisions I, II, III & IV
This problem requires teams to design, build, and test a structure, made only of balsa wood and glue, that will
balance and support as much weight as possible. The structure will also hold five marbles that will be released
during weight placement as a result of a team-created device removing a piece of the structure. After the
crusher board and one additional weight are placed on top of the structure, the first marble will be released.
After the next weight is supported, the team will use its device to release another marble, and so on. The team
will incorporate weight placement and “losing your marbles” into the theme of the performance.
Problem 5: Silent Movie
Divisions I, II, III & IV
Lights, camera...action! In this problem teams will create and present a performance depicting a Director character that produces and presents a silent movie featuring a humorous villain character that commits three silly
acts of “villainy”. Characters that are in the movie may not speak as part of the presentation of the movie. Instead, like classic silent films, the team will use music played on a team-created instrument and creatively displayed subtitles to convey its story to the audience and judges. Also, teams will use a signal to indicate when the
movie begins and ends.
Primary: Wacky Weather Warning
Grades K-2
Teams will create and present a humorous performance where a meteorologist makes three predictions of
“wacky weather”. The meteorologist will speak in rhymes and use a team-created forecasting device and a
backdrop that serves as a weather map. The community will “tune in” to get the weather report in any creative
way the team wishes.
For more information visit: www.georgiaodyssey.org
7 | Page
OVERVIEW
8 | Page
WHAT IS ODYSSEY OF THE MIND™?
The Odyssey of the Mind™ Program is an educational program that fosters creative thinking and problem-solving
skills among participating students from kindergarten through college. If features an annual competition component at regional, state and international levels. Students solve problems in a variety of areas, from building mechanical devises to giving dramatic interpretive performances. Through the Odyssey of the Mind™ program, students
learn to work with others as a team, evaluate ideas, make decisions, and create solutions while developing selfconfidence from their experiences.
HOW DOES IT WORK?
Odyssey of the Mind™ was developed in 1978 by Dr. Sam Micklus and Dr. Theodore Gourley at Glassboro State College (now Rowan University) in New Jersey. At first, the competition involved only 28 schools in New Jersey and now
has grown to include most states and several foreign countries.
All participating teams are given the choice of the same six long-term problems to solve though these problems
change from year to year. Part of the long-term problem includes style which enhances the solution through costumes, props scenery, drama, etc. The nature of the problems incorporates the use of critical thinking skills and creativity. The problems usually include a “vehicle” problem, a technical problem, a “classics” problem, a balsa wood
structure problem and a strictly dramatic problem.
The team of five to seven members selects from the six given problems and after working for several months on the
solution, presents it at a regional tournament. At this time, the students will compete against other teams solving the
same problem in their division. The top winners will be invited to State Finals and the top winners for each problem in
each division at State Finals are invited to compete at the World Finals.
At each competition the teams are also given spontaneous problems to solve the day of the state and world tournaments. These problems also foster creativity and teamwork. Their solution involves a form of brainstorming. Though
teams may practice for this segment, they do not know the problem ahead of time.
Participation in Odyssey of the Mind™ is a memorable experience for the team members. Students look forward to
forming new teams and solving new problems each year.
WHO PARTICIPATES?
Odyssey of the Mind™ is a creative problem-solving program for students in grades kindergarten through college.
Students work on teams to solve problems creatively! Problems are divided into three areas for scoring: the LongTerm solution, Style, and Spontaneous problem-solving.
Students in Odyssey of the Mind™ compete in one of four divisions, based on the age/grade of the oldest team
member: Division I, Division II, Division III, & Division IV. Students in grades K-2 have the option of participating on a
noncompetitive, demonstration team, with a specially designed problem called the Primary Problem.
Most associations have local or regional competitions, with winners advancing to the state/province finals. Champion teams represent their association at the Odyssey of the Mind™ World Finals, held annually in May.
PROGRAM GOALS








Develop creative thinking abilities
Increase student ability to apply known principles and facts to "hands-on" situations.
Improve communication skills.
Learn how to use a creative problem solving process.
Develop and utilize skills of all team members.
Develop to use local resources and research skills.
Exercise to use higher order thinking and critical thinking skills, especially analysis, synthesis and evaluation.
Have fun while learning all of these very important skills.
9 | Page
GEORGIA’S PHILOSOPHY
Georgia Odyssey of the Mind™ is dedicated to providing opportunities for children to work together to solve unusual
and stimulating problems. We believe that creativity, persistence and cooperation needed to complete the Odyssey
of the Mind™ problems will empower students to be more successful problem-solvers in their own lives, and in future
problem-solving situations.
We are committed to the idea that all students who participate in Odyssey of the Mind™ are winners. We strive to
make the training, problem-solving and tournaments as child-centered as possible. Sportsmanship, team cooperation, and risk-taking will be valued as part of the problem-solving experience.
Georgia Odyssey of the Mind™ supports the ideas of minimal adult intervention and no outside assistance. We will
adhere to the coaching ethics outlined by the national Odyssey of the Mind™ Program.
GEORGIA’S ODYSSEY OF THE MIND™ HISTORY
Georgia began to participate in Odyssey of the Mind™ in 1983. Lilburn Middle School hosted our first state competition with seventeen schools and 230 students. In 1987, a regional level of competition was begun to allow all those
who wanted to participate in Odyssey of the Mind™ to do so. Outstanding teams from both the Northern and
Southern Regionals went on to the State Finals which was held at Morrow Junior High School in 1988. In 1990, this
competition format was expanded to include four regions. In our twentieth anniversary year, 2003, Georgia Odyssey
of the Mind™ had nearly 2,000 students participating!
Each year, Georgia teams from Divisions I, II, and III have gone on to the Odyssey of the Mind™ World Finals. Beginning in 1992, Georgia has been represented by Division IV teams as well. The thrill of being part of an international
group of award winning problem solvers has been a remarkable experience for Georgia’s creative stars. In that period of time, we have come home with a number of trophies; we have also earned several coveted Ranatra Fusca prizes
for Outstanding Creativity. We were very proud of all our Georgia teams last year at World Finals 2014 in Ames, Iowa. Georgia had three teams place in the top three for their problem/division and received trophies. 14 teams out of
the 33 teams representing Georgia placed in the top 10. Eight teams were announced for being in the top 6.
While teams are responsible for their own fund-raising for World Finals expenses, it will remain the goal of Georgia
Odyssey of the Mind™ to raise funds to contribute to this effort. From 1988-1992, IBM in Atlanta donated their services in the form of a grant for our Creativity Calendar and publicity for all of our competitions. In the spring of 1990,
the Harland Charitable Foundation gave a generous contribution to our expansion program. In 1995, Georgia Power
provided support for the State Finals at the Agricultural Center in Perry Georgia. Also in 1995, AT&T provided their
support to our famous “pin sales” by helping design two new pins with their logo. Georgia College & State University
was our Educational Sponsor from 2000 through 2005. Beginning with the 2006 competition year Columbus State
University has been our Educational Sponsor. Every year, Georgia Odyssey of the Mind™ makes a contribution to
each of the Georgia teams going to World Finals.
Much of the success and growth of Georgia Odyssey of the Mind™ is due to the commitment of parents and teachers
who volunteer hundreds of hours to coach and the Georgia Odyssey of the Mind™ Board of Directors who oversee
the program. Small stipends, materials, transportation, and membership dues are often provided by the schools, but
overwhelmingly the coaches contribute their time and energy because of their dedication to young people and their
enthusiasm for creative problem solving.
10 | Page
3 COMPONENTS OF ODYSSEY OF THE MIND™
At an Odyssey of the Mind™ competition, teams are judged in three distinct areas: The Long-Term Problem, The
Spontaneous Problem and Style.
The Long-Term Problem (200 Points)
Every year, the Odyssey of the Mind™ organization publishes five competitive long-term problems, and one noncompetitive Primary problem. Some problems are “dramatic” in nature, focusing on a literary topic with the performance generally in the form of a skit. This is the number 3 problem and is called the Classics problem. Other problems are more technical in nature, involving the creation of one or more devices that accomplish certain tasks. Problem 1 usually involves a vehicle. Problem 4 is a problem dealing with a structure made to bear weight. Some of the
problems combine the technical with dramatic. All problems are open-ended enough that an unlimited number of
interpretations are possible. The long-term problems are prepared by the team in advance of the tournament, and
usually three to five months are spent developing these solutions.
EXAMPLE: The team will design, build and drive a vehicle that is powered by elastic materials and an up-and-down
pumping motion caused by the driver.
Spontaneous Problem (100 Points)
Each Odyssey of the Mind™ team entering a tournament must also solve a Spontaneous problem. One of the purposes of spontaneous competition is to see how well the team members react to new situations. Spontaneous problems take one of three forms: Verbal, in which team members generate as many creative verbal answers as they can
in a short time period; Hands-on, in which a physical or technical problem must be solved in a short period of time;
and combination of the two, Hands-on Verbal, in which a physical object is manipulated in turns by the team members as they generate creative verbal answers. All spontaneous problems require teamwork and points are often
awarded for this, regardless of the success of the team’s solution. Team members will not know the content of the
Spontaneous problem until the judge presents the problem to them. Teams competing against each other are required to solve the same Spontaneous problem. Team members are not allowed to discuss the problem they were
given until the end of the tournament.
EXAMPLE: (Verbal) Your problem is to name as many things as you can that fly, or use the word fly in as many unusual
ways as you can.
Style (50 Points)
Odyssey of the Mind™ long-term problem solutions require creative problem solving. The OotM program rewards
teams for elaborating their long-term problem solutions since elaboration requires additional creativity. OotM calls
this elaboration Style. Exactly what is Style? Think of a banana split. The long-term is the ice cream on the banana.
Style is the way the toppings are placed on the ice cream. All teams that solve the problem have met the requirements of the problem – the banana with the ice cream. But all teams have placed their toppings on in a unique way.
They have created special aspects of their solutions that were not required. That is Style.
EXAMPLE: The team is to create and present an original performance that includes a scene from the Iliad and a scene relating to a real occurrence during the twentieth century that includes a god or goddess. The team creates that
required skit, but elaborates on it by presenting the skit totally in rhyme. That is Style.
11 | Page
VOLUNTEER OPPORTUNITIES
GEORGIA ODYSSEY OF THE MIND™ ™
Note: These are listed according to the time required, from least to greatest. However, we are an equal-fun
opportunity: Our goal is for all participants, whether student or adult, to learn and to have fun while doing
so, and we guarantee a lot of support to all participants at every level!
TOURNAMENT VOLUNTEERS:
Time commitment: 2-3 hours on ONE SATURDAY, the day of a tournament.
Responsibilities: register teams, help with souvenir sales, serve as doorkeepers, etc.
REGIONAL TOURNAMENT OFFICIALS (JUDGES):
Time commitment: TWO SATURDAYS; one day of training in January or February, (5-6 hours) and one day
of judging teams (6-9 hours) at regional in February or March.
Responsibilities: Learn how to judge creativity and learn the rules and restrictions for the problem you are
judging (or for spontaneous problem solving). Give teams scores and feedback the day of the tournament.
STATE TOURNAMENT OFFICIALS (JUDGES):
Time commitment: Same as above, plus ONE SATURDAY for the state tournament in March.
SCHOOL COORDINATOR:
Time commitment: Beginning of school year, host awareness meeting, form teams, and recruit coaches.
Provide support to coaches throughout the year.
COACHES:
Time commitment: 100+ hours total, on whichever days work out to be the best to meet. 2-3 hours per
week (plus more closer to tournament date), beginning in October or November, plus a Saturday’s coaches’
training
Responsibilities: Work with a team of 5-7 students to help them brainstorm to solve the long-term problem; teach skills or find someone who can teach them to the team; help the team understand all the rules;
coordinate a place to meet; help the team gather necessary supplies; provide snacks; in general, be a
cheerleader, a go-fer, and a referee … all while NOT telling the team how to solve any part of the problem
they are tackling! All work must be the team’s own, and none may be an adult’s. So a large part of coaching
is learning to ask questions to make the team think, providing moral support, and making sure the team
stays within the rules and works safely.
12 | Page
GETTING STARTED
13 | Page
REGISTRATION PROCESS
International Membership Registration
 Single school/community group .................................................................................................................... $135
 Additional membership(s) for the same school/community group ......................................................... $100
 6-10 memberships from same school district (must register at the same time).................................... $120
 11 or more memberships from the same school district (must register at the same time) ................. $100
Members Receive:
 Complete description of long-term problems
 Odyssey of the Mind™ Program Guide that provides program rules and team forms
 A subscription to the Odyssey of the Mind™ Newsletter
 Eligibility to enter one team per problem per division in competition
 Membership number
To register and pay your fee online with a credit card, go to http://odysseyofthemind.com/registration or complete the Membership Application and send payment (check, money order, or purchase order) payable to:
Odyssey of the Mind™ Program
c/o Creative Competitions, Inc.
406 Ganttown Road
Sewell, NJ 08080
Georgia Tournament Registration
 Team – Regional Tournament Fee (paid by Dec. 15th – must register judge online) ........................... $80
 After Dec. 19th Deadline – Team Regional Tournament Fee .................................................................... $150
 Changes Fee (any changes made after registration/no changes within 3 weeks of tournament) ........... $25
 Registrations will not be accepted after Jan. 15, 2015.
Payments may be made online at: www.georgiaodyssey.org. If you register online before the deadline, but fail
to register your judge before deadline, your team must pay the late fee. Registration is not complete until payment is received.
Information needed to complete online registration:








Membership number and the zip code associated with the membership address.
Problem name
Division - Primary: up thru Grade 2, Div. I: up thru Grade 5; Div. II: up thru Grade 8; Div. III: high school
Membership physical address
Head coach’s name, home/business phone, e‐mail address, address, city and zip
Team’s hometown newspaper information
Any special requests/needs must be written in the space provided
Judge’s name and home phone, address, city, zip, business phone, fax, e‐mail, and t‐shirt size. Please indicate if your judge is certified as an MD, RN, or EMT (Judge must be registered at time of team registration , if not will result in the team being assessed a fee
$100)
If you have any questions, please contact:
Lisa Hackney
1216 W. Lakeshore Drive
Dalton, GA 30720
(706) 871-4266 phone
(706) 226‐4284 fax
[email protected]
14 | Page
JUDGES & VOLUNTEERS
The quality of the Georgia Odyssey of the Mind™ program is dependent on volunteer participation. Without
volunteer judges and tournament workers our Odyssey program would not be possible. Each Georgia Odyssey
of the Mind™ competition uses approx. 100 judges and 100 volunteers to ensure a smooth, exciting tournament
for all. Georgia Odyssey requires EACH team to provide one judge AND one volunteer.
The judges and volunteer you provide MUST work at YOUR regional competition unless prior arrangements are
made. All judges and volunteers must be 18 years or older and high school graduates. Judges must attend a
mandatory full‐day training workshop in addition to judging at the tournament. Your judge needs to be aware
that he/she will be required to judge at State Finals if your team advances.
Parents are Important…This is for you the ones who are driving the carpools, forking out money for pizza, opening closets for major scavenging, waiting while the team cleans up after a meeting, postponing dinner because
one more prop needs finished, and generally watching from the sidelines while the team "gets creative!" This is
a great opportunity to get parents involved!
Please note that failure to volunteer at the tournament will result in the team being assessed a $100 fee.
JUDGES



Required to attend a six hour workshop to prepare for your judging responsibilities.
Your judge will not be assigned to judge the problem/division in which your team is competing.
A judge is scheduled to work his/her own problem/division for the entire day, and will not be able to
watch your team compete.
Judges Roles
 Head Judge
 Problem Judge
 Staging Judge
 Style Judge
 Time Keeper/Announcer
 Score Checker
VOLUNTEERS




It is strongly suggested that volunteers should not be coaches! Parents or other Odyssey supporters
make great volunteers.
Volunteers will not be scheduled to work during your team’s performance.
We ask that Volunteers work a 2-3 hours during the competition day.
Registration online – coaches will receive an email link to forward to your volunteers 2 weeks before
your tournament.
Responsibilities
 Souvenir sales
 Doorkeepers
THANK YOU for your support, for your child, for his or her coach, and for the state volunteers!!
We wish
you creativity in your own life, and fun watching these wonderful problem solvers at work!!
15 | Page
16 | Page
COACHING
BASICS
17 | Page
GENERAL COACHING GUIDELINES
How do we select a team?
There are several options. Friends can group themselves into a team, coaches can group interested students into
teams, or you can have auditions or tryouts for teams. Teams compete by divisions, which are determined by
grade level (for school-based teams) or age (for homeschool teams). The grade of the oldest team member determines your division.
What should be taken into consideration when putting teams together?
A well-balanced team has organizers, writers, researchers, artists, performers, builders, idea people, leaders,
and workers — a mix of kids who are willing to work together to solve problems. Having parents who will support team members in meeting their commitments will help create a strong, positive team.
Teams may choose to have the same members from year to year, or to vary team members from year to year.
You must decide what you think will work best for your team and your school.
How can we replace team members who leave?
Odyssey of the Mind™ teams are composed of up to seven team members. Only five team members may compete in the Spontaneous portion of the competition, but all seven may participate in the presentation of the
Long-Term problem solution. If a team has a full complement of seven members and has started working on the
problem, no team member can be replaced except under penalty for outside assistance (refer to the “Outside
Assistance” section of the program guide or speak to the Association Director for more information). However,
if a team starts out with less than seven members, it may add members until it reaches a full complement of seven. Once a team submits a roster for a competition or begins work on the long-term problem, it may not
change the roster for a competition unless approved by the Association Director. Any team member may compete in more than one problem; however, a team member may not enter competition in the same problem for
more than one team.
What are my responsibilities as a coach?
 Focusing the team in understanding the Long-Term problem.
 Supervising all practice sessions.
 Conducting brainstorming sessions for Long-Term and Spontaneous problems.
 Holding and evaluating Spontaneous problem practice sessions.
 Helping the team obtain the materials and knowledge necessary to solve the Long-Term problem.
 Contacting your local Odyssey of the Mind™ organization for information.
 Keeping current by researching Odyssey of the Mind™.
 Registering the team for competitions.
 Checking national website regularly for clarifications
 Accompanying the team to competitions.
 Representing the team if a problem occurs.
 Helping the team work effectively
How can I get help with my questions? (There are many resources available to you)
 Current Program Guide — can answer most basic questions you may have. If you are an experienced
coach, you should note some important changes this year. (Can be downloaded from
www.odysseyofthemind.com) READ THE PROGRAM GUIDE CAREFULLY!
 Georgia Odyssey of the Mind™ Association Director at [email protected]
 Other Association websites — TONS of information can be found online.
 Other coaches — many are willing to share their knowledge and experience with you!
 Coaches’ Trainings
18 | Page
What is on the website to help me?
Georgia Odyssey of the Mind™ maintains a complete and current website. Checking the website often will really keep you and your team members informed. Familiarize yourself with our site, and visit often! Make sure to
take advantage of what this area of the website has to offer.
How often should we meet?
This varies throughout the year. Teams usually start off the year meeting one or two times a week, then as it gets
closer to competition they usually meet more often and for longer periods of time. The beginning of the year
usually involves a lot of time devoted to, team building activities, choosing your Long-Term problem and doing
research. The middle of the year involves writing, building, creating, inventing and practicing spontaneous, etc.
Competition time requires that everything get completed, revised, and rehearsed. Teams need to practice,
practice, and practice.
It is important that you practice Spontaneous all year long! It is a major component of your score at the competition, and beginning coaches often don’t have their teams spend enough time on it. You may want to make up
(or have a supportive team parent make up) and have on hand extra packets of spontaneous problems to solve.
Remember to discuss the time commitment that Odyssey involves when your team begins. Odyssey is a team
activity — one or two members cannot reasonably be expected to do most of the work. Team members need to
agree to work together and to depend on each other. A team is like a family—with different and unique individuals. Judges will look for teamwork at your competition. Make sure that teams are aware of all Training and
Tournament dates.
What are clarifications?
In keeping with the Odyssey of the Mind™ philosophy, problem limitations are written to provide just enough
guidance to solve the problem without limiting creativity. If the problem does not specify that something cannot be done, most likely it can be done. Often, however, a team may question the interpretation of a limitation,
or it may be unsure that an aspect of its solution is allowed to meet the problem’s requirements.
General clarifications amend or further explain a problem’s limitation. Team members may go to
www.odysseyofthemind.com to find general clarifications. If they do not find the answer to their question there,
they may electronically submit their question to International Odyssey of the Mind™ (CCI). When asking questions, refer to the section of the problem or program guide you are referring to. If possible, ask questions that
can be answered “yes” or “no” to avoid ambiguity Team specific clarifications pertain to a particular team’s solution. These are confidential since teams must describe details of their solution to ascertain an accurate reply. If
the answer to a team’s clarification allows for a very creative solution, it may be published and distributed for
judges only. These are never made available to other teams.
If a team receives a clarification, it is important that it presents the signed, written clarification form or a
printout of the e-mail to the judges at competition to avoid any discrepancies. Only problem clarifications issued by CCI are official. Clarifications must be submitted by February 15th. No team clarifications will be issued
after that date, however, teams should be aware of clarifications issued up until the Tournament date including
World Finals.
19 | Page
COACHING TIPS
Coaching Odyssey of the Mind™ teams is a fun and rewarding experience, although at first it may seem intimidating.
Below are a few tips that will help new or experienced coaches get started for the program year.

Hold a parent meeting early in the season.
a. Ask parents of team member to list their scheduled commitments and then distribute a calendar. To avoid
possible conflicts like vacations, holidays, parent-teacher conferences and the like, consult the school calendar of events before drafting your practice schedules. Include Odyssey of the Mind™ tournament dates.
b. Explain the importance of attendance by pointing out that for a student to gain the full benefits from the
program, he or she must be a continuous part of the team’s solution.
c. Explain the Odyssey of the Mind™ philosophy.
d. Describe the Odyssey of the Mind™ process.
e. Enlist the parents’ assistance in providing snacks for practices, acting as chauffeurs, serving as judges, assisting at practices, providing an extra pair of hands and volunteering at regional competition.
f. Get a commitment from the team members and their parents – include a review of what you expect from
them. (Handouts: Expectations, Student & Parent Contracts)
g. Explain and stress outside assistance. Help parents understand outside assistance. Like the coach, they can’t
volunteer solutions. Use them as information resources and for teaching students the skills necessary for the
problem solution.

Read the entire Odyssey of the Mind™ Program Guide. Even if you’ve read the guide before, read it again this
year. It’s revised every year, with rules updated, and new rules and information added. Refer to it often throughout the year. This could make a big difference for teams. Let them know that the problem solutions will be judge
according to the stated rules.

Set ground rules - it is better to have too much structure at first, as you can always ease up. Stress the importance of attending meetings and practice sessions. Set down rules for good sportsmanship and constructive
criticism.

Encourage cooperation. Teamwork is one of the basic principles of Odyssey of the Mind™. All teams go through
growing pains, but members will learn to work together in time. Everyone’s idea is important to the group. Make
a commitment to the team. Ask your team members to make a commitment to each other.

Be sure the team solves the problem on its own. A coach is to help team members develop creative problemsolving skills, not help solve the problem. Before giving any input, ask yourself if it would add to or improve the
team’s solution (outside assistance), or if it would teach better problem-solving skills (good coaching).

Learn about the Spontaneous portion of the program and practice it as much as you work on long-term and style.
Remember, “Think Time” in spontaneous is generally 33% of the problem. Encourage the team to use this time
wisely.

Stay up-to-date on problem clarifications. Check odysseyofthemind.com/clarifications on a regular basis. Suggest submitting a problem clarification if your team is unsure of an aspect of its solution. Be sure to re-read the
program guide to avoid unnecessary questions. Cut-off for submitting questions is February 15th.

Copy and distribute materials/calendars to all team members and parents. Keep them informed of practices and
snack schedules.

Brainstorming is one of the basics of the Odyssey of the Mind™ problem solving process. Encourage team to
write down their ideas and generate several possible solutions. Help them to see how pieces from different solutions can be combined.

Having a good attitude when you are with your team cannot be over emphasized. You will set the tone for the
team’s approach to their problem...at least for the first few meetings. Be positive!!!
20 | Page

Coaches need to keep in mind that the Odyssey of the Mind™ is a hands-on program for kids and a hands-off
program for adults. The team must do all the work. If a breakdown occurs during a competition, the team must
fix it.

There is a time limit of 8 minutes for the long-term problem. This includes the set-up time, as well as the team’s
solution presentation. The 8 minutes does NOT include the take down and clean up time after the problem is
presented. In technical problems, the team usually will be stopped when time runs out. In performance problems
there is usually an overtime penalty. In this case, the team may finish its presentation and if it exceeds 8 minutes
a penalty will be assessed. There is nothing worse, when the entire solution is in the form of a performance, than
stopping the team’s performance before it is finished. This does not allow for the “punch line” or climax of the
story. Encourage the team to end in 7 ½ minutes or less.

Long-term technical problems are usually stopped at the end of the competition time period. This is stated in the
problem. If a technical breakdown occurs, the team should know which team member will be responsible for trying to fix it as time continues.

Food is a magical substance - it not only encourages team work and creative thinking, but makes work fun.

When tired, take a break – sometimes the best solution to the problem is to take a break. Surprise and reward
your team with a break and treats during practice.

A good coach will try to teach the team members to ask the right questions --not just any question, but one that
will address a specific problem or condition that needs to be addressed.

Coaches can improve the team’s performance by not allowing the team members to waste their creative energy
by blaming others. The team creates its own solution and if something goes wrong, it is the team‘s responsibility.
Remember Murphy’s Law: “If something can go wrong, it will go wrong.” The team should have a crisis management plan in place so it knows what to do when something breaks down.

The coach should encourage shy members to participate. They often are the ones with the best ideas but are often reluctant to propose them. Thousands of kids have emerged as stars while beginning overly quiet. Sometimes
getting shy kids to open up is the most difficult, yet most rewarding experience a coach will encounter.

Teams should be told that better ideas will normally replace ideas that come early in the year. What seems like
an acceptable solution today may be replaced by a better idea tomorrow. The coach must also accept that he or
she may not directly tell the team which idea to pursue. The team may change and adapt its solution time and
again. In the end, the team should have been guided to produce a solution of which they are proud. A good
coach will provide that guidance without providing Outside Assistance.

Coaches should always answer a question with a question rather than giving an answer. For example, if asked,
“Which hat do you like better” the coach should say something like, “Which one do you think goes best with the
theme of the solution?” This encourages the team members to think independently.

Keep the team on track – have them get organized and become aware of the importance of sticking to schedules; encourage them to estimate how long things will take.

Help students to understand that winning is not the goal. The process of getting there is the important thing-not
the competition. Have the team set goal by writing them down and place them in clear view. Coach them on
what kinds of goals are helpful.

Help them give and take constructive criticism of IDEAS, but avoid insulting and insensitive personal remarks.

Don’t limit creativity by setting restrictions that are too tight or which reflect your own vision.
21 | Page

Help the team to learn how to evaluate their ideas and progress continually throughout each aspect of the problem solution. Remember that the difference between good solutions and excellent ones is in the details and embellishments.

Go over the score results with the team after a competition and discuss how they can make improvements for the
future. Don’t make them feel like they have failed if they don’t win. Failing is only when they won’t try again.

Don’t step in on their disagreements – be a mediator. Let them work it out as part of learning to work on a team.
Also, don’t allow students to be irresponsible. Help them realize this hinders the entire team.

Plan on mistakes, disappointments and disagreements and decide early in the year how you, as a team will handle them. The coach must be the rock, the motivator, the resolver of social conflicts. Be ready to be psychologist,
parent, doctor, lawyer, referee, friend, co-conspirator, or counselor as needed.

Don’t dispute a judge’s ruling without explaining why to the team. Always be sure your dispute is valid and the
team wishes to carry it further.

Learn to recognize burnout and when to lighten up. Keep morale high and make the learning/working environment a fun-filled place.

Be a real resource person. Teach your team how to acquire the skills they want, and put them in touch with the
resources that can help them do that. Take the team on field trips to the hardware and fabric stores.

Teach contingency planning. Encourage your team to think about backup materials, tool kits, and how to recover
from unexpected problems. Have the team make checklist for loading, staging, tasks, etc.

Have fun with the team members – help the team laugh when things go wrong. Help them develop an “Oh, well,
back to the drawing board” attitude. Keep them on task, but don’t chide them for failures. Every failure means
they learned a way it won’t work. This is part of the learning process.

Praise the team members – when the team members have done their best, no matter how they placed at the
tournament. Tell them how proud you are of them. Sometimes tears of defeat can turn into smiles just by knowing that you, someone who has become one of the most important people in their lives, think that they are great.
That’s what it’s all about anyway!

Coaches should try to serve as role models for the team members. It is important that they remain optimistic and
maintain their patience. Henry Ford said “that there are no failures, just opportunities”. Coaches need to be enthusiastic and open-minded to suggestions. Don’t complain about other teams, coaches or judges. Coaches
should strive to make learning fun!
Relax and enjoy seeing these young, creative minds at work!
22 | Page
THE INGREDIENTS FOR A GOOD ODYSSEY OF THE MIND™ TEAM
What is a “good” Odyssey of the Mind™ team? Is it a team that places 1st at competition, or is it a team that knows
that they have done a good job and that they solved the problem? Of course most teams strive to place first in competition; however, a team that has solved the problem and feels good about the solution is the true “good” team.
At the beginning of every Odyssey of the Mind™ year over 75,000 teams prepare solutions for competition. Only 13
of those will eventually be tabbed as 1st place in the World. If the odds are so low, why do so many students, coaches, parents, and schools put many hours into this program? If you ask team members why they do it, they will tell you,
because it is “our” solution. They have a sense of pride in their solution and the accomplishments that they made
along the way in solving the problem.
How do you, the coach, maximize the efforts of your team so that they can feel the satisfaction of knowing that they
have done their very best?
The first ingredient is WORK.
As the old saying goes, “the more you put into it, the more you get out of it.” This can be said about Odyssey of the
Mind™ also. Putting forth the effort at every practice will lead to success. The more willing a team is to commit the
time and effort, the better they will feel about their final product.
The second ingredient is TEAMWORK.
Teamwork is crucial. A group of up to seven individuals must function as a team. It is very important that when the
team is organized, the necessary combination is in place to create a team. Students must be willing to work together
for the good of the entire team. A coach knows that he has a “good” team when the members of the team begin getting together at times other than practice. Members of a team know that they can count on each other.
The third ingredient is DIVERSITY in team members.
A team must be made up of individuals that have diverse talents – technical, art, music, writing, performing, etc.
With many talents in place on a team, everyone can feel needed and part of the group. On a truly diverse team, there
is little attention paid to “who does more” or “who gets the most attention.” Each individual team member’s skills are
important to the whole.
The fourth ingredient is OWNERSHIP.
A “good” team is one that has solved the problem itself with no outside assistance. If someone other than the team
members solves the problem, the team does not have ownership. A “good” team has real pride in its solution and
can’t wait to show it to the judges.
The fifth ingredient is there is NO LIMIT to what you can do.
A “good” team should be taught that there are no limitations when it comes to creating an Odyssey of the Mind™
solution. The team should be taught to think of the “ideal” solution and encouraged to do it. Odyssey of the Mind™ is
a learning process. The team members should be taught that if they do not know how to do something, they should
seek out a book or an expert to teach them the basics. With these basic skills, the team will be able to apply their
knowledge to their creation of a solution to the problem. The coach should encourage the team members to “think
outside of the box.”
The sixth ingredient is PERSERVERENCE.
A “good” team never gives up. More than likely, the first attempt at a solution to a problem will not work. The team
must look at each attempt as a learning experience. Take the knowledge gained with each failure to build success. A
“good” team is one that is willing to do things over and over until it is right. As Edison once said, “Genius is 1% inspiration, and 99% perspiration.”
Just remember as a coach, you should let the team solve the problem. Although you will have many ideas on how you
think the team should solve the problem, let them do it.
23 | Page
WHAT CAN BE DONE ABOUT CONFLICTS?
All teams, groups, and even individuals experience conflicts. Conflict is part of the normal process of team
development. It can strengthen and mature a team. It can also tear a team apart. So, while it is reassuring
to know that conflict is normal, it is also helpful to know what to do to help your team resolve the conflicts
that arise. Some of the suggestions given here are textbook methods; many come from Odyssey of the
Mind™ coaches who have shared their own solutions.
In the beginning…
Have the team members establish rules at one of the first meetings. Make sure all agree to abide by them,
and then use the rules. For example:
 When we brainstorm, all ideas are accepted without criticism.
 Everyone helps clean up.
 If someone can’t attend a meeting, notify coach beforehand.
 Each team member is important and has skills and talents that are important to the team.
Emphasize the importance of teamwork to the successful solution of the problem. There is no I in the word
team. Odyssey of the Mind™ is a team activity. No matter how many perform on stage or compete in Spontaneous, the entire team earns the credit for what is done. It is the Team’s solution, the Team’s presentation, the Team’s Style, the Team’s Spontaneous, the Team’s creativity.
Help each student to feel his or her worth and value to the team. Stress the importance of the unique combination of abilities and skills the team has. No matter how talented one person is, that one person cannot
successfully solve the problem alone. Every team member contributes to and is critical to the team’s success.
When conflicts arise…
Send the students in conflict to a quiet spot to discuss their reasoning and to try to work out a solution on
their own. Set a time limit appropriate to the conflict. Many times, they can resolve the problem on their
own. Try reflective listening to make sure that you and the students involved understand what each person
is thinking. Reflective listening involves paraphrasing what each student is saying to make sure that all involved are “on the same page.” The conflict may be simply a misunderstanding. Some phrases you might
use are:
 “In other words _____________.”
 “Do you mean that _____________.”
 “It sounds like you feel ___________ because ____________.”
 “So you think it would be best to _______________.”
Review all sides of a conflict by allowing each team member to state his/her story without interruption and
without “getting ugly.” After all sides have been presented, the team brainstorms the problem to come up
with a solution acceptable to all. No one is to criticize personalities or behavior, but to work for the best
interests of the team.
Have the students role-play the conflict. When the point of conflict is reached, stop the action. Then, either let the other team members present suggestions and mediate a solution, or have the “actors” switch
roles and try to present the opposing viewpoint before discussing possible solutions.
24 | Page
CONFLICTS…CONTINUED
When conflicts seem imminent…
Often, the best conflict resolution is prevention. As the coach, you will observe situations developing which
are likely to end in conflict. A well-chosen word or activity may forestall many problems. Some of these situations and solutions which have worked for other Odyssey of the Mind™ coaches are:
Bickering team members—often these are good friends who may fuss like siblings. Sometimes, all that is
needed is a reminder that put-downs and bickering are counter-productive and have no place at team
meetings. Alternatively, make enough cards to equal the number of team members squared (25 for a 5person team, 49 for a seven person team.) Put one team member’s name on a card, five each for a 5-person
team, 7 for a 7-person team. Seat the team in a circle, shuffle the cards and place them face down in the
center of the circle. Present the team with this spontaneous problem:
This is a verbal problem.
A stack of cards is placed before you. When the time begins, each team member will go in turn starting
with _____. You will turn over the top card, and state a good quality of or tell something you admire about
the person whose name appears on the card.
Non-working or unfocused team member—put the team member with one or two others working on a
specific task. This will increase the importance of the student’s individual contribution and decrease the
distractions. Or, end each session with a review of the team’s progress and the construction of a team created to-do list for the next meeting. When a team member isn’t working, send him/her to the to-do list to
select a task to work on. This way, there’s never “nothing to do.” If everything is done, either you’ve solved
the problem or it’s time for an update of the list.
One or two team members do all the talking—Use a talking baton. Only the team member who is holding
the baton may talk. All others listen. The baton is then passed to the next person wishing to speak. Or, go
around the group, getting each team member’s ideas in turn. This may encourage quiet or shy members to
present ideas that would otherwise go unvoiced.
Team member with a “bad attitude”—If a student seems to be “out of it” or “out of sorts” one day, check to
see if something is bothering the child about home, school, or other activities. The attitude may have nothing to do with the team.
Team failing to progress—If a team that has been working well stops progressing, it may be time for the
team to review of the status of their solution. Maybe they’ve gone as far and they can and don’t see the
next step. It could be time for more brainstorming. Often, though, the team has simply grown tired of the
same tasks and needs a short break. For some teams, a switch to Spontaneous practice may help. For others,
a 15-minute game of dodge ball or keep away outside may help most.
25 | Page
FIRST FIVE MEETINGS
(Adjust to Age and Experience Level of Students)
First Meeting
 Meet with parents and students to fully explain Odyssey of the Mind™, the program’s philosophy and goals.
 Describe the Odyssey of the Mind™ process; give dates of Regional, State Tournaments & World Finals.
 Discuss the time commitment and the responsibility of every team member to ensure a team effort.
 Stress importance of regular attendance at meetings.
 Explain outside assistance. Usually team members will want the problem solution to be THEIRS. They are the
best ones to reprimand parents, coaches, and others for assisting.
 Review behavioral expectations.
 Talk about the difference between “winning” and “succeeding”.
 Discuss parental responsibilities & restrictions. Enlist parental assistance for a variety of team activities.
 Set up a meeting schedule/calendar appropriate to your group.
Second Meeting
 Incorporate team building activity.
 Discuss working as a group. Explain how all ideas must be considered and not judged.
 Review brainstorming rules. Use brainstorming frequently.
 Explain spontaneous problems. Plan on practicing several at every meeting.
 Read and discuss the various long-term problems. Remind team members that all Odyssey of the Mind™
problems offer opportunities for construction, performance, music, special effects, etc.
 Use a skills inventory to discuss what problems this team is best suited to, and most interested in. This is a
BIG DECISION!
Third Meeting
 Incorporate team building activity. Brainstorm ideas and strategies on how this group of students can become successful as a team.
 Practice spontaneous problems.
 Have team decide on a long-term problem. Brainstorm kinds of knowledge and skills needed to solve the
problem.
Fourth Meeting
 Incorporate team building activity.
 Practice spontaneous problems.
 Brainstorm long-term problem solutions and theme ideas. Allow plenty of time for this; never settle for the
first idea, easiest idea, etc. This process should extend over several meetings.
 Discuss questioning techniques. “Nothing new is learned until a question is asked.” Refine this art over the
course of the year.
Fifth Meeting
 Continue team building & spontaneous practices.
 Brainstorm list of tasks to accomplish. Assign tasks.
 Make a team-generated timeline. Discuss team member responsibility for doing what they say they are going to do and when.
 Ask for help if you need it.
26 | Page
A GUIDE TO PLANNING ODYSSEY MEETINGS
Primary Teams (kindergarten through grade 2)
Young children have little attention spans, so plan your meetings so that from the moment they begin, you
have fun activities so that there is little or no “down” time.
TIPS:
 Allow 10-15 minutes per activity. Remember that attention span.
 Start with Brainstorming, and wait until they’re warmed up before you work on the long-term problem.
 Keep the meetings fairly short, especially at the beginning.
 Try to end each meeting with a silly, just-for-fun, activity that has nothing to do with the long-term
problem, such as a fun spontaneous problem.
 Above all, remember that these are young kids.
Division I Teams (up through grade 5)
The difference between Primary Teams and Division I Teams is the “Competition Factor.” Competition +
Deadlines + Judges = BIG TIME STRESS for some kids. The key with these kids is Perspective. As a coach,
your job is to help the kids keep their perspective. After all, this is supposed to be FUN. If you have ever
worked with perfectionists (and there are a lot of them in Odyssey), you know that they are never satisfied
with their creations. Your job is to help them maintain the playfulness and fun that is so important in Odyssey.
TIPS:
 De-emphasize the competitive aspect of the program, and don’t forget the fun.
 Work on team-building by going on field trips, having pizza together, choosing an item for team identity (a team hat, pin, etc.)
 As the Regional tournament approaches, try to display confidence that everything will be done in time;
they will be wonderful, etc.
 Communicate with the parents. They can be invaluable, but they can’t read your mind. Tell them what
you need.
 Meetings should be tightly structured so that time is not wasted.
 Make a special effort to draw out the strengths of the quieter kids, and insist that everyone is involved
and mutually respected.
 The last two weeks before the Regional tournament can be very intense. Help them relax by holding a
dress rehearsal for their parents. Tell them they’re wonderful. Let the inconsequential stuff go – it’s not
important.
 Above all – Never let them see you sweat!
Division II Teams (grades 6-8, with an occasional younger child)
Take all of the above, add a liberal dose of hormones, and a couple of broken hearts, and you have Division
II in a nutshell. The key term to keep in mind that applies to nearly all Division II teams is lack of focus.
These kids tend to “take the long way” to the Regional tournament, but they do get there eventually. No
matter how well you plan your meetings, they probably won’t accomplish anywhere near what you would
have liked them to. That’s OK, because what they can do that the younger teams can’t is punt. When the
clock on the scoreboard is about to run out of time, they come to life and put together truly astonishing
things. So the most important thing for you to do as coach is relax, buy stock in a pizza company, and keep
the aspirin handy.
27 | Page
CONTINUED…
TIPS:
 If you want to get a lot accomplished at the meetings, keep them short, just like Primary.
 To keep conflicts to a minimum, consider dividing the team into specialized work groups for some
meetings. These “sub-groups” meet to work on one specific thing, such as costumes or script development.
 Team-building is a must – get away from the usual meeting place once in a while. Go somewhere completely different.
 Read them the “Coaches’ Bill of Rights” and have the team write its own Bill. Then enforce it.
 If you coached them when they were younger, forget how dedicated and excited they were. These are
different kids now, with different priorities. Recognizing that and accepting it are the keys to long life
and happiness as a Division II coach. (They still get excited – just not about anything you say or do.)
Division III Teams (grades 9-12)
In Odyssey, there is a sort of unofficial motto: “We Can Do It All Ourselves.” The “We” refers, of course, to
the kids (not the coaches or parents). When dealing with Division III teams, the coach’s role is far less evident than with younger teams. By the time they are in high school, we truly do want the kids doing every
facet of the problem, as well as the organizational tasks, themselves. The more they accept ownership of
the problem, the better. At this age our kids are certainly capable of solving the problems themselves, but
organizing the team into a cohesive unit is another matter. Learning when to lead, when to follow, when to
delegate, and when to accept the authority of a peer is difficult work – adult work. They aren’t quite there
yet, and that is where you, the coach, come in. Your job is to facilitate the team’s efforts. The idea is to intervene in the process as little as feasible, leaving every possible decision up to the team.
TIPS:
• Remember how very different a ninth grader is from a twelfth grader. Don’t expect the same level of
ability and commitment from all members of the team. It’s called “diversity” and it really does make the
team more interesting.
• These kids simply do not have the same amount of time to devote to Odyssey that they did when they
were younger. Allow for that.
• Things that are important in a job – like being on time, being prepared, etc. – are things you should
gently emphasize. If Odyssey is helping to prepare them for the real world, let’s get them used to the
real world’s expectations.
• Be a good role model. There are far too few of these around. Any adult who is willing to spend this
much time working with kids sets a wonderful example.
• Have them set their own agenda for meeting their own deadlines and delegating their own responsibilities. Then just sit back and see how they handle it. Avoid the temptation to make their problems your
problems.
 Don’t forget to enjoy them. Marvel at their intelligence, wit, maturity and unlimited potential.
28 | Page
PRAISES PHRASES

Thanks for helping

That’s worth a triple WOW!

I’m proud of you.

Truly an improvement: good!

Terrific work!

Marvelous!

Very sharp. I’m impressed.

That’s really clever. You made a good point.

Out of sight!

You handled that well.

Congratulations!

SUPER! SUPER! SUPER!

Very creative.

Truly great.

Keep it up, you’re doing fine.

I like what you’re doing.

I admire the way you keep trying.

You should be quite proud of yourself

You should feel very pleased about your work.

That looked very difficult to me.

Thanks for getting settled quickly.

I’m really pleased with your work.

You are very important to so many people.

I’m proud of the way you worked today.

It’s a pleasure to see how courteous you are.

You do that well enough to help someone
else learn that.

You’re such a joy to me!

You really planned ahead, didn’t you?

Thank you for letting me watch you.

I appreciate your thoughtfulness.

Much better, keep it going.

BEAUTIFUL!

You did very well. Nice going.

Now you’ve got it!

Your comment is interesting.

You made that look easy.

You are very good at that.

You’ve just about got it.

You are learning fast.

You’re getting better every day.

You really make my job fun.

That was first class work.

FANTASTIC! WOW!

Well look at you go!

Thanks for working together.

Nicely done!

Good effort.
29 | Page
KILLER STATEMENTS AND GESTURES
 Conduct a discussion around the following questions:

“Have you ever worked very hard at something you felt was not understood or appreciated? What
was it? What was said or done that made you feel your effort(s) were not appreciated?’

“Have you ever wanted to share things – ideas, feelings, something you’ve written or made - - but
were afraid to? Were you afraid that people might put you or it down? What kinds of things might
they say or do, that would put you, your ideas, or your achievements down?”
 Introduce the concept of “KILLER Statements and Gestures” to the team. All of us have many feelings,
thoughts, and creative behaviors that are killed off by other people’s negative comments, physical gestures, etc. Some “KILLER Statements” that are often used (even by teachers and coaches) are:







We don’t have time for that now.
That’s a stupid idea. You know that’s impossible.
You’re really weird!
Are you crazy? Retarded? Kidding me? Serious?
Only girls/boys do that!
Wow, he’s strange, really strange!
That stuff’s for sissies.
 Tell the team that they’re going to be social science researchers for the day. Ask them to keep a record
of all the “KILLE Statements” they hear in school, at lunch, at home, and at play. Discuss the findings
with them during your next meeting. You could also discuss why people use “KILLER Statements” such
as - feeling bigger about themselves. You could also discuss statements to use instead.
 Utilize the lessons learned from this exercise when “KILLER Statements” surface in subsequent meetings.
30 | Page
TEAM BUILDING
31 | Page
TEAM BUILDING EXERCISES
Monster Relay
The team has to get from point A to B with only 4 legs and 4 arms touching the ground. This can be done in
groups of three or more. Best if used as an outdoor activity.
Circle in a Circle
Place your arm through a rope loop or a hula hoop. Have everyone join hands. The team must move the
hoop around the human circle. If hands are broken, the activity must start again. The team that gets the
rope or hula hoop back to where it started, wins. To challenge the group, place two rope loops or hula
hoops in the human circle with the second trying to catch the first.
Lighthouse
One player is the lighthouse and another is the ship. The rest of the players are rocks. Blindfold the ship. In
the boundary area (ocean) have the rocks sit in a spot and freeze. Stand the lighthouse at one end of the
ocean and the ship at the other end. Have the lighthouse guide the ship, by giving verbal directions
through the rock hazards, to safety. If the ship hits a rock, it sinks and another ship is selected.
Magic Shoes
Set the boundary lines about 4 feet apart. Have the team stand behind one boundary line facing the other
line.
The entire team must get from behind one boundary line to the other without falling into the pit (the area
between the two boundary lines). The players must get from one boundary to the other by using the invisible magic shoes.
Rules:
1. Everyone must wear the shoes one time going one way.
2. Shoes may not be tossed back to the other side.
3. Once you have worn the shoes you may not wear them again.
4. Both shoes must be worn by the same person.
Everyone should work as a team to figure out a solution.
Stretch
Choose two objects about 20 feet away from each other. Have the team make a solid line, holding hands
between the objects. As a group, the team stretches out as far a possible trying to reach the other side.
Keep challenging the group with further distances.
Caterpillar Relay
Each team forms a long line and each person must hold the waist of the person in front of them. They may
stretch out as far as possible so long as they do not separate. When the whistle blows, the person at the
back goes down on their hands and knees and must crawl through the legs of the whole group. When that
person gets to the front, they jump up, their waist gets grabbed. The process begins again with the last person in line. You can keep going until the line gets to a designated finish line or once everyone has gone
through once, the line turns around and the activity continues in reverse!
Standing Twister or Knots
Put each group in a huddle. Each person extends his right hand and grabs the hand of another person in the
huddle. Each person then extends his left hand and grabs a different person’s hand. No two people should
be holding the same hand. The object is to have the group untangle themselves slowly without ever letting
go of hands. Some people will have to step over other people, some will go under people, and some will
get twisted and have to untwist and turn to unravel themselves.
32 | Page
STEPS TO TEAM BUILDING
Characters
Forming
Storming
Uncertain, tentative
Conflict surfaces
Serious topics and feelings avoided
Team is still organizing
Management direction
may be unclear
Members committed to
task
Harmony becomes the
norm
Hostility, defensiveness
Talk a lot
Performing
Team members fully
functional & interdependent
Conflicts worked out
Goals may still be unclear
Team organizes self in
highly flexible ways
Sense of team confidence & pride
Innovation & experimentation in problem
solving
Disagree with one another
Feel comfortable; sense
of belonging
Function well individually and as a team
May vie for informal
leadership
Share willingly
Empathetic with one
another
Goals and expectations
may be unclear
Team Members
Norming
Polite
Throw out opinions to
see how others react
Fearful, anxious
Feel demands of teamwork; may resist commitment to tasks
Feel pleasure in working
together
Experience personal
growth
Work earnestly
Optimistic
Leader’s Role
Looking for sense of
belonging & acceptance
Provide clear direction
Open up conflict
Get members acquainted
Move toward negation
and consensus
Create positive atmosphere
Get members to assume
more task responsibility
Give straightforward,
simple tasks to perform
Negotiate rules
Participate, consult &
inspire
Provide direction in
building solid relationships, trust
Be involved in tasks as
needed
Hold celebrations
Encourage team to review own goals and
progress
Be sensitive to team
members’ need for direction
Output
Let them provide own
task direction
Very little work gets
done
Keep communication &
information flowing
Reinforce & celebrate
achievement
Provide new vision
Be a listener, facilitator
Output is still low
Moderate to high
Very high
33 | Page
LONG-TERM
34 | Page
CREATIVE PROBLEM SOLVING PROCESS
Before beginning work on the long-term solution, teach, review and practice the “Creative problemsolving process” with your team. This process includes brainstorming, hypothesizing, building/creating,
testing, evaluating and elaborating.
1. What Does The Problem Say We Must Do?
 Each team member must have a copy of the problem.
 Dig up the facts.
 Focus on parts of the problem: then look for sub problems.
 What specifics do we need to know?
2. What Facts Do We Know About The Problem?
 Have team members make up Who, What, Where, Why, When, How questions that they will need to
answer.
 If it doesn’t say you can’t (in the problem limitations, clarifications, or Program Guide) then you probably can.
3. What Else Do We Need To Know? Or Find Out About?
 If you are not sure about some aspect, complete a Problem Clarification form (found in the Program
Guide) or request a clarification by going to www.odysseyofthemind.com/clarifications and follow the
directions for submitting a question.
 Use reference books, field trips, and resource people. Resource people should never know the specifics
of the problem: then there is no way they will accidentally offer outside assistance.
4. Review The Facts: State The Problem
 Select each piece of the problem and restate it is team’s own words.
 Write each one on a LARGE sheet of paper.
5. How Else Can You Say It? Consider All Possibilities.
 Restate the problem using all possible aspects.
 Use SCAMPER.
 If there are not enough possibilities, students will fall back on the tried and true.
 Look at the plays on words: If it has to move 10 feet, could this be ten one-foot rulers?
6. This Is What You Decided Your Problem Really Is.
 Restate the team’s interpretation and the problem they believe they must solve.
7. Look For Ideas That Might Solve The Problem.
 This is the brainstorming stage.
 Review brainstorming rules. Don’t allow students to do any evaluation of their idea.
 Record all brainstorming ideas.
 Encourage piggybacking of ideas.
 Push for something more.
 Use SCAMPER.
 Use forced association – take two objects and make them work together. (Ex: how could glasses be used
to make a robot move?)
35 | Page
8. Which Two Or Three Ideas Might Be Really Great?
 Begin by narrowing and clarifying.
 Make sure ideas meet the spirit of the problem.
 Combine one or two ideas.
9. Test Some Of The Solutions.
 What does the team want this solution to accomplish?
 What criteria are important?
 Does the solution meet the specifications?
 Can the solutions be accomplished in the time given?
 Does someone on the team have the expertise to complete the solution?
 Does the team have the resources available?
 Is this really creative, or will other teams also think along these same lines?
10. Swing Into Action.
11. Do It With Flair!
 This is the elaboration of the basic solution.
 Make it more beautiful, clearer, or more unique.
 Draw attention to your team.
12. Fine Tuning
 This is the “What if?” time. Teach teams to handle the unexpected. Teach the team that things may
happen over which they have no control. They need to be prepared to problem solve on the spot.
 What if the power goes out?
 What if the prop falls over?
 What if the vehicle does not break the balloon?
 Develop an action plan so each team member knows their responsibility.
36 | Page
HOW TO READ AN ODYSSEY OF THE MIND™ PROBLEM
SECTION A –THE PROBLEM
FOCUS: Creative Emphasis, Understand the Problem, Make sure the team knows the Spirit of the Problem.
What are the judges looking for?
SECTION B –LIMITATIONS
FOCUS: Mandatory elements, prohibitions. What the team must and must not do
SECTION C –SITE, SETUP AND COMPETITION
FOCUS: Dimensions of the performance area, layout of any special markings
EXAMPLES: Some problems have lines, boxes or boundaries. Might have extra room on the edges, or not.
SECTION D –SCORING
FOCUS: Where are the available points?
SECTION E – PENALTIES
FOCUS: Any penalties that are specific to this particular problem
SECTION F – STYLE
FOCUS: Mandatory elements
SECTIONS G & H – TOURNAMENT DIRECTOR / TEAM WILL PROVIDE
FOCUS: The list, forms, power cords, clean-up
SECTION I – PROBLEM GLOSSARY
FOCUS: The definitions of the words that are italicized in the problem
CLARIFICATIONS - MODIFY INTERPRET, OR CORRECT THE RULES
FOCUS: Check them frequently. Encourage team to submit their own if they aren’t sure about a rule
37 | Page
COST LIMITATIONS
Every problem has a cost limit. A Material Value Form needs to be completed by each team. An explanation on
what items need to appear on the form can be found in the Odyssey of the Mind™ Program Guide.







Encourage the team to seek alternate solutions if the ones they choose are too expensive.
Have the team understand the items that are exempt from cost and those that are not.
Encourage the team to keep a running list of items that they have used in their solution.
Make sure each team member has read the cost form and agrees with the items and cost on the form.
When filling out the form, it may be necessary to have the receipts ready to show team members the
cost of items that appear on the team’s form.
It is wise to include exempt items on the form (i.e.: cardboard, trash items)
Don’t buy new, unless old cannot be found or use a different solution
WHAT ARE CLARIFICATIONS?
In keeping with the Odyssey of the Mind™ philosophy, problem limitations are written to provide just enough
guidance to solve the problem without limiting creativity. If the problem does not specify that something cannot be done, most likely it can be done.
Often, however, a team may question the interpretation of a limitation, or it may be unsure that an aspect of its
solution is allowed to meet the problem’s requirements. General clarifications amend or further explain a problem’s limitation. Team members may go to www.odyssyofthemind.com to find general clarifications. If they do
not find the answer to their questions there, they may submit their questions to International Odyssey of the
Mind™ (CCI). This may be done before the February 15th deadline.
Team specific clarifications pertain to a particular team’s solution. These are confidential since teams must describe details of their solution to ascertain an accurate reply. If the answer to a team’s clarification allows for a
very creative solution, it may be published and distributed for judges only. These are never available to other
teams. If a team receives a clarification, it is important that it presents the printout of the email to the judges at
competition to avoid any discrepancies. Only problem clarifications issued by CCI are official.
GENERATING IDEAS






How do team members get ideas for solving problems? Try some of these suggestions:
Dedicate at least one practice to forming a “Think Tank” and limit the agenda to making list of ideas.
Research, Read and Explore
Assign team to produce ideas to bring to the team. Evaluate, reduce and combine these ideas.
Develop checklists
Go where the ideas are…have the team member’s travel to locations that seem to inspire and generate their
creativity.
38 | Page
39 | Page
MIND MAPPING
40 | Page
BRAINWRITING
As in traditional brainstorming, in Brainwriting everyone sits at a table together to simultaneously tackle a problem. The difference is that in Brainwriting each participating thinks and records ideas individually, without any
verbal interaction.
Here are steps in a typical Brainwriting session:






Team sit around a table and each one gets a sheet of paper with the same problem statement written at
the top.
At the coaches signal, each member has 3 minutes to write down 3 ideas on the sheet of paper.
When time is up, each member passes the sheet of paper to the participant to the left.
Each member reads the ideas that were previously written and a new three-minute round starts. Each
member must come up with three new ideas or use the ideas already on the sheet as triggers.
Lather, rinse, repeat.
After the idea-gather phase is completed, read the ideas, discuss and consolidate ideas.
Accomplishments:






The amount of ideas generated can be amazing. Since ideas are generated simultaneously, team members never get to block each other. With everyone generating 3 ideas every 3 minutes, a group of 5
people are able to produce 100 ideas in 20 minutes.
Team members still get to cross-pollinate and build on each other’s ideas. That is, they still get the benefits of brainstorming in a group, while avoiding its main shortcomings.
Ideas are recorded the moment you get them: no ideas are lost while you wait for a chance to speak.
No one gets overshadowed and everyone contributes equally, regardless of personality type or personal
agenda.
Ideas are completed in private. In less mature environments, there’s no fear of being openly judged by
other members. The ideas can be kept anonymous and members have freedom to be truly wild with
their ideas.
Everyone’s given a clear task: to fulfill a specific idea quota in a specific time frame. The quota adds an
element of healthy pressure that can help unlock your creativity, as it can be seen as a fun challenge.
41 | Page
CONVERGENT & DIVERGENT THINKING
CONVERGENT & DIVERGENT THINKING
 Right/wrong type of answers
 Requires moving from many possible answers to the single right one
DIVERGENT THINKING
 Requires looking for many possible answers – all of what give you a solution
 Then need to analyze which solutions are more workable.
1. QUANTITY MODEL
This type of question asks for the generation of a large number or responses and helps develop fluent thinking.
Wait through student silences; silences often will be followed by more unusual answers. So allow for the second
burst of ideas, or the third, or ……
 What are the titles you can think of for a poem?
 How many ways can you measure a gallon?
 What are all the meanings you can think of for the work “belt”?
 What are all the ways in which people use music?
 Draw as many pictures as you can using a circle as the basic shape.
 Name as many round things as possible.
 Write as many sentences as you can that contain words that begin with the letters M, G, H, S.
 Observe a cat for 5 minutes and list all of its behaviors.
 What are all the things we can do to help the pollution problem?
 What can we do to make our community a better place to live?
 The answer is 55 mph. What are all the questions you can think of to get that answer?
 What are ways to communicate a quantity (ex. 23) without using any known number system?
2. VIEWPOINT MODEL
This type of question asks the student to look at characters, events, and objects from various points of view. The
students steps outside of themselves and is asked to react like someone or something else. Examples below:
 How would adults look from a baby’s viewpoint?
 How would a turkey feel about Thanksgiving dinner?
 If Mona Lisa could talk, what would she say?
 How would the story of Cinderella sound from the viewpoint of one of the ugly stepsisters?
 What would “charge” mean to a consumer? A knight? An electrician? A teenager?
 What would a member of the Peace Corps do to help South American progress?
 Draw a picture of your school and schoolyard from the perspective of being in an airplane.
 What would “run” mean to a politician? A movie proprietor? A criminal? A businessman?
 What would pollution of Earth mean from the viewpoint of an oil company? Rose bush? An owl?
 Write about a tree from the perspective of a nesting bird; an artist; a land developer.
 What would a deaf person do at a concert?
 How would broccoli, your mother, your stomach feel about junk food?
3. INVOLVEMENT MODEL
This type of question asks the student to react personally to an unfamiliar situation or one that he/she had no
part in creating.
 If you were a bird, what would you see? Taste? Feel?
 List things that crumple in your hand.
 How would you feel if you were an object attracted by a magnet?
 Describe things that are made more beautiful by age.
 List things to do when you retire.
42 | Page



How would you feel if you were lighter than a watch spring?
Describe how it feels to sparkle under an evening sky.
If you were in a department store, what would you smell? Feel? See?
4. CONSCIOUS SELF-DECEIT MODEL
This type of question asks the student to imagine situations in an ideal world. It requires the removal of all
blocks and barriers real or imagined in solving problems. This frees the mind to come up with more ideas, thus
increasing the possibility of finding more workable solutions. These questions cause the student to consciously
order and re-order his/her thinking without the “that’s not possible” mental set.
 If you could have anything you wanted to solve your long-term problem, what would you do?
 You can have all of the _______in the world. How could you use it to ____________?
 You have been given the power to _____________. How will you use it?
 How would you feel if you were a heartbeat? A piece of driftwood? An old pair of jogging shoes?
 How would you feel if you were a bird sitting in a tree watching a parade go by?
5. FORCED ASSOCIATION MODEL
This type of question asks the student to find similarities between things that appear to have few, if any, similarities. This forcing of relationships that are not readily apparent encourages unique and original responses.
 How is a contour map like flying a kite?
 How is an eclipse of the sun like a chocolate covered peanut?
 What animal is like a loaf of bread? Like a parachute?
 How is a triangle like the force of a magnet?
 How are mammals like computing a problem?
 How is a beaver chewing on a log like a typewriter?
 How can a fire extinguisher give us ideas for solving this problem?
 What ideas can we get from biology to work on the problem of lunchroom disturbances?
 What is deeper, a hole or loneliness? Why?
 Which is quicker, a rare horse or gossip?
 Get ideas from ________ to improve _____________.
 I only know about ___________. Explain __________to me.
6. REORGANIZATION MODEL
This type of question asks the student to describe the consequences of a strange or unusual condition. Through
changing the facts, the questions ask that the world be viewed “as the world is not.” The emphasis is on the restructuring of reality by taking into account an unusual situation.
 What would happen if
o The South won the Civil War?
o All the circles in the world were replaced by squares?
o You were one inch tall?
o Your eyeballs were on your finger?
o A native Ugandan woke up one morning to find mountains had
o Replaced the jungle?
o Everyone looked alike?
 What would happen if there were no
o Poverty?
o Maps and globes?
o Numbers?
o Colors?
o Assembly lines?
o Sunlight?
o Books?
 Suppose __________(happened). What would be the consequences?
43 | Page
SCAMPER TECHNIQUE
The SCAMPER technique was developed by Bob Eberle. SCAMPER is an acronym for idea-spurring verbs to improve objects or generate ideas. The letters represent the words “substitute,” “combine,” “adapt,” “modify,”
“magnify,” “minify,” “put to other uses,” “eliminate,” “rearrange,” and “reverse.” Questions associated with
these verbs, as well as examples of objects that illustrate them, are listed below:
Substitute:
What can you use instead of the ingredients, materials, objects, places, or methods now used? Vegetarian hot
dogs and disposable diapers are examples of products which illustrate substitution.
Combine:
Which parts or ideas can you blend together? Televisions with built-in VCRs and musical greeting cards are examples of combinations.
Adapt:
What else is like this, what can be copied or imitated? Air fresheners that resemble shells and children’s beds
that look like racecars illustrate adapting.
Modify:
Can you change an attribute such as color, sound, taste, odor, form, or shape or perhaps add a new twist? Parabolic skis and scented crayons illustrate modifying.
Magnify:
Can it be stronger, larger, higher, exaggerated, or more frequent? Extra-strength medicines as well as oversized sports equipment and televisions are examples of products that have been magnified.
Minify:
Can it be smaller, lighter, less frequent or divided? Wrist-band televisions and 12-hour pain relievers are examples of minifying objects.
Put to Other Uses:
Can it be used in a way other than how it was intended to be used? Old tires used for fences, swings, and bird
feeders, and the development of snowboards illustrate “put to other uses.”
Eliminate:
What can you take away or remove? Sodium-free and fat-free foods and cordless telephones are examples of
eliminating something.
Rearrange:
Can you interchange parts or change the pattern, layout, sequence, or schedule? The new surround sound (360degree) stereo speakers and vertical paper staplers are examples of rearranging.
Reverse:
Can you turn parts backwards, inside out, upside down, or around? Reversible clothing is a classic example of
reversing something.
After making children aware of these verbs and how they have been applied to existing objects and products,
encourage them to use the SCAMPER verbs to identify new solutions to their problem. For example, a young
child looking for a solution for keeping squirrels out of a bird feeder thought of eliminating the pole entirely by
attaching the bird feeder to balloons filled with helium, which would enable the feeder to float approximately
four feet off the ground.
44 | Page
TECHNIQUE FOR GENERATING SCRIPT / STYLE IDEAS
1. Divide the team in half (a 3/4 combination if there are 7).
 Use self-adhesive colored dots in three colors.

Give out (for example) two blue, two yellow, and three red dots for team members to put on their
hands (one each).
2. Blue dots - Need to think of an interesting character.
Yellow dots - Need to think of an interesting setting.
Red - Need to think of some type of problem or situation.
3. Put together a blue, a yellow, and red dot (or two).
 There will be two groups.

Each group must develop a story using their character, setting, and problem.
4. Now switch the characters.
 The group must let the “new” member know what their story is, and then incorporate the new character as an addition to the original story.
5. Now switch the problem.
 They must incorporate the problem into the story.

The “skit” has basically written itself, using the ideas of all the participants.

After the above is completed, tell the stories.

Neither stories will probably become the exact basis for the final script/style, but several components and ideas might provide the germ for a new way of thinking.

The technique allows all team members to have input into the story and even the kids who sometimes avoid the “writing” part are able to contribute.

The activity is not only good for helping to develop script/style, but it is good for team building.
And - - it can be a lot of fun!
Designed by Nancy Johnson and adapted by Fern Brown, Maine Adventures in Creativity
45 | Page
SAMPLE LIST – SOLVING THE PROBLEM
(SOME ARE A MUST – OTHERS ARE OPTIONAL)

Problem selection

Story board

Central concept (main idea) - plot, theme

Music and sound effects

Technical solutions(s) – vehicle design and
construction

Target dates


Practice times
Script/dialogue writing


Lighting
Spontaneous problem solving (all types)


Research
Character development – appearance, research, name, description, emotions, etc.

Ideation

Style

Playbill

Build structures

Singing

Problem requirement components (points,
penalties, etc.)

Dance


List materials needed
Videotaping


Secretarial (note keeping at team meetings)
Judges

Sign

Decision-maker (long-term problem judges
or spontaneous)
Humor

Memorize lines

Set (background, props, special effects)

Rehearsal

Costumes (design and construction)

Motivation

Makeup

Special effects

Construction – assembly

Forms

Typing, reproduction (copy)

Art work

Tools

Backups

Transportation of team props to competition


Purchase materials needed
46 | Page
SCRIPT CHECKLIST
CHARACTER CHECKLIST
 Height
 Weight
 Age
 Hair Color
 Hair Texture
 Hair Style
 Eye Color
 Shape of Eyes/Nose/Mouth
 Teeth
 Shape of Ears/Face
 Complexion
 Birthmarks/Freckles
 Glasses
 Posture
 Hand Size
 Foot Size
 Fingernails (appearance)
 General Appearance
 Speech Patterns
 Habits
 Personality
 Jewelry
 Distinguishing Features
PLACE CHECKLIST
 Name of Place
 General Shape
 Height
 Width
 Outside appearance
 Colors
 Function of the place
 Things in the place
 Climate
 Sounds in the place
 Temperature
 Materials used
 Arrangement of things
 Where the place is
 What it is next to
 What it is across from
 Scenery surrounding it
 Mood of the place
 People in the place
 Smells in the place
SCRIPT COMPONENTS
 Situations wanted
 Obstacles, materials to overcome
 Conflicts, problems
 Location, setting, place
 Goals, achievements
 Villains, antagonists, evil characters
 Heroes/heroines, good characters
 Emotions involved
 Audio/visual, special effects, sound, lights
 Additional characters, parts, ideas to add
OBJECT COMPONENTS
 Object
 Color
 Shape
 Size
 Function
 Weight
 Texture
 Cost
 Temperature
 Smell
 Taste
 Sound it makes
 State of motion
 How it works
 List of components
CHARACTER ANALYSIS
 Character aspects
 Background, Parents, Nationality, Education
 Thought Processes
 Beliefs
 Emotional Aspects
 How is he/she similar to you?
 Basic motivating desire (What makes
him/her tick?)
 Relationship to other characters in your play
(protagonist, villain, hero)
 Posture
 Movement & Gesture
 Mannerisms
 Voice
 Dress (wardrobe, costume, fashion, fit)
47 | Page
CHARACTER FEELINGS CHECKLIST
LOVE, AFFECTION, CONCERN
 Considerate
 Understanding
 Friendly
 Forgiving
 Generous
 Mellow
 Good-humored
 Humane
 Sensitive
 Comforting
IMPOTENCY, INADEQUACY
 Fragile
 Harmless
 Powerless
 Vulnerable
 Inept
 Meek
 Defective
 Useless
 Insufficient
 Weak
DISTRESS
 Impatient
 Anguished
 Confused
 Skeptical
 Tormented
 Pained
 Touchy
 Awkward
 Grief
 Dissatisfied
POTENCY
 Effective
 Intense
 Powerful
 Self-confident
 Determined
 Bold
 Strong
 Dynamic
 Courageous
 Authoritative
FEAR, ANXIETY
 Afraid
 Agitated
 Jittery
 Terrified
 Apprehensive
 On Edge
 Uncomfortable
 Shaky
 Tense
 Jealous
ANGER, HOSTILITY, CRUELTIY
 Antagonistic
 Spiteful
 Insensitive
 Heartless
 Cranky
 Arrogant
 Nasty
 Ruthless
 Rude
ELATION, JOY
 Cheerful
 At Ease
 Turned On
 Happy
 Serene
 Enthusiastic
 Witty
 Comical
 Contented
 Amused
DEPRESSION
 Defeated
 Downtrodden
 Lonesome
 Rejected
 Sad
 Crushed
 In the Dumps
 Despondent
 Unloved
48 | Page
SUGGESTED TIMELINE FOR MAJOR TASKS
September - October - November







Form teams
Select problem and theme
Decide on solution
Decide on theme & solution
Make a timeline for tasks
Schedule learning sessions: trips, speakers, research
Begin building solution
December




Begin writing script
Begin costumes
Building solution
Making sets and props
January




Finish costumes
Complete script
Choose parts for long-term performance
Design membership sign
February





Practice, Practice, Practice
Dress rehearsal two weeks before regional competition for staff & parents
Team prepares forms: Style (4 copies); Cost; Outside Assistance; Required; Pertinent Clarifications
Dress rehearsal
Regional Tournament
March

Regional Tournament
April

State Tournament
May

World Finals
49 | Page
TEAM SELF EVALUATION QUESTIONS
Before the team is ready for competition they need to use these questions as an evaluation.
1. Where are the points? Have we done everything we can to get the most points?
2. Do you think any other team will think of our solution?
3. What makes our solution unique?
4. How would you score yourself on what you did? Check each scoring category.
5. Are the things you are including necessary? Do they advance the story – help solve the problem?
6. Will people who have not had the benefit of watching your rehearsals understand what you are presenting?
7. The judges and audience have only 8 minutes to understand your solution. How clear is your solution?
8. What does the problem say? What does it say in the clarifications? Have you studied the Program
Guide so that you know all of the rules?
9. Will adults (particularly judges) think this is funny and in good taste?
10. Have you chosen the best items to be scored in style?
11. Do all of the things you have listed to be judged in style add to and enhance your solution?
50 | Page
TOP TWENTY QUESTIONS TO ASK YOUR TEAM
THE WEEK BEFORE THE TOURNAMENT
20. Have you filled out a Material Values Form and do we have photocopies of any receipts?
19. Have you filled out the Style Form and made 3-6 photocopies (3 copies + auxiliary back-ups)?
18. Have you filled out two copies of the Outside Assistance form (1 copy + back-up)?
17. Do you have any other required lists (as specified in some problems), and extra copies?
16. Do you have any team clarifications you need to give the judges? Have you made copies?
15. Is the team sign “legal” and will it (they) be visible the entire performance?
14. Do all parents (and family members) know how to get to the tournament and what time arrive?
13. Do we have a camera to take pictures? Would a team member like to be in charge of that?
12. How can you be sure you won’t go overtime?
11. What if the scenery (or props) fall down?
10. What if someone forgets his/her lines?
9. Who is going to do a verbal spontaneous problem?
8. Who is going to do a hands-on spontaneous problem?
7. Do we have a master list and a person in charge of making sure everything we need, including the fix-it
kit, arrives at the tournament on time? (Does everyone know what time to arrive?)
6. Does everyone know our schedule?
5. Do you all have watches you can wear, if possible?
4. How can we show our Odyssey of the Mind™ spirit and good sportsmanship?
3. Do all parents understand the Outside Assistance rules (including on Tournament Day?)
2. Does everyone know that our team is a great team and you are all winners, because you have won
knowledge, skills and abilities that you will keep all your lives?
1. And lastly, Coach, two questions for YOU: have you planned a party or reward one day soon for this
group that has worked so hard all year? And have you planned a rest period for yourself the day after
the tournament? Take a good look at how far this team has come and then remind yourself that it is the
process, not the score on the day of the tournament, that they will remember forever.
51 | Page
SEVEN STYLES OF LEARNING
TYPE
LIKES TO
IS GOOD AT
Linguistic Learner
“The Word Player”
Read
Write
Tell Stories
Do experiments
Figure things out
Works with numbers
Ask Questions
Explore
patterns/relationships
Draw, build, design &
create things
Daydream
Look at pictures & slides
Watch movies
Play with machines
Sing, hum tunes
Listen to music
Play an instrument
Respond to music
Memorizing
names, Saying, hearing
places, dates & trivia
seeing words
Logical/Mathematical
Learner
“The Questioner”
Spatial Learner
“The Visualizer”
Musical Learner
“The Music Lover”
Bodily/Kinesthetic
“The Mover”
Move around
Touch & talk
Use body language
Interpersonal Learner
“The Socializer”
Understanding people
Leading others
Organizing
Communicating
Manipulating
Mediating conflicts
Understanding self
Focusing inward on
feelings/dreams
Following instincts
Pursuing interests/goals
Being original
Intrapersonal Learner
“The Individual”
Adapted from Gardiner’s Multiple Intelligences
LEARNS BEST BY
and
Math
Reasoning
Logic
Problem solving
Categorizing
Classifying
Working with abstract
patterns/relationships
Imagining things
Sensing changes
Mazes/puzzles
Reading maps & charts
Visualizing
Dreaming
Using the mind’s eye
Working with colors &
pictures
Picking up sounds
Rhythm
Remembering
Melody
Melodies
Music
Noticing pitches &
rhythms
Keeping time
Physical activities
Touching
Sports, dance, acting
Moving
Interacting with space
Crafts
processing knowledge
through bodily
sensations
Understanding people
Sharing
Leading others
Comparing
Organizing
Relating
Manipulating
Cooperating
Mediating conflicts
Interviewing
Understanding self
Focusing inward on
feelings/dreams
Following instincts
Pursuing interests/goals
Being original
Working alone
Individualized projects
Self-paced instruction
Having own space
By Bobbie Thibault
52 | Page
RESOURCES FOR YOUR TEAMS
Balsa Suppliers:
SIG Manufacturing:
Balsa USA:
Balsawoodinc.com
Nationalbalsa.com
Specializedbalsa.com
Hobby-lobby.com
1-800-524-7805
1-800-225-7287
Books:
School library
Local library
Barnes and Noble
Amazon.com
ZANCA (1-800-397-4156)
Creative Competitions, Inc. (1-856-456-7776)
Games:
Toys-R-Us
The Gamekeeper
Zainy Brainy
Internet sites:
http://www.georgiaodyssey.org (State site)
http://www.odysseyofthemind.com/ (Creative Competitions, Inc./Odyssey of the Mind™ )
Raw Materials:
Home Depot
Lowes
Hardware Stores
Michaels
Hobby Lobby
Zainy Brainy
Jo-Ann Fabrics
Hobby Stores
Skills:
Ask shop, drama, art, and home economics teachers, or parents who can teach how to act, sew, put
on make-up, dance, wire batteries to a motor, etc. Just make sure that the person teaching a skill
knows that he or she may NOT teach directly to the problem that the kids are trying to solve. Showing the kids how to operate equipment or several ways to put something together is OK. Consider a
workshop on a Saturday for all the Odyssey teams at your school.
Teamwork:
Some teambuilding activities are given to coaches at training. Difficulty with individual children
might be addressed by meeting with the school counselor and the parents.
53 | Page
MATERIALS & SUPPLIES GUIDE
ALUMINUM makes a very strong material that is relatively light and easy to work with. Look in salvage yards, look for old exterior
storm doors, at fabricators and finally at lumber yards.
CARDBOARD: Cardboard is probably the easiest material to find. Appliance and furniture stores have large pieces of cardboard of
various thicknesses. Folded cardboard can be almost as strong as wood.
CLOTH: Cloth can be used to make backdrops as well as costumes. They are easy to transport and very light weight. Last year’s
cloth is better than new since it has already been painted once.
ELECTRICAL SUPPLIES: Check team member’s garages and basements. Ask an electrician for scraps. Switches and wires can usually
be found at hardware stores and lumberyards. Home Improvement and technology stores are a great place to look and look and
look. Take apart existing appliances and reuse motors, wires, and gears.
FOAM BOARD is wonderful to use if your budget allows it. It provides a smooth finished surface that result in a professional look. It
is available in large sheets at many hardware stores and art & craft stores in smaller sizes.
LUMBER, PLYWOOD & BALSA WOOD: Lumber of some sort is the one universal material that is used in some form in almost every
solution. Lumber can be purchased at lumberyards and home improvement stores. It can many times also be found as scraps on
construction jobs (always ask if you can have it before taking it).
GLUES & FASTENERS: Different types of glue and fasteners work better for some products and types of materials you are trying to
fasten together. The easiest, most universal and an Omer’s best friend is the ever trusty Duct Tape. Duct Tape comes in various
colors, easy to paint over and works not only as an adhesive but also as hinges, etc.
LUBRICANTS: Vaseline, Graphite, soap, talc, mineral or motor oil all make great lubricating solutions at little or no cost.
PAINT: There are many types: Latex is easy to work with and can be mixed to make almost any color. Check out paint stores for
paint that had been improperly mixed and many times it can be secured for almost nothing. FYI… spray paint is more expensive
than “brush on” paint.
1. Remember if you buy paint, buy the cheapest paint possible. It doesn’t have to last a long time.
2. Undercoat all cloth and plywood before trying to draw or paint on it…more even look.
3. Open paint cans are the devil’s playground. Always close them when they are not being used.
4. Seal paints that you mix in airtight containers so they don’t dry up.
STYROFOAM (Polystyrene): Styrofoam is a very easy material to work with and can be used for many things. Styrofoam is easy to
cut with household tools and common hand tools. It is light and easily moved around your practice area and transported to and
from competition sites. Styrofoam can be sanded, filed, glued, screwed and nailed. It can be painted with latex paint and can be
coated with plaster, plastic wood and sawdust and glue. Duct tape adheres very easily. You can find Styrofoam at home improvement stores, many hardware stores, appliance stores, etc. are all excellent places to locate smaller pieces of Styrofoam that
are used for packaging materials.
WHEELS AND AXLES: These two items are great excuses for a field trip to your local home improvement or hardware store. Materials for both wheels and axles are limitless, thus allowing Omers to be very creative. Axles include dowel rods, threaded rods, old
broomsticks, bolts, etc.
Worth consideration are pizza boxes, pipe, pie tins (after eating the contents), old toys, water bottles, jar lids….
1. Always ask first before taking. If you explain what you are doing many times people will provide the items you are looking
for at little or no cost.
2. Do not dismantle internally or factory sealed parts of an appliance.
3. Ask parents before using something from home.
4. Dumpsters are great place to find treasures, NEVER actually get into one-you don’t know what is hiding below the surface
5. Be careful around new construction. There are always nails, broken glass and other sharp objects lying around.
6. Be careful with super glue. You can become “stuck up” in a hurry
7. Be careful of hidden sharp edges
8. Never let young children use power tools without supervision
9. Wear safety glasses or goggle when appropriate
10. Do not touch both terminals of a 9-volt battery to your tongue
11. Learn to solder if working with electricity and solder everything
12. Never cut open batteries
13. Be careful what is mixed together
14. Do not try Hot Glue on Styrofoam
15. Remember, your only cost is the portion of the materials that you use in your final solution. If you but a sheet of plywood for
$20.00 and only use a 10th of the sheet in your final presentation you only have to count the cost of the 10th of the sheet of
plywood ($2.00).
54 | Page
COPYRIGHT & TRADEMARKS
Copyrights
Members may use current long-term problem titles and icons and may photocopy Odyssey of the Mind™
materials for distribution within the membership during the program year, but these materials are copyrighted and may not be distributed beyond the membership and without permission for future use. In all
areas — music, visuals, written word, characters — it is the team’s responsibility to avoid copyright violations. It is illegal to use and reproduce copyrighted material without the owner’s permission. The team
should find out if a work is copyrighted and obtain permission to use the work. Judges will not require
teams to produce a letter of permission to use a copyrighted work, since they cannot ascertain who holds
the copyright. Therefore, they will not penalize a team for not producing a letter of permission. However,
teams must be aware that, in some cases, they could be prosecuted by copyright holders if they use copyrighted material without obtaining permission. It is up to the team to determine what, if any; copyright laws
apply to any non-team originated material it wishes to use. Neither CCI nor its affiliates can assist teams
seeking such information or permission.
Trademarks
Current Odyssey of the Mind™ members are allowed to use the following copyrights and trademarks,
which are federally registered to Creative Competitions, Inc., in their solution, for advertising or fundraising purposes within their membership area, and for program awareness. Teams may produce tee-shirts
and similar items bearing any of these marks for their own use. However, if they intend to offer any items
for sale that bear the marks, they must first secure permission from their Association Director or CCI.
• Odyssey of the Mind™ ®
•
• OotM™
• Creative Competitions®
•
• OMER®
• Current Long-Term Problem Icons
•
• OMER’s friends
• Current Long-Term Problem cover art
The team must assume responsibility for using any other registered trademarks such as the NIKE swoosh,
McDonald’s golden arches, etc. Teams must be aware that they could be prosecuted by trademark holders
if they use registered marks without obtaining permission from the owner. No team is allowed to use World
Finals or the WF logo. Teams and/or any other group must obtain permission from its local association or
CCI for the use of any other OotM trademark or copyright to be used at World Finals.
55 | Page
STYLE
Style
Style
Style
56 | Page
STYLE OVERVIEW
WHAT IS STYLE?
 Tells the story…like the exclamation point at the end of the sentence
 Should relate to the problem or solution
 Special effects, paintings, costumes, drama, song, dance, poem, etc.
SO WHY IS IT SCORED?
 It is a team’s STYLE that makes its problem solution unique
 It is a team’s STYLE that demonstrates its creative thinking outside the problem constraints
 It is a team’s STYLE that ties all the elements of a problem solution together
WHAT, EXACTLY, IS SCORED?
 Each long-term problem has 1- 2 mandatory and 2-3 “free choice of team” elements
 Each long-term problem has an “overall effect” element – how well the first 4 fit together and enhance the long-term solution
 Each category is valued at 10 points, for a possible “perfect score” of 50 Style Points
 Each team is scaled relative to the top team, whose raw score is scaled to 50
WHAT IS NOT SCORED?
 Nothing scored in the long-term problem (under “Scoring”) may be chosen for Style score.
WHO SCORES STYLE?
 Style judges are two or three specially trained officials who receive the Style Forms for each team
and score all Style categories
 Style judges score independent of each other and independent of the problem judges
 Style judges score only the Style elements
WHAT IS A STYLE FORM?
 The form is a sheet found in the appendix of the Program Guide
 The form is completed by the team and duplicated to provide 3 copies (as required by your tournament director)
 The form must be filled out by the team (or, in Div. 1, may be dictated to the coach to write)
 The forms (3 copies) are given to the Staging Area Judge to give to the Style Judges before the
team’s performance
 The forms become the judges’ score sheets (so you won’t get them back)
 The forms tell the judges exactly what the team wants scored
 The forms tell the judges how the elements combine for “overall effect” (in the paragraph)
HOW DOES A TEAM SELECT STYLE ELEMENTS?
 Some teams choose the elements at the very beginning of their journey and plan them carefully
 Some teams identify and choose the elements in the middle, after they’ve begun working
 Some teams identify the elements – especially “free choice” – after they are almost done (and they
have a number of items from which to choose)
57 | Page
STYLE - GENERAL STRATEGIES
Each team approaches Style somewhat differently … according to their problem-solving STYLE!
There is no right or wrong method, although there are some approaches that work well for most teams.
Some of the useful basic strategies might include:
ADVANCE PLANNING AND BRAINSTORMING
A team that combines long-term problem discussion and brainstorming with Style brainstorming may find it
easier to integrate all the elements. This may be the result of taking one good idea and letting others flow from
it. (For example, with “Shrinking Structure” many teams brainstormed things that shrink and this led to a number of interesting Style themes.) Brainstorming long-term and Style together often leads to a more detailed,
sophisticated solution.
While a coach may not suggest ideas to a team, he or she may certainly suggest (strongly, even) that the team
discuss questions such as the following:

What parts of the problem solution might the team treat as a verbal spontaneous problem in order to
make a list of creative ideas? (Let the team choose phrases/ideas/words to brainstorm and have a team
member write down the creative answers he or she hears. Division 1 coaches may write for the team, but
the team’s own words, please, to avoid Outside Assistance!)
 EXAMPLE: A spontaneous problem for the vehicle problem might be “Name everything that
travels!”

What could the team do that would be unique or unusual? (Let the team get wild and crazy with their
ideas … one idea, even an unworkable one, leads to others!)
 EXAMPLE: A team might decide that we can’t pull a rabbit out of a hat (live animals are not allowed). But could there be some other surprising thing that we might be able to do? What are
the elements of magic?

What are all possible meanings/examples of _____________? (Fill in the blank with words or phrases from
the long-term problem or from team lists or discussions. )
 EXAMPLE: A team studying The Old Man and the Sea might ask themselves, “What are all the
meanings/examples of conquer?”

Who will your audience be? (Would anything hurt someone’s feelings, be offensive, or not be understood by adults? (Remember, coaches, teams must answer these questions themselves, and you must allow them their choices, whether you agree or disagree).
ANALYSIS OF STRENGTHS
Every team has a different chemistry, and a different compilation of talent. Working together as a team should
be one of the major goals of the group. Identifying different abilities may help to determine where the team
wishes to put their time. Does someone have artistic talent? Gymnastic talent? Choreography experience? Interest in magic tricks? Knowledge about Irish history? Identifying team members’ interests and talents may
spark discussion of unusual approaches – and a team’s unique STYLE! (Remember that talent alone is not a goal.
Judges reward creativity above all else, but talent may be combined with a novel idea to produce a creative element or solution).
58 | Page
STYLE - SPECIFIC TACTICS
(and long-term)
OVERALL, TEAMS NEED TO:
 Make connections in unusual and creative ways. Practice this with spontaneous.

Choose a motif/theme/mood for the problem solution and try to keep this as a basis for all parts of the
solution.

Read the problem and the rules. Then brainstorm and then read them again.
 Do you know: what you can use that is exempt from the materials value form? What materials
are not allowed? What audio-visual equipment you may use? What all the limitations of the
problem are? What the creative emphasis of the problem is?

Be sure all Style elements can be seen or heard during the 8 minute presentation. Style judges will examine Style elements more closely during the time they talk to the team afterwards, but there is only on
first impression!

Remember that old axiom: “Good, better, best; don’t let it rest, ‘til your good is your better and your
better is your best.” “Pretty good” may also be “pretty mediocre.” Teams should not aim for perfection –
that will lead to only frustration! – but should aim for their very best, or at least their VERY good! Odyssey of the Mind™ ™ is about stretching your imaginations, your abilities, and your goals, to surpass even
what you first thought you could do!

Consider as many possible Style categories as they can dream up, including, but not limited to: team
sign, artwork, props, costumes, script, poems, dance, music, movement, mime, lighting … the list is almost limitless! Write them all down and then brainstorm the ones the team likes best. How can we …
modify it? Enlarge it? Turn it upside down? Reverse it? Substitute another method or material?

Be as specific as possible on the Style Form. Identify the exact portion of an element which the team
wants scored, and be sure the paragraph at the bottom explains how everything relates to a theme or
effect. Use that paragraph to elaborate on individual elements.

Have FUN with the Style elements! The team is going to live with these creations for some while, and if
they don’t like them/don’t want to work on them, then regardless of score, this will not be a great Odyssey year! A team should really like its ideas and be enthusiastic about seeing them come to fruition. If interest is lagging, they might be better off going back to the drawing board!

On the other hand, never allow failure to put an end to a good idea if the team really likes it. They
should find another way to implement it, another connection to transform it, or another perspective
from which to view it. This is how ideas go from good to great!
In other words …
Plan carefully, but think crazily,
Mind the Rules, but push the envelope,
Work hard, but have
!
59 | Page
STYLE – THE MAGIC INGREDIENT
Style is “that which is added to the long-term problem solution and relates to the theme of the problem or the
solution, but is not scored under the long-term problem.”
STYLE is:
 An elaboration of the long-term solution
 Not talent, but how the team uses its talents
 A reflection of creativity and an expression of originality
 A process to help “sell” the team’s long-term solution
 The pizzazz and embellishment of the long-term solution
 A degree of “above-and-beyond” to props, costumes, music, backdrop and any other component of the
long-term solution
 That “je ne sais quoi” that makes the performance enjoyable and entertaining
Successful STYLE will:
 Be interesting to watch and understand
 Entertain both the audience and the judges
 Demonstrate originality and pizzazz
 Show “elaboration” and quality on basic ideas, set construction, costumes, props, etc.
 Enhance the long-term solution
 Provide a clear opening and closing
 Integrate all team members into the performance
 Be innovative and unpredictable
 Connect and integrate the style to the long-term solution
 Make the judges think, laugh, cry, get the point, etc.
 Have a unity that is woven throughout the presentation
Questions You Can Ask (to elicit good STYLE design):
 How is this related to the long-term problem?
 Can you use the long-term solution to draw attention to your style?
 What do you mean by …?
 How does this improve your solution?
 Are there other possible ways to do this?
 How could you accomplish this?
 What existing materials/items do you have that can be used in a new way?
 What new materials could you use?
 Can you explain how this idea will work?
 Can several people’s ideas be combined in a useful way?
 What other details could you add?
 How might you modify these materials to suit your needs?
Coaching Tips for Successful STYLE:
 Use what you have! Have the team list their talents before beginning to design.
 Utilize common sense on language and outfit appropriateness.
 Videotape the performance, so team can critique themselves.
 Make contingency plans, in case long-term solution does not. Murphy’s Law does exist in Odyssey.
 Encourage the team to prepare and bring an Emergency Tool Kit.
 Practice at least once in the smallest possible performance area, and in a very large performance area.
 Encourage loud, slow, clear speech!
 Practice the timing of the solution. Try to leave a minute or so of spare time for the unexpected.
 If the team is having FUN, Style is enhanced.
60 | Page
FILLING OUT the STYLE FORM
Specified Style Areas
Most problems specify at least one area of style that will be judged for all teams – for example, the creativity of
the costume of a specific character. Be sure the team checks for what is required by the problem, and write or
type it (word for word) on the style form in the appropriate area.
Free Choice of Team
All problems give the team at least one (and sometimes more) area of style that is the “free choice” of the team
to pick. This can be almost anything; take advantage of that!
 Encourage the team to pick the aspect of their solution that they are most proud of.
 Don’t wait until the last minute to decide, but discuss this early and often.
 Choose areas that will have maximum impact when compared to other teams.
 Be specific. Have the team describe exactly the part of the solution that they want the judges to focus
on. Vague descriptions get vague scores.
 Choose areas that clearly stand out
o Easily identifiable
o Strong points of presentation
 Style is not talent or ability, but rather how those talents and abilities are put to use.
 A judge can only score on what is specified.
If your team is most proud of the cat’s costume, is it the ENTIRE costume? Or just the face? Or just the makeup
on the face? The team should focus in on EXACTLY what they think is most creative and stylish. (If it’s the overall
impersonation of a cat, that’s fine too – but it’s the team’s choice!)
Many problems have long-term scoring categories that are “style-like” – they involved the creativity of a design,
or the effectiveness of a presentation. These items may not be listed as “free choice of team”. Have the team
double-check their choices to make sure there are no overlaps with any scored long-term area. The Staging
Judge will ask the team to choose something else if there is overlap – and just before going on stage is a bad
time to be trying to think clearly.
Overall Effect
This is a brief description to “tell how the style presentation relates to the long-term problem solution.”
 The general impression the team leaves on the judges
 How the four specific style elements of the solution fit together and complement each other
 The smoothness and ‘polish’ of the presentation – it takes practice!
 How well the judges understood what the team was doing.
 Make sure your concepts are clearly described.
 Emphasize your free choice areas in the description.
Elements a Style Judge looks for










Opening and closing, is there a clear beginning and ending to the presentation?
Integration of team members, does one dominate?
Do team members present themselves with confidence?
Originality, is it innovative and unpredictable?
Are style elements smoothly integrated throughout?
Is style interesting and cohesive? Or are bits of action just strung together?
Are concepts and points clearly emphasized?
How thoroughly is style connected to the long-term problem solution?
What is the quality of design, construction and workmanship of costumes and props?
Does the judge “get the point”?
61 | Page
STYLE QUESTIONS
COSTUMES
 Are costumes well keyed to given time period or style?
 Are everyday materials used in different ways versus store bought fancy items?
 Are costumes as well constructed as can be expected from age level involved?
 Do costumes integrate with total effect?
 Is there evidence of innovation and imagination in design?
COMMON STYLE
Street Clothes – Not altered
Rented or bought costumes
MORE CREATIVE STYLE
Assembled costumes from Goodwill
Unusual materials / Made by the team
Costumes that show what character the team member is playing
MUSIC
 Is music integrated into total solution?
 Are lyrics creative and imaginative?
 Was execution of vocal and/or instrumental music clear and easily understood?
COMMON STYLE
None
MORE CREATIVE STYLE
Music, where appropriate or music throughout the performance
Songs – original or parodies
Synchronization – The words of the performance and the beat of the
music go together
BACKGROUND SCENERY/PROPS
 Is setting designed to coordinate, extend and develop overall solution of problem?
 Are graphics clear, easily read and coordinate with theme?
 Are elements of setting designed to be used efficiently without breaking?
 Is setting readily established, indicating careful planning?
 Are details, scene changes and prop utilization well executed?
Background
COMMON STYLE
None or very plain
Lacking in color
Props
COMMON STYLE
Plain cardboard
Few props
Basic items – nothing creative
MORE CREATIVE STYLE
Large if possible and appropriate
Colorful / 3-Dimensional
Appropriate to the theme
MORE CREATIVE STYLE
3-Dimensional
Pop-out props are a possibility
Unusual materials or use of materials about them
Pay attention to detail
Be neat! – Quality is important
Can it move?
OTHER POSSIBLE STYLE AREAS (As long as they are not being scored in the Long-term)
 Membership Sign
 Make-up/Disguises
 Sound effects, poems, chants, rhyme
 Playbill
 Dance, exercise, marching
 Lighting
 Story, play, narrative
 Coordination between people
 Mime
 Engineering
 Foreign Accents
 ANYTHING
 Puppets
62 | Page
WHEN YOU THINK YOU HAVE EVERYTHING IN PLACE
AND READY TO GO….
ASK YOURSELF THE FOLLOWING QUESTIONS

Is your introduction and set-up done quickly and efficiently?

Have the talents of the team been fully used?

Did you consider the use of make-up?

How or where could elaboration be added?

Does the team’s enthusiasm show?

Does the “polish” of the team show?

Have you included variety in you script?

Can each and every voice be heard?

Does the membership sign tie in with the theme?

Can the sound effects, music, etc. be heard?

Is the humor appropriate and funny?

Is the presentation within the allotted time?

Did you allow for the humor timing? (Suppose the audience and judges laugh?)

Is the presentation smooth with good transitions?

Does everything flow?

Are the props well-constructed and versatile?

Will everything fit through the size of the door specified in the Program Guide?

Have you used unique materials for the costumes, props, etc.?

Does the action show what it is designed to do?

Is there a need for dancing, singing, marching, etc.?

Are there any visual distractions which might detract?

Has the team taken care of all the “Details”?

Do you have a unique/obvious way to end your presentation?

Have you talked about how to answer the judges’ questions at the end of the performance?
GO AWAY IN STYLE!
63 | Page
SPONTANEOUS
In the world of
SPONTANEOUS
ideas that are fresh, new, unique, clever,
modern-
istic or DIFFERENT
might very well appear to be difficult to
dream up, BUT that isn’t always the truth!
64 | Page
65 | Page
COACHING SPONTANEOUS PROBLEM TEAMS
Although many teams work for months to prepare a solution to their long-term problem, it is the spontaneous
problem that most often determines the most creative teams and advances them to the next level of competition. This can be frustrating to many coaches whose teams concentrated solely on their long-term presentation.
It is very important to teach teams how to solve spontaneous problems creatively. Spontaneous problem solving
is a critical skill that teams really need to master to be successful in the spontaneous room and in competition in
general. In training team members for spontaneous, it is important to develop both verbal and hands-on skills.
You cannot be certain which type of spontaneous problem your team members will receive. By preparing all
team members for both verbal and hands-on problems, you help them develop diverse skills.
TEACH THE TEAM
 The spontaneous problems generally fall into three categories: verbal, hands-on, and a combination or verbal—hands-on. However, since spontaneous problem solving requires teams to think on their feet, the
problem writers feel that “anything goes”.

The best way to practice spontaneous problem solving is by actually doing it. The teams should practice
spontaneous problem solving several times each week. Coaches need to practice all types of spontaneous
problems regardless of the type of long-term problem the team is solving. For example, a team solving a
technical problem will not necessarily get a hands-on spontaneous problem in competition.

Explain the difference between common and creative responses. Examples are given for each verbal problem. Remember that these are scored subjectively. Though judges are trained and prepare for the competition, it is a good idea for the teams to keep in mind the judges’ knowledge. For an example, a reference to
an inside joke might be a creative response but the judge may not understand the reference and score it as
common. The judge will not ask the team to explain their response unless the problem specifically requires
an explanation.

In verbal problems, sometimes the team members must give a response in sequence (take turns). In others,
there are systems that slow the teams down. It’s amazing how much time is lost because someone forgets to
turn a card, roll a marble, or whatever the system of taking turns calls for. If four people hesitate for three
seconds, that wastes 12 seconds or 10 percent of a two-minute allotted response time. One suggestion is
to practice turning cards, without giving responses. Practice will help them learn to focus on what they must
do beyond giving responses.

Usually verbal problems require a large number of responses. Common responses receive 1 point, while
creative responses worth 3 or 5 points. Verbal problems allow team members to give multiple responses
and team members should try to have several responses ready before their next turn. The team must realize
that excessive speed may cause them to finish early, but with fewer creative responses. They should use their
time wisely. If a problem limits the number of responses, it is best to take time to think of something creative and earn 5 points, rather than rattle off many 1 point responses.

Each team member should pick a topic such as sports, famous people, movies, music, politics, medicine, current events and so on. They should spend some time each week studying the latest news on that topic. Then,
if a team member gets stuck on a spontaneous problem, he or she can associate the problem to the topic
studies. (Be careful, judges may not know the latest rock groups or television characters.)

In hands-on spontaneous problems there are usually various strategies that the teams can employ. Teams
that think solutions are built on luck most likely will not fare well in this segment of the competition. All
problems are pre-tested to ensure that there are a variety of known workable solutions aside from the unknown possible solutions. In competition teams use their combined creativity and usually come up with
many more solutions with wonderful results.

Sometimes in the hands-on problems, some team members may have to work together on a portion while
others may have to work alone. Remember, the final product is a TEAM effort.
66 | Page

Combination problems are just that. They have a verbal scoring element and a hands-on component with
additional scoring.

If a spontaneous problem has a scoring category, “How well the team worked together” then the team
should usually present itself at its best. It should show itself as organized, cooperative and a cohesive whole.
This will receive higher score for this category and will lead to a superior solution for the problem itself.

Humor is often rewarded in spontaneous problems, as well as long-term problems.

Brainstorming is a good practice for spontaneous and long-term problems.

Quiet voices may not be heard by the judge and repeating a response delays the team and wastes valuable
time. Have teams, especially younger ones, speak loud and clear.

Arguing wastes time and will lower score if "How the team works together is judged.”

Ask questions if you are unsure of the problem. Questions will take place during your thinking time.

Before the team enters the room they should elect a spontaneous captain who will be the facilitator for the
decision-making process during this critical planning time. This cuts down on the arguing that will occur
when everyone has their own idea of how to solve the problem.

Teams should refer often to the written copy of the problem — they need to be sure to stay within the problem’s intent. If there is uncertainty about an aspect of a problem, team members may ask the judge(s) questions. Time will not be stopped, but a misunderstanding or wrong assumption can lead to a low score.

There are many possible skills that can be applied in hands-on problems, including building, strategy, measuring, communications, etc. Try to include specialists when choosing who will compete in hands-on.
LISTENING TIPS

Never assume anything.

Don’t jump to conclusions. Listen and understand all the information before deciding your approach.

Work at listening. It doesn’t just happen.

Concentrate at the problem.

Be objective.

Listen to your teammates. They might say something you can build on.
SPONTANEOUS COMPETITION

When the team enters the spontaneous room, the judge will tell the team the type of spontaneous problem
the team will have to solve. If more than five people are on the team, the team will select the five to compete. This decision should be made beforehand. The remaining team member(s) have the option to leave
the room or to sit quietly in the room and watch. If non-competing team members interfere, a penalty will
be assessed.

Pre-determine your 3 spontaneous teams before competition day:

verbal team

Listen carefully while the Judge reads the problem. Teams need to form the habit of listening carefully to
the directions provided at the beginning of each spontaneous problem.

nonverbal team

hands-on team
67 | Page
DEVELOPING VERSATILE THINKING
Responding to Pictures, Cartoons, Objects, etc.

Teach team members to look at the problem from different points of views. (i.e. If they are asked to speak
to or about an object, have them look closely at the object and ask themselves questions like: What are the
materials used to make the objective? What is the purpose of this object? What unusual experience or sayings are associated with this object? What associations can be made with the people or things shown in this
picture or cartoon?
Webbing or Category Thinking

Teach team members to think in general terms. Categories, such as shapes, colors, professions, athletics,
clothing, transportation, books and celebrities are used as a trigger for multitude of responses.
Stuck Strategies

Your team should brainstorm possible strategies to use in a competition when a student is searching for a
response. They should consider their surroundings, including the furniture and decorations, when seeking
an idea. The team may consider whether this is the time to give a common response immediately or use the
example given in the problem.
Videotaping

Use video to record your team’s spontaneous sessions. It also helps to judge the team from the back of the
room during practice. This encourages teams to speak loudly and clearly.
Multiple Responses

Get your team members to become prolific with responses by requiring that they give two to five answers
with each turn. When turning cards, they must give the same number of answers as the number on the card
(1-5). The team can also practice by rolling a die and giving as many answers to the problem as the number
rolled. You may also put team members in small groups of two or three and have them respond in turn.
Debriefing & Critiquing

After each problem, critique – don’t criticize student responses. Ask questions like: How did you get that
answer? Which answers were most creative? Could any of the common responses have been made more
creative by elaborating? Were some of the responses too elaborate? Could the point have been made in
fewer words? Critiquing should be used to encourage more answers, not inhibit them.
Piggybacking or Hitchhiking

Teach team members to listen carefully to each other’s responses. Ideas can then be combined supplemented, expanded upon or enhanced.
68 | Page
28.57% of your score!
The “key” to successful competition!
The true test of creativity!
SPONTANEOUS

Learning to ride a bicycle is NOT found in books, videos, classroom study or any outside assistance. Get
on and ride and fall and ride again and again and again!

Discovering how to play golf is not on tapes, in journals or listening to instructors. It is in addressing the
ball and hitting and trying once more and doing some more hitting.

Swimming requires getting wet, swallowing water, facing fears and jumping into the water several
times.

Reading is ascertained by facing the page with letters, words and sentences and missing a few words
and plowing ahead over and over.

So let it be with

Spontaneous!
No day of practice should pass without Spontaneous being attempted.

While you are working on sets, props, costumes, “stuff” that requires duct tape, do some ‘verbal’ using
all the teams members!

When you are in the car driving from place to place -to school -to office -to store, throw out some verbal challenges.

Spontaneous can and should be practiced, attempted, tried and undertaken with as few or
many team members you have on a constant, “all-the-time” basis. It is never too early to start but it can
definitely be too late.
Spontaneous is a learned skill that will be the key to your success. It is a
learned skill that will benefit your individual members for the rest of their singular lives. Thinking on
your feet and reacting to events in a ‘real time’ situation is a skill worth learning!
Georgia Odyssey of the Mind™
69 | Page
A SPONTANEOUS Problem
(Reliable for Verbal, Verbal—Hands-On and/or Hands-On)
ALERTNESS is first – primary – of the greatest importance – at all times!
XENOPHOBIA is to be avoided – banished – eliminated! Have (as well as
show) no fear of the unique – the strange – the foreign – the “out-of-theordinary”.
INTELLIGENTLY listen (not just ‘hear’), relate (to the challenge as well as
other team members), analyze (the problem and teams ability) and finally
work (as a ‘team’.)
OBSERVE everything; rules of problem, layout of the room and the props,
all directions, the judges and especially each other!
Maniacally Make Many Marvelous, Masterful, Mature, Motivated Responses!
Georgia Odyssey of the Mind™
Unique SPONTANEOUS Challenges
70 | Page
Some suggestions on forming your own problems!
Every coach (experienced or new) has run into that empty feeling when there is an absence of material for
spontaneous challenges for his or her team. Since you definitely need to practice spontaneous each
day you are working with your team, let’s see where to get ideas? (These are only suggestions and can be
altered, adapted and modified for your particular situation.)
FIRST: Get a paper box. You know the kind; one of those boxes you find in the office or school that holds
ten reams of 8.5 X 11 paper. Write spontaneous on the outside and start filling it with items and little
notes to yourself. Only the coach(s) should have access to the contents.
SECOND: Start filling with items like, toothpick(s), pipe cleaners (long and short, colored and white), ping
pong balls, egg carton(s), thumbtacks, paper clip(s), string, tape (all kinds), envelopes, file folders, etc.
(There will be longer listing of suggested items at little later.) Also, have at least one file folder marked
“Verbal” so you can slip notes containing ideas. NOTE: Every item that is designed in your mind for a
“hands-on” problem can also be used singularly or in groups for the all-important “verbal/hands-on”. Also
have a folder with pictures for reaction(s).
THIRD: Have this box with you at EVERY COACHING SESSION! You WILL use it each session, but especially
when things get bogged-down and your team seems out-of-sorts, just whip it out and challenge them.
FOURTH: This very important box should have any “Odyssey of the Mind™” books that are available. The
ones with suggested spontaneous problems. Use them! It is relatively easy to modify any one problem
to change the purpose, the conclusion, the materials, the method of ‘order’ of participants, etc. Work on
the various changes in all that spare time you have. Also, in most book stores (Books-a-Million, Barnes &
Noble, etc.) there is a section on puzzles and games. Search it out and get some ideas. Also, many magazines (science particularly) have diabolical quizzes, puzzles, challenges within them. Use them with alterations as needed and keep them in box. Always mark clearly the changes you deem needed for your team
based on age and experience of members. Do NOT rely on memory.
NOW: A listing of items you might want to include. Don’t spend money. Just gather these items from the
house, workshop, school, office, etc. Add to list and subtract from list. This is YOUR box and your team.
71 | Page
Items for SPONTANEOUS Team Challenges
Paper clips (large and small)
Pipe cleaners
String
Masking tape
Noise makers
Balloons
Pencils
Foam
Buckets (various sizes)
Styrofoam cups
Index Cards
Rubber bands
Duct Tape
Paper plates
Clay (in stick form)
Popsicle sticks
Ribbon
8.5 x 11 paper & folders
Scotch tape
Tooth picks
Lunch bags
Tubes (toilet/paper towel)
Yarn
Mailing labels
Spoons (plastic)
Boxes (various sizes)
Nails
Adhesive tape
Band Aids
Markers & Crayons
Cardboard
Waxed paper
Self-adhesive labels
Business envelopes
Rulers & Yard stick
Dowels
Aluminum foil
Ball bearings
Marbles
Egg cartons
Thumbtacks
Newspaper
Play-doh
Styrofoam peanuts
Coffee cans
Cotton balls
Straws
Tennis balls
Golf tees
Golf balls
Ping pong balls
Coffee stirrers (McDonald’s type)
Pliers Screw Driver
Anything else you can think of or need or want!
Non-Verbal (Hands-on) and Verbal/Hands-on notes:
The items listed above can be used in thousands of combinations to challenge your team in spontane-
ous situations. Take any three of four and have them build something. Make a bridge (judge on height
and/or length – with or without weight). Build a tower to hold weight (nails and/or golf balls). Make them
move items without hands from point “A” to point “B”. Challenge them to do each task without speaking to
each other – using other methods of communication. For verbal/hands-on, each member must react to the
item(s) YOU CHOOSE and pass it on to next member with no repeats. Have them gather items and place in
a ‘holding’ situation. Blindfold one member and have other members non-verbally command him or her to
place one item selected in a box or envelope. Out of four items you select, have team members individually
use two for verbal reaction. To make it more challenging: use 12 items and no two can be repeated as team
moves from one member to the next in verbal reaction or comment. The opportunities are unlimited.
NOTE: Make it fun for team as well as instructional. Learn with them. Challenge yourself to come up with
great responses.
72 | Page
ENCOURAGE TEAMWORK
THE WRAPPING OF GIFTS
Materials:

Shirt box or other regularly shaped box

Gift wrap

Ribbon and bows

Scissors

Tape

2 Blindfolds
Exercise 1

Break the team into groups of two or three.

Using just one hand each, have them wrap a present

Give them a time limit to add to the challenge.

Add penalties for using the second hand.

Review where team work helped and where the lack of it hindered their success. (It takes real
teamwork to pull this off and come up with a good-looking package.)
Exercise 2

Repeat Exercise 1 with new complications.

The hand used must be their non-dominate hand and there is no talking allowed.

Review some of the non-verbal communication techniques they used and let them try it again.
Exercise 3

Blindfold two of the team members.

Have a third member provide them with directions to get the package wrapped.

The blindfolded members cannot talk.

With Division I teams, let them use both hands, but Division II and Division III teams should only use
one hand.

Review again the teamwork techniques used.

Congratulate them on what they have learned.
73 | Page
Verbal Problem: BE PATIENT
A. JUDGE READS TO TEAM:
1. You will have 1 minute to think and 2 minutes to respond. You may ask questions at any
time, but the clock will continue. You may not talk to each other at any time
2. You will receive 1 point for each common response and 5 points for each creative or
humorous response.
3. Your team is to take turns in sequence. You may not skip your turn or repeat or pass. If
one member of the team is stuck, the team is stuck.
4. Once the time begins, it will not be stopped. If the judge asks you to repeat a response,
to clarify, or to give another response, time will continue. Speak loudly and clearly.
5. Your problem is to pretend you are a patient in an operating room and you hear noises
and conversation. Say what you would like to hear or what you would not like to hear.
You must begin each response with "I would like to hear..." or "I would not like to hear..."
For example, you might say “I would like to hear 'You will be just fine.'"
6. Once again, your problem pretend you are a patient in an operating room and you hear
noises and conversation. Say what you would like to hear or what you would not like to
hear. You must begin each response with "I would like to hear..." or "I would not like to
hear..."
A. FOR JUDGES ONLY:
Common responses:
“I would not like to hear, 'This is going to hurt.'"
“I would like to hear, 'You will be just fine.'"
Creative responses:
“I would not like to hear, 'What do you mean her appendix has already been removed?!'"
“I would like to hear, 'Oops!'"
74 | Page
Hands-On Problem: TOOTH PICKS ALL AROUND
A. JUDGE READS TO TEAM:
1. You will have 6 minutes to work and complete your solution.
2. Your teams' materials are: 6 straws, 25 toothpicks and 1 sticky label in a baggie. You have scissors to use as a
tool, but may not use the scissors or baggie as part of your solution.
3. You may ask questions or talk to each other at any time. Time, however, will continue.
4. Your Problem Is: Using only the materials given, you must build a structure that will stand on either of the
pointed (finished) ends of the toothpicks. Only the straws and toothpicks may touch the poster board. Each
finished end of a toothpick touching a circle will receive the points printed in that circle. Some circles have
negative points, and a toothpick end touching those circles will receive the negative points. Your structure
MUST BEGIN IN, and must touch, the START AREA.
5. Straws which touch point circles will not earn score. If any part of a straw touches a circle, you will not receive ANY points for that circle, even if a toothpick end touches it also. Toothpicks lying down on the scoring
board will not receive points. Toothpicks must also be touching the overall structure as well as a circle in order to be scored.
6. You will be scored at the end of 6 minutes or when you decide to stop. When you are scored, you may not be
touching any of your structure.
7. Scoring will be based on the total number of points received and total number of points subtracted. Each
toothpick connected to the structure that has a finished end touching a circle will receive the value of that
circle. More than one toothpick may touch a scoring circle.
8. (Repeat "Your Problem Is..." and then give the team a copy of the problem.)
9. Time Begins Now. (Give team 6 minutes.)
B. FOR JUDGES ONLY
1. Before the team arrives, prepare poster board with the scoring areas marked as below.
2. Give each team exactly 6 minutes. When time ends, they may no longer touch the structure.
3. Tape the scoring board to the floor or a table top.
4. Materials may be cut or altered. Toothpicks may be broken to obtain a higher score, but DO NOT tell them
that unless THEY ASK! Only the "finished ends" may be counted, though. (If a toothpick is broken in thirds,
the center portion does not count for score.)
5. Any toothpick or piece of toothpick connected to the structure can be scored as long as it is resting one end
in a circle when the team finishes.
6. Circles may be traced around coins. Mark inside the circles the point values. Smallest circles should be
worth 20 points, medium circles worth 10 points, and largest circles worth 5 points. Mark the circles in red as
negative 15 (-15) points each.
SUGGESTED SCORE BOARD:
START AREA
(6" x 6")
75 | Page
Combination Problem: INSTANT FABLE
A. JUDGE READS TO TEAM:
1. You will have 4 minutes to think and 3 minutes to respond. Questions count against
your thinking time.
2. Your problem…In front of you are various props to choose from. You are to produce a
creative performance, skit, or play, using only these props. The items must enhance
the story. The story starts out with a team member saying, “In a land far, far way…”
and continues for up to 3 minutes or until the team wishes to stop. The story must
end with the phrase, “and they lived happily ever after”. Once time begins, it will not
be stopped. When the judge has called time, you must say the phrase, “and they all
lived happily ever after”. Reread the problem again before starting.
3. Score will be as follows:
 Teamwork
 Creativity
 Quality of content
 Length of time used
1-100 pts
1-50 pts
1-50 pts
1 pt for every second used of the 3 minutes
B. For Judges only:
Find the most “off the wall” items you can find and some more common items from around
the house to use for props.
Items:
 Plant
 Potato
 Toy car
 Hat
 Glass jar





Couple of beanie babies
String
Newspaper
Macaroni noodles
Nuts & bolts
The skit can be performed by them or directly through the props, using the props as characters. They are not limited to the use of just the tabletop. Extra points should be granted for
using all the props.
76 | Page
The SCAMPER TECHNIQUE OF BRAINSTORMING
The use of an idea checklist is an easy way to improve your ideas during a brainstorming session. The following words ( S. C. A. M. P. E. R.) are designed to serve as triggers for new ideas. Teach your team this
technique, and they’ll have more creative ideas!
Substitute
What can you substitute? What can be used instead? Who else instead? What other
ingredients? Other material? Other process? Other power? Other place? Other approach? Other sounds? Other forces? Instead of ... I can ...
Combine
What can you combine or bring together somehow? How about a blend, an alloy, an
assortment, an ensemble? Combine units? Combine purposes? Combine appeals?
Combine ideas? I can bring together ... and ... to ...
Adapt
What can you adapt for use as a solution? What else is like this? What other idea
does this suggest? Does past offer a parallel? What could I copy? Who could I emulate? I can adapt ... in this way ... to ...
Modify
Can you change the item in some way? Change meaning, color, motion, sound,
smell, form, shape? Other changes? Also: Magnify: What can you add? More time?
Greater frequency? Stronger? Higher? Longer? Thicker? Extra value? Plus ingredient? Duplicate? Multiply? Exaggerate? And: 'Minify': What can you remove? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Split up?
Understate? I can change ... in this way ... to
Put to other uses
How can you put the thing to different or other uses? New ways to use as is? Other
uses if it is modified? I can re-use ... in this way ... by ...
Eliminate
What can you eliminate? Remove something? Eliminate waste? Reduce time? Reduce effort? Cut costs? I can eliminate ... by ...
Rearrange
What can be rearranged in some way? Interchange components? Other pattern?
Other layout? Other sequence? Transpose cause and effect? Change pace? Change
schedule? I can rearrange ... like this ... such that ...
Example: I want to invent a new type of pen.
Substitute - ink with iron, nib with knife
Combine - writing with cutting, holding with opening
Adapt - pen top as container
Modify - body to be flexible
Put to other uses - use to write on wood
Eliminate - clip by using velcro
Rearrange - nib to fold outwards
77 | Page
SCAMPER
Enhance your team’s creativity by using a checklist called SCAMPER. SCAMPER is an acronym for a series of
thinking processes. It was developed by Bob Eberie, a well-known author of activity books for gifted kids.
He based his idea on an earlier checklist from a book by Alex Osborn called Applied Imagination: Principles
and Procedures of Creative Problem Solving. When using the SCAMPER checklist, start with a particular
object or idea in mind, then think about ways to change it.
S
Substitute: What could be used instead?
M
Other ingredients
Magnify: How can it be made larger, stronger, or
thicker?
Minify: How can it be made smaller, lighter or shorter?
Make it wider/narrower
Make it shallower/deeper
Make it bigger/smaller
Make it better
Make it multiples/condense
Make it stronger
Make it higher/lower
Exaggerate it
Other processes
Other places
Other people
Other materials
Other power sources
Other approaches
Change one part
C
Combine: What could be added?
Add other parts
Add ingredients
Add motion
Add color
Add flavor
Add functions
Add sounds
Add textures
A
Adapt: How can it be adjusted to suit a
condition or purpose?
Redesign the interior
Redesign the exterior
Change the symmetry
Change the pace
Change its shape
Change capacity
Change function
Change perspective
Make it easier
Simplify it
Modify:How can the color, shape, or form be changed?
Make some parts bigger
P
Put to other uses: What else can it be used for?
E
Eliminate: What can be removed or taken away from
it?
Take away parts
Take away a quality
Combine ideas
Other uses
Other purposes
Reduce it
R
Reverse: How can it be turned around or placed opposite its original position?
Rearrange: How can the pattern, sequence, or layout
be changed?
Opposites – Backwards – Upside Down
Reverse roles
Transpose cause and effect
78 | Page
SCAMPER IN ACTION
Imagine that you’re thinking on an umbrella. Here are some ways to SCAMPER it.
Substitute
Use a wire coat hanger and plastic wrap or a plastic bag.
Combine
Add a digital clock and radio inside the umbrella handle.
Adapt
Make a version for joggers who run in the rain. It should be lightweight, glow in the
dark, and easy to attach around the whole body.
Modify
Make it out of a material that dries instantly.
Magnify
Make it wide enough to keep two adults dry, or deep enough to cover one person to
the knees.
Minify
Make it lighter (use a Styrofoam handle). Or make it small enough to fold up and fit
inside a purse.
Put to other uses
Dig holes with it.
Eliminate
Take away the handle and attach the umbrella to a headband. Or prop it on a chair
and use it as a sunshade.
Reverse
Turn it upside down, hang it on a tree, and fill it with birdseed.
Rearrange
Put the handle on the side.
79 | Page
BRAINSTORMING
Whenever possible, introduce an activity problem by having students brainstorm wither in a large group, small
group or individually as many ideas as possible. As an example from the activity “A Coat Hanger for All Reasons” are these student responses:
PROBLEM: How many different uses for a coat hanger?
Light bulb remover
 Airport wind sock
 Turn on/off TV from a distance
 Open a locked car door
 Attach a magnet for metal pickup
 Axle for small-wheeled carriers
 Binocular holders
 Pajama strap finder
 Drawer dividers
 Handle for big dollhouse
 Book holder
 Small basketball hoop
 Jewelry item holder
 Weather vane
 Holder for loop earrings
 Frame for linen lunch box
 Bath towel holder
 Badminton frame
 Slingshot
 Frame for rag doll
 Bicycle basket
 Clock hands
 Hot plate stand
 Wire sculpture
 Dipstick for Easter eggs
 Christmas tree stand
 Bicycle stand
 Hanging pot hooks
 Doorstop
 Conductor’s baton
 Musical instrument
 Bird feeder stand
 Plant stand
 String instrument piece
 Umbrella frame
 Oil dipstick
 Holder for yard signs
 Gate hinges or gate latch
 Cookie cutter
 Fireplace poker
 Paint stirrer








































Sundial
Dog leash
Shoe rack
Muzzle for a dog
A bow
Parts for a mobile
Use for hanging ornaments
Kite frame
Rain gauge
Butterfly net frame
Depth stick measure
A paint roller holder
Portable fishing pole
Permanent chopsticks
Shish kebab skewer
Stakes for tent
A hat rack
Giant safety pin
Large paper clip
Shoe scraper
Dish holder
Cartridge holder
Tool holder
Lunch box organizer
Back scratcher
Hot dog stick
Planting pot rake
Make home address numbers
Wire cage handle
Lightning rod for feeding angry alligators
Marshmallow stick
Newspaper rack
Gun barrel cleaner
Sheet music holder
Spare button holder
Soap bubble maker
Storing washers
Walkman holder
Twists for garbage bags
Nail puller
80 | Page
PRACTICE SPONTANEOUS PROBLEMS


















































If electric current could be carried on laser beams, name as many uses for the obsolete wire as you can.
Using six pencils make four equal triangles. Limitation: The angle to the triangle must be formed by the ends of the
pencils, not the intersection of pencils
Bag device: Each group is given a bag of materials. Each is to invent and describe “The Creation” using everything in
the bag once. The group is given ten minutes to complete the task.
Draw a squiggle and pass it on to a teammate who has to make an invention from the squiggle.
Create a recipe for friendship cake or crabby casserole using eight ingredients.
Use eight straws to construct a sculpture. Nothing else may be used.
Incorporate numbers in words-two-faced, innate, fourscore, etc.
What are the uses for two tennis ball halves?
Make a list of all the birds, trees, etc., you can think of
List things that are red, soft, artificial, round, long, etc.
List all the animals you can think of that jump, swim, fly, wiggle, etc.
Using only your fingers, make as many different noises as possible
Use two cotton swabs and improvise uses or pretend they are something else
Name something that everyone else needs one more of and convince us why
Talk to a dollar bill. (How do you feel? Inflated?)
Name the advantages of having trees, oceans, glass, friends, mountains, pets, fur, mosquitoes, etc.
Select a weather condition and make a statement as to when you want it to happen. Example: A blizzard to close
school when exams are scheduled
Use letters of the alphabet-words/phrases/sentences. Example: Try to “B” creative when you give a spontaneous answer
Use the word “car” in a phrase, or name kinds of cars.
Invent a new holiday, and describe how we could celebrate it.
Name things you might find on the bottom of your shoe.
Use the word card in a phrase, or name kinds of cards.
List things that make you feel warm inside.
Statue: Strike a pose and make a comment
Name uses for a watercolor maker.
Combine a door and an ice cream cone
Use the word “Tall” in a word or phrase
Name containers and what they hold
Use the word “wheel” in a word or phrase
 Name things that are green and can be eaten.
Improvise with or show a use for a pencil or pen
 Name a use for a room, or name kinds of rooms.
List words with the same first and last letter (Dad).
 Name things that are loved, and who loves them.
Name things you could see through a porthole.
 Name things with many small pieces or parts.
Name things you would see if you were a worm.
 Name things you would find in a movie theater.
Name things you would find in a kitchen drawer.
 Name things you might send in an envelope.
Name things you do to get ready for the holidays.
 Name things you would find in a spider’s web.
List things that are beautiful, and tell why.
 Name things you would find in a bowl of soup.
Name things you could wrap around your finger.
 What can you do with a large pile of snow?
Name ways to cut grass without a lawn mower.
List purple things.
 Name things that are white and soft.
Name classes you could take at a school.
 List things that include the word heart.
List things associated with old age.
 Name things that have ears.
Name things that come in pairs.
 Name things that are sweet and round.
Name different kinds of hats.
 List things found in a tool box.
List things that come in boxes.
 List things that are free.
List things that are round and yellow.
 List things that you are thankful for.
List jobs that help people and who they help.
 List Thanksgiving things.
Name things that are flat and good to eat.
 Name kinds of animals and where they live.
Name things that melt.
 The answer is red; what is the question?
Name things that give off light.
 List uses for a worn out light bulb.
List shiny things.
 What could you make out of an old shoe?
81 | Page






















































Name things that are hollow.
Name holidays.
The answer is morning; what is the question?
List gifts you would like to receive.
List things to do on a winter vacation.
Give uses for an old Christmas tree.
Name things that are smooth.
List two letter words.
What could you do with a piece of string?
Name things you can hang on a wall.
Name things found in a castle.
List uses for a toothbrush.
Give uses for a light bulb
List all the uses for an umbrella
Name all kinds of boxes
List all kinds of beds
Make up three-syllable rhyming words
Now try four-syllable words
Use an animal in a phrase or sentence
Name all the supports you can think of
List sports.
Name uses for a sidewalk
Compare a button & paper
Name kinds of bottles
Name kinds of holes
List uses of chewing gum
List things you could store in a shoebox.
List words with two syllables.
Name things you can read.
List things you don’t like to hear.
Name household chores.
List places to go on field trips.
List things at a zoo.
List things in a bag lunch.
The answer is 12; what is the question?
Name a place to play.
Name ways to make people laugh.
List words that begin with “Y.”
List titles of books.
List gifts that don’t cost anything.
Name kinds of cookies.
List girl’s names.
Name sounds you hear in a kitchen.
Name things you can do by yourself.
List things you can do only once.
List words that rhyme with take.
Name places you like to visit.
List brand names.
List words ending in “~ly.”
List reasons to stay in bed.
Name cities.
List things with points.
Name kinds of fuels.
List kinds of cars.





















































List games.
Talk to or improvise with the key.
Name outdoor winter activities.
Name ways to get to school.
List words with five letters.
List names of authors.
Name things with spots.
List three letter words.
List things that are white and cold.
List words beginning with the letter “J.”
List things you could do with a pail of water.
Name valuable things.
List things you can do with one hand.
List things that are sweet.
List uses for a plastic sled.
List words beginning with “in~.”
List things a grandmother might say.
The answer is “cold”; what is the question?
List things you see out your front door.
List words with three syllables.
Name things you find in the ground.
List boy’s names.
List things in a kitchen cupboard.
List uses for a garbage can.
Name things with four corners.
Name things you would find in a lake.
Name things you think are beautiful
Name words ending in “~ing.”
Name things you put on.
Name animal sounds, and tell the animal.
Name breakfast things.
List words that end in “W.”
Name things you throw away.
List bad habits.
Name things with seeds.
Name places to explore.
Where would you find numbers?
List things that crumble in your hand.
List things you can wash.
Name things that are white and hard.
List uses for an empty film container.
Name uses for “post it” notes.
Name things that come in threes.
Name things that you can see through.
Name things that you turn.
Name ice cream flavors.
Name uses for a glove.
Name ways to tell time.
Name things you avoid.
Where would you find a key?
List things that become more valuable with age.
List foods that are yellow.
Name uses for Scotch tape.
ALWAYS BE ON THE LOOKOUT FOR SPONTANEOUS PROBLEM PRACTICE IDEAS!!
82 | Page
OUTSIDE ASSISTANCE
NEW COACHES… Hardest part – Letting the team do it themselves
EXPERIENCED COACHES… Hardest part – Letting the team do it themselves
83 | Page
OUTSIDE ASSISTANCE
Students learn best when they complete tasks on their own, and they develop a sense of pride and increased selfesteem whey they go beyond what is expected. To ensure that teams members get the full benefits of participation,
and to ensure fairness, team members must design and create all aspects of their problem solution.
WHAT IS CONSIDERED OUTSIDE ASSISTANCE?
 It is OA if anyone beside the team members
 SUGGEST or CHOOSES the theme, music, costumes, props, etc.
 SUGGEST or MAKES any part of the solution or style materials
 OFFERS IDEAS or Solves the problem for the team
 FILLS OUT any of the paperwork except Division 1 – (Div. 1 Coaches may record the team’s ideas. In their
own worlds and decisions)
 ASSISTS in applying makeup, repairing materials or hairstyling
 ASSISTS the team in any way once they have left the staging area judge
 ANSWERS questions addressed to the team by a judge
 SIGNALS or ASSISTS the team in any way while they perform
TEACHING TEAM MEMBERS SKILLS
A coach or parent can be most helpful to team members when they teach them a skill that the team members may
not have possessed before the Odyssey of the Mind™ year. It is important to remember that on one can suggest that
they use a certain skill. One of the ideas behind the Odyssey of the Mind™ program is for team members to learn
new skills. The following is an example of a situation.
Situation: A team member is trying to hammer in a screw with a wrench. Most people would realize that this is not a
proper technique. Approach the team member and ask them “Is that the proper technique for the job?” Most likely
they will say “No.” There are several different techniques that the team member could use to solve the problem.
Question the team member and allow them to explore some different techniques before allowing them to continue.
Q1:
Q2:
Q3:
Q4:
What is the proper tool for screwing in a screw?
They could choose to get a screw and screwdriver
What do you normally hammer into a piece of wood?
They could discover that they need a nail and hammer
What do you normally use a wrench for instead of hammering?
They could discover that they need a bolt and wrench
Are there any other methods of attaching the two items?
They could discover that they could glue it together
Whatever technique they choose, once they have made a decision, someone can teach them the skill need for that
job if they do not possess that skill.
FIRST LET’S REIVEW THE BASICS
Coaches have the responsibility to organize the team, maintain order and discipline. They may serve as a “secretary”
to a team (no matter what division) as long as they write only what the team members say. (However, for other official forms, coaches may write them out only for Division I teams).
Coaches are allowed to ask the team members questions to get them to think about their solutions and how to improve them. However, they may not ask questions in a leading way. For example: “Don’t you think it would be better
to narrate your play, rather than act it out?” The correct way to state the question would be, “How many different
ways are plays presented?” This will encourage the team to think creatively and not indicate that the coach thinks the
way the play is presented should be changed. By asking broad questions, the coach stimulates the team members to
think. This is the heart of the Odyssey of the Mind™ program.
84 | Page
101 OUTSIDE ASSISTANCE for PARENTS

What parents may not do is provide the dreaded "Outside Assistance", for which the team will receive penalties at the tournament. Just remember that all ideas for the long-term problem solution, as well as all of
the implementation of those ideas, must come from a team member.

However, there is NO "Outside Assistance" in Spontaneous Problem Solving, so feel free to assist the coach,
practice at home around the dinner table, and have fun with your family doing spontaneous problems with
your child and/or other children. (Everyone loves spontaneous!)
Did your child tell you that you may not help?
That is absolutely
That is absolutely
Well?
wrong!
right!
Which is it?
BOTH! You may do many things to help the team, but there are also things you might want to do that would
cost the team penalty points. So...how do you know the difference? Here is your own handy, dandy, just-forparents guideline!
Do
Don’t

Transport the team to buy things

Suggest what to buy

Transport the props

Repair props if broken in shipping

Teach the team a skill, IF the team asks, such as:

Suggest to the team which skills to use to solve a
problem

Suggest to the team, which skills would result in a
better looking or better functioning solution

Give the teams any ideas for their problem solution

Sew anything, paint anything, do anything to contribute to the team's problem solution

Analyze why something failed

Expect perfection from a solution not done by
adults (or from a solution done by adults, for that
matter!)

Suggest what materials to get from the attic,
closet or basement

Fix anything that breaks

Criticize any part of a team's solution

Put emphasis on scores instead of fun

Sewing

Woodworking

Art electronics

Engineering

Principles of simple machines

Help provide snacks

Bring spontaneous problem supplies

Help get the props into the building for the tournament + staging area

Open attics, closets, basements for “garage sale
value” materials
As you can tell, parents ARE important, as resources for leaning skills, helping get materials, providing moral
support, supplementing working brains with nourishment, and generally facilitating the logistics of a working
team. Without your encouragement, your child will not develop the self-confidence that Odyssey of the Mind™
promotes.
85 | Page
GENERAL CONCEPT




The Team MUST conceive, design, construct, and perform their own ideas.
The solution is the Team’s design, their work, their performance, and their score.
The Team IS responsible for what they do, not the Coach. The Coach is a FACILITATOR.
Odyssey of the Mind™ ™ challenges are for the students, not the coaches, nor the parents
Conception and Design: Coaches CANNOT
 Coaches/Parents/Friends/etc. verbalize their ideas/solutions to the team
 Ask leading questions that cause the team to think of “your ideas”
 Have a person instruct the team on engineering techniques to specifically improve their unique solution
Construction/Preparation/Practice: Coaches CANNOT
 Use a power tool on the team’s actual solution
 Demonstrate a construction technique specifically on the team’s actual solution
 Hold a team member’s hand while performing a task
 Use prior year’s props with a different team
 Help work on the team’s solution (only the actual team can do this)
 Help finish a prop due to lack of time ( team members know how to do it)
 Give “stage directions” –e.g. “You need to speak louder”(A team member should be the Stage Director)
 Hold a dress rehearsal before “judges” who give critical feedback to the team
Performance: Coaches CANNOT
 Help the team with anything – costumes, hair, make-up
 Plug electrical cord/equipment into a performance site outlet
 Tell the team where to place a prop
 Prompt a “stuck” team member
 Help in any way during the team’s performance
Conception and Design – Coaches CAN:
 Help the team to generally understand the rules
 Explain the Long-Term Problem to the team (without specific solution hints)
 Conduct brainstorming sessions for both Long-Term and Spontaneous
 Ask the team questions to make sure its solution is well thought out
 Give the team “homework” assignments based on their ideas
 Write down team’s ideas and/or instructions in the team’s words

Have a resource person instruct the team on techniques – sewing, painting, acting, photography, sawing/hammering, construction
 Present many construction options to the team and let them choose
 Watch films, videos and live theater
Construction/Preparation/Practice – Coaches CAN:
 Plug cords and/or electrical equipment into an outlet
 Move equipment and materials for the team
 Demonstrate proper use of power tools and equipment on something other than the team’s solution
 Have the team participate in a Basic Skills Workshop
 Use leftover paint from prior year (different prop)
 Use prior year’s props with exactly the SAME team
 Schedule practice sessions
 Help the team improve its Spontaneous skills and evaluate Spontaneous practice sessions
Performance – Coaches CAN:
 Help move the props up to the Pre-Staging/Staging area & help with props after the performance is over
 Help the team “warm-up” for Spontaneous
 Obtain the team’s Long-Term scores after their performance
86 | Page
PENALTIES FOR OUTSIDE ASSISTANCE
There are really only two ways in which Outside Assistance is possible in Spontaneous. They are: (1) If, during the
competition, one of the nonparticipating team members joins in to help the team members who are doing
Spontaneous or (2) If someone obtained a copy of the problem(s) in advance and gave it to a competing team.
What are the penalties, if Outside Assistance is present? Here is how an Outside Assistance penalty should be
considered:
First, you must consider the amount of assistance given. As an example – The coach who holds a team member’s
hand for a few seconds while he/she is spray painting. If this is done while painting the prop, then a very small
Outside Assistance penalty should be given. The questions the judge should ask are, “If the coach did not help
spray this part of the prop, would my score have changed? How much did it help the team?” The assumption is
that if the coach did not spray that part, he/she would have taught the team member to spray paint using another item. The answer to the question is obviously that the score would not have changed or would not have
changed significantly.
If the coach helped paint the entire prop, a larger penalty would be assessed. If the coach made the entire prop,
a larger penalty, and if the coach had the idea for the prop as well as made it, an even larger penalty should be
given. However, there is a second consideration. How much is the prop worth to the team? If the team did not
have this prop, what difference would it have made? For example, assume the coach designs and makes an
elaborate background set for the team. The team is in the structure problem and the set is one of the “free
choice” Style categories. The greatest number of points that the team can earn for this set is 10, plus whatever
of the 10 overall effect points it might add. In any case, no more than 20 points total. Therefore, the penalty
should not be the maximum.
However, suppose that the team is in the Classics problem wherein the set can be paramount to the play. Its set
is the focal point for the performance. The penalty should be much greater. In the first instance, the structure
problem, the judge should say to him/herself, “If I give this amount of penalty for a Style item, what penalty
would I give if the coach designed and made the structure?” This obviously would be a maximum penalty since
it is the entire Long-Term problem solution.
Remember: A coach helps the team member to grow. This means providing a good environment, maintaining
discipline, and stimulating – not influencing – its thinking.
COMPLETING THE OUTSIDE ASSISTANCE FORM
Every team has to fill out an Outside Assistance Form. If the team DID have any outside assistance, make sure
they record it on the form or omit the assistance from the solution. Finding alternative ways to solve the problem with outside assistance is the spirit of the problem. Question your team prior to competition to make sure
they have not received any help that they feel was not form a fellow team member. Make sure they understand
what is and is not OA before they fill out the form. If none, the team must state that on the OA form. The team
will be penalized for any outside assistance that they received even if it is stated on the form.
87 | Page
OUTSIDE ASSISTANCE Q & A
Because coaches want to do their job, do it well, and never place a team in jeopardy due to their own misinterpretation of what
Outside Assistance is or isn’t. Excerpted below are sample questions posed by coaches and Odyssey of the Mind™ response.
Scenario
Question
Answer
Division I, a parent plugs in a power tool for
one of the students, as it’s a rule in their
house that no children are allowed to plug in
any appliance.
Is it OA for any non-team member to plug in
a power tool that the team uses to complete
its solution to the problem?
No, the only prohibition would be during the
team’s performance. The parent may not use
the power tool to work on the problem solution.
Kids try to assemble 2 boards together perpendicularly (4th graders) with screws and
nails, but they keep falling apart.
Is it OA to ask an adult who is familiar with
carpentry how to fix the problem?
An adult can tell and show the team members
various ways to brace the boards as long as
they do not show them specifically what to
do for their solution.
A team decided they will revolve their skit on
a CELL theme. The coach gives them a
homework assignment to come up with as
many words that contain the word CELL, such
as cellophane, cellular phone, etc.
Is it OA for a coach to give a homework assignment that gets the kids to think more
creatively about an initial idea that they
came up with?
Although the coach should not give the team
any examples, the assignment is one of the
types of things the coach should do to help
the team develop its creativity.
As the team deliberates on what its solution
will be, the coach asks questions to make sure
that the solution is well thought out.
Is it OA for the coach to ask questions as the
team is developing its solution?
No – that’s exactly what a coach is for! (Just
don’t ask leading questions.)
A Div. I team needs to move a 4’ x 8’ sheet of
plywood from the garage to a workshop area.
Is it OA for non-team member to move the
plywood for them?
No, this is okay. Non-team members may not
move items in the team’s performance time.
A team wants to paint props. There is some
paint that was left over from last year, but the
colors were mixed by last year’s team.
Would it be OA for a team to use something
that was made by someone else even though
essentially the same thing could easily be
bought by any team?
This is not OA as it is not the prop itself.
Four of seven team members on a team in
one year build some backdrops for use in
their presentation. These same four are on a
team the following year with three new
members.
Is it OA for the new team to use the backdrops built in the prior year? May a team use
props from prior year in any situation without
incurring an OA penalty?
Props may be used from year to year as is
ONLY if the team is of entirely the same
composition. That is, no new team members
and none that are no longer on the team. The
work must be that of all current team members regardless of when it was done.
A Division I team is spray-painting a prop.
Is it OA for the coach to hold a team member’s hand for about 2 seconds (out of a 30minute job) to help show the proper way to
spray paint?
Only if he/she is not spraying the item that
will be used as part of the solution. They
must use a scrap piece of wood/paper to give
this lesson.
A Division I balsa team has a sheet of paper
describing the order to put weights on
(smaller diameter first, then larger, to allow
hand grip space). Kids composed the form
(came up with the idea) but the coach actually wrote it.
Is it OA for a non-team member to write
down the instructions used by team members
during their presentation? Is this any different than the coach completing the Style
Form for Division I?
As long as the team members provided the
information, it is okay for the coach to write
it out. It is NOT different from the rules for
the Style Form.
A Div. I team is brainstorming their solution.
Is it OA for the coach to write down the team
members’ ideas for later review?
This is a good idea. The only rule surrounding
this is that the coach may only write down
what the team members say.
With proper training, it is possible to examine a structure and determine which element
failed first and why.
Is it OA for someone other than a team
member to examine a failed structure and
provide information for the team?
This person may tell the team members what
failed; however, he/she cannot tell the team
why it failed or what to do to keep if from
failing in the future.
A team is preparing for spontaneous competition. The coach picks problems for them to
practice that they think represents the type
they will get. The coach tells them whether
they given a creative/common response. The
team is given constant feedback on the quality of their solutions.
Is it OA for the coach to prepare their team
for spontaneous competition in that manner?
No, preparing teams is one of the primary
roles of the coach.
88 | Page
Scenario
Question
Answer
A coach interprets an “engineering practice”
to make it applicable to the current problem,
(i.e. the engineering practice of material
quality assurance could be translated into
inspecting and sorting balsa prior to its use in
a structure).
Does the interpretation of HOW to apply
general engineering practice to a problem
represent OA?
No, not as described.
A younger sibling has been following with
interest the experiments, designs, and “tricks
of the trade” on an older sibling’s team.
Can the younger sibling adopt the many “lessons learned” from following an older sibling’s team around for several years without
incurring OA?
This is okay to do as long as the younger sibling does not produce the exact thematic
copies.
A team is brainstorming about all the things
that make you think of tropical islands.
Is it OA for the coach to put those ideas on a
flip board for everyone to see?
This is okay, provided the coach writes only
the team members’ words.
A coach presents the team with a simple,
generic demonstration of an engineering
concept and the team immediately applies to
their solution (i.e. how a truss withstands
lateral loads better than a frame).
Does the presentation of an engineering
concept represent OA in this circumstance?
As stated, yes. The coach would have to present several options of construction and
demonstrate how each fails, but the team
members must draw their own conclusions.
A coach asks each team member to read one
of the elements of the problem and explain
what it means.
Is it OA for the coach to write each element
on paper and ask the team to group them on
a bubble diagram that organizes the elements? Once the team organizes the elements, can the coach copy them down, make
copies, & distribute to team members?
(Any Division) It is okay for the coach to
write down the elements, ask the team to
group them and then copy the grouping and
distribute copies to the team members. The
coach may not add or change anything, however.
Div. 1 Team is creating the script.
Is it OA for the coach to write down what
they say so that they can look at what they
already have?
This is okay in any division provided the
coach writes only the team members’ words.
The performance has been taped. Four kids
think they need to schedule an extra practice; three think they do not and the performance cannot be done with just four.
Is it OA for the coach to make the decision? Is
it OA for the coach to say “Majority rules?” Is
it OA for the coach to say they must come to
a consensus (every person but 1 must agree)?
It is up to the coach to make the decision or
to decide on how the decision is to be made.
Practice schedules are entirely within the
coach’s purview.
During check-in the coach hands the paperwork to the pre-staging judge.
Is it OA for the coach to hand the paperwork
to the judge?
Although it is always good to have the team
to hand in the paperwork, there is no rule
against the coach hand it to the judge.
Div. I team has decided to use what they
think is tasteful bathroom humor in their skit.
The coach has made sure everyone is aware
of the rule about vulgarity.
The team doesn’t think it’s vulgar but does
not have a clue what adults think is vulgar (TV
examples thrive in the arguments as of what
adults think is acceptable). Is it OA for them
to tell other adults their jokes and ask if they
think it’s vulgar?
No, this is okay to do. Even a clarification will
not be able to state what any particular judging team will deem acceptable versus vulgar.
A judge stops a team’s performance in longterm because the vehicle is marking the floor.
At end of the performance parents standing
outside the taped area lift the car to protect
the floor.
Is it OA for any non-team member to help
with the props after the performance has
ended?
No. The team may have help with prop
movement at any time except during the
timed competition period.
Kids get to World Finals and are uncrating
their scenery and props (unscrewing crates).
Is it OA for the coach to tell the team in what
order to do everything? (We know they can
help, but does a team member have to tell
the adult to do it?) Can the coach point out
things that broke and ask if the team is going
to repair them?
It is okay for the coach to tell the team what
order to uncrate things. It is also okay for the
coach to point out things that broke & ask if
the team wishes to repair them. However,
from that point, it’s up to the team members
to decide whether and how to make repairs.
A team member tells the adult who is helping
to stack weights that he is going to go help
resolve a problem with a prop. The adult
verbally acknowledges that statement with
the affirmation, “Sure, go ahead.”
Does this represent OA?
No. The team member made the decision to
do this. It would be OA if the adult said,
“Weight placement is more important, just
stay here and continue with this” or if the
adult initiated the conversation by telling the
team member to go help with the prop.
A Div. I team is having major problems figuring out how to keep track of information for
their Materials Cost Form.
Can the coach ask what information they are
trying to track, how they intend to track it,
and prepare some sheets for them to use to
write the information as they go?
Yes, the coach may do this.
89 | Page
Scenario
Question
Answer
It is summer time and the synopsis of next
year’s problems have been published, but the
full version has not been published.
Are there any limitations on what a Coach
can or can’t do with regard to OA?
No, the rules are the rules all year.
A team observed another team dressed up in
chicken costumes that did very well. The
next year the team decided to dress up as
chickens.
Is it OA (NOT creative) to observe successful
performances in one year and copy facets of
it in the next?
No, it is not OA, but the coach should try to
motivate the team to be original.
Several different OotM teams are convened
for the purpose of practicing spontaneous.
The coach of each team has prepared a different spontaneous problem to give to each
of the teams.
Are the coaches in this instance providing
OA? If not, and the coaches score the teams,
is this OA? If not, and the scores are provided
back to the teams, is this OA?
None of these circumstances is OA.
Same as the above, but the purpose is to
practice each team’s long-term solutions and
present them to all of the other teams.
As described, is anyone in this instance
providing OA? If not, and the teams are
scored, is this OA? If not, and the scores are
provided back to the teams, is this OA?
The teams may present their solutions to
each other & be scored. They may not give
verbal comments. (Comments would give the
team a specific direction in not only what
category should be improved, but what specific items to change. (e.g. “Costumes were
colorful, but all were alike, so little creativity
was exhibited.”)
As an Odyssey coach, you select the seven
students on the team, Long-Term problem,
schedule for the year, assign parents specific
duties, & manage all aspects of the team
activities.
Is this outside assistance?
NO. It is an example of an overbearing
coach! Coaches should involve the students
in all the major decisions related to the team.
The team has been working for several
months on Spontaneous, but hasn’t decided
on the Long-Term problem. Two team members cannot continue to be on the team, so
the team decides to bring another student
who wants to participate.
Is this outside assistance?
NO. Since the Long-Term problem has not
been addresses this would not be OA.
The team has been working on Spontaneous
and Long-Term for months. The student who
designed the structure is moving before the
tournament. The team decides to use the
structure designed by the departing student.
Is this outside assistance?
NO. As long as the member who left is not
replaced, that structure design may be used.
The student’s name should be listed on the
forms.
As the tournament approaches, the coach,
and team discover that they will go over the
cost limit for the problem. The coach suggests what items are too expensive and
should be replaced and makes the adjustments on the Cost Form.
Is this outside assistance?
YES. The coach is making decisions for the
team that relate directly to the team’s solution. The team should be making these decisions and the adjustments.
The team is unaware that their vehicle has
left the performance area and is in danger of
running off the staged area. A stranger from
the audience calls out a warning during the
performance. A team member hears and
reacts to keep the car from falling off the
stage area and possibly being damaged.
Is this outside assistance?
YES. There cannot be assistance of any kind
from anyone other than the seven team
members during the performance.
The team is in the staging area preparing to
present their solution. As they get clearance
to move their props from the staging to the
performance area, a team member’s father
lifts a heavy piece of scenery onto the performance area.
Is this outside assistance?
YES. No assistance is allowed from a nonteam member once the team leaves the staging area. Non-team members may assist getting materials to the staging area, but not
from the staging area. If a prop is too heavy,
the students should not use it.
You have taken a few of your team members
to the fabric store to pick out fabric for their
costumes. They have picked out a fabric that
will be difficult to work with and not give
them the results they are looking for. You
find another fabric for them and explain why
this is a better choice.
Is this outside assistance?
YES. A better solution would have been to
show them several different fabrics and discuss with them what made each one better or
worse for their purposes, and let them pick
out the final product.
90 | Page
Scenario
Question
Answer
At the tournament, a team supporter of yours
presents you with a video tape of an alleged
infraction of another team supposedly unrecorded by a judging team. The supporter’s
intent is to have the other team be penalized
for this alleged rule infraction which would
eventually help your team move up in the
standings.
Is this outside assistance?
NO. While this is not considered OA, it would
be considered Unsportsmanlike Conduct and
could result in a penalty for the team if the
video were presented to an official. No one
video tapes or reports on another team’s
activities in Odyssey of the Mind™ . Judging
teams or other tournament officials are the
only individuals who evaluate teams’ performances and related activities.
One of your parents offers to come in and do
a sketch on the backdrop the kids are having
trouble with.
Is this outside assistance?
YES. Only the team members are allowed to
do any part of the backdrop. If they are having trouble and a parent helps the team discover the problem, this would not be OA.
You have arranged for an engineer to come
and talk to your team about the power source
they’re planning to use. The kids have narrowed down their choice to two, and the
engineer tells them which of these will work
best for their purposes.
Is this outside assistance?
YES. The engineer has made the choice for
the team. He should have given them pros
and cons about each power source, and let
the team decide on their own which on
would best suit their purpose.
Your team is doing the structure problem.
The structural engineer you have asked to
talk to the team tells them what makes structures hold weight and what makes them
break.
Is this outside assistance?
NO. The structural engineer is not telling
them how to solve their problem.
The team has designed a device that requires
some very unusual parts. The team gives you
their list of parts, and on your day off, you go
to the local salvage yard to find them.
Is this outside assistance?
NO. As long as the team has provided you
with the specifications, you may obtain the
supplies for them. It is only OA if they did not
give you the requirements and you decided
what parts would work.
Your school’s drama teacher has viewed the
team’s performance and gives them tips on
how to use timing to make the skit more
humorous.
Is this outside assistance?
NO. The drama teacher did not help them
solve the problem in any way. She is only
giving acting tips.
The team has found the engine they want to
use on their vehicle. They don’t want to buy
the built engine, and the owner offers to
come to a team meeting and advise them. He
takes the engine apart piece by piece in front
of the team, explaining what each piece is
and how it works. He then reverses the process, putting the engine back together and
offers to sell the team used parts.
Is this outside assistance?
NO. The owner of the engine will not be
building the engine that the team will be
taking to tournament. He has only shown
them how HIS engine was built. The team has
to build their own engine.
The team’s coach meets with the team as
often as the team feels is necessary. For every
meeting the Coach practices spontaneous,
arranges for snacks, and provides the supplies
the team has asked for. Guides them in their
solution by asking questions designed to
make them think about their solution. Reminds them to re-read the problem & keep
up with their paperwork.
Is this outside assistance?
NO. The coach is doing an excellent job, by
providing guidance, not solutions.
91 | Page
TOURNAMENT
DAY
92 | Page
TYPICAL COMPETITION DAY
7:00 – 8:00
Structure Weigh-In and Check-In
7:15 – 8:00
Team Check-In
7:30 – 8:00
Judges Meeting
7:45 – 8:00
Set-up for Banner Parade (need to make banner- it will be judged)
8:00
Opening Ceremonies
9:00
Team Present Long-Term Solutions (see program for sites)
9:00
Spontaneous Begins (see program for sites)
All Day
Food Sales
All Day
Souvenir Sales
3:00
Creative Activity (Cake Bingo or T-shirt Bingo)
5:00
Awards Ceremony
93 | Page
Competition Day Checklist
1. Check-in
There will be a registration table set up near the entrance for the coach to check-in the team(s). (Kids can wait away from
the table at a predetermined location away from check-in!) Coaches will receive a tournament schedule, a map of the
tournament site, and a certificate of participation for each team member.
2. Check the schedule
Be sure to check the schedule for your Long-Term performance time and your Spontaneous time. In rare instances, there
may be a last minute time change.
3. Find your Long-Term and Spontaneous competition areas
In the Long-Term area find the Staging Area; check out the stage orientation in the performance area; where the judges
will be, where the audience will be sitting, etc. In the Spontaneous area, find the check-in table. Be aware that it is important to be quiet when you are near the Long-Term and Spontaneous competition areas, so that you do not disturb
teams that are competing.
4. Costumes and props
Find a place near the Long-Term performance area where team members can change into their costumes and do their
hair/make up/etc. (Remember, team members must do their own hair and makeup.) Team materials should not be unloaded until right before the team is required to check-in prior to their long-term performance. Team materials should be
promptly reloaded after their long-term competition.
5. Spontaneous practice spot
Allow the team time for a few Spontaneous practice problems before their Spontaneous competition. Find a place where
they can practice without distractions. This will help settle the team and prepare them for competition.
6. Other important stuff
Give the team time to check out the Odyssey souvenir tables. They may want to buy their items early — popular items sell
out fast! There are usually snacks/drinks available for purchase at the tournament, though some teams bring their own
snacks/drinks in a cooler. One of the best things to do with your “down time” is to go and watch other teams perform their
Long-Term solutions. It’s fun to see some problems other than your own, and to see different divisions than your own.
Team members can really appreciate the efforts of other teams while they watch their creative solutions!
7. Getting scores
Coaches will be told how long to wait before returning to the Long-Term area to pick up their scores. The Head Judge will
release the scores only to the team coach. Coaches have 30 minutes after receiving their scores to return to the judge with
any questions. Scores from the first 4-5 teams performing in Long-Term are “held” by judges to help them calibrate subjective scoring elements. Those scores are released to coaches after those first 4-5 performs. Check the schedule to help
you determine when the scores will be available, or ask the head judge at your performance site for a time estimate. Spontaneous scores are not given out until after the Awards Ceremony. Overall scores are posted on the state website after the
Tournament.
8. Awards Ceremony
Teams, coaches, family, and friends all feel the excitement when they come to the Awards Ceremony! It is best to get there
early, so you can all sit together. Remind everyone that scores are sometimes delayed, so it’s important to be patient. The
Awards Ceremony will have some general announcements, OMER’s Award and Ranatra Fusca Award and some special
awards as well as the tournament results. (It always seems like the results of your problem/division are announced last!)
Please stay until all results are announced — everyone deserves your applause.
9. World Finals Coaches Meeting
Meetings for World Finals-eligible coaches are held immediately after the State Finals Awards Ceremony. World Finalseligible coaches are required to attend this important meeting.
94 | Page
REMINDERS FOR THE COACH
1. Team provided volunteer
Two weeks prior to the tournament you will receive an email for your tournament volunteer sign up.
2. Tournament transportation
Prior to the tournament, make sure that transportation to the tournament is arranged for team and props.
3. Paperwork
Have your paperwork prepared in advance and make sure the team has extra copies of their forms.
4. Spontaneous practice
Have a few Spontaneous practice problems to warm up the team. End your practice with a lot of encouragement
and positive reinforcement! Do not allow team members to take cell phones or watches in the Spontaneous
competition area. If something goes off unintentionally, it could interrupt the focus and/or timing.
5. First Aid Kits
The tournament site will have access to emergency medical help. It is also convenient for coaches to carry a small
First Aid kit for little mishaps with the kids! The team should have a “First Aid Kit” for their
props/scenery/costumes/etc. It should include items to repair any damages that may occur.
6. Wear a watch
It is the coach’s responsibility to get teams to their competitions on time. You should report to the Staging Area
20 minutes before your Long-Term competition. You should report to the Spontaneous check in table 15 minutes
before your competition time.
7. Parents attending
Remind parents to arrive early at the tournament. If they arrive after the team’s Long-Term performance has begun, they will not be allowed to enter the performance area and watch the performance. There are no exceptions to this rule!!! Make sure that family members and friends understand this, so there are no misunderstandings on tournament day.
8. Buy souvenirs early!
Try to find sometime in the day to let your team members shop for souvenirs. Popular items often sell out early!
9. Odyssey Bingo
Everyone can play Odyssey Bingo. It is a fun relaxing way to spend time and possibly win a cake or t-shirt. Proceeds from Odyssey Bingo support Georgia teams going to World Finals.
10. Free time
You should have blocks of free time during the day. Use this time to watch other teams perform, to snack, or just
to relax and “play” (bring a Frisbee, jump rope, etc.). Be aware of team members’ behaviors, if you sense a lot of
stress/tension try to do something fun to relieve it. Go outside and play a game, have snack time together — do
whatever it takes to relax the team. Remember — the competition day is supposed to be fun!
Meet with Parents Prior to Tournament Day
 Remind parents that Odyssey of the Mind™ is a Kid program, adult input is not appropriate.
 The team members have been working for months to prepare for the competition. The tournament is when
teams get to present their problem solutions to the judges. Parents must refrain from making suggestions
(Why don’t you...?), helping (kids do hair and makeup themselves), touching up (This needs...), repairing, etc.
Your team can receive outside assistance penalties if you are doing any of these things.
 Tell parents they may be needed to sit with team props.
 Ask one or more parents to tape the team’s performance. It’s nice remembrance of the day and great learning tool for next year.
 Provide parents with an agenda/schedule of the day’s events. Include items such as opening ceremony, performance times, lunch, unloading/loading props and closing ceremony.
95 | Page
REMINDERS FOR THE TEAM
1. Is your tournament paperwork ready?
 Style Forms – 4 copies
 Team Required Form – 4 copies
 Material Cost Form – 1 copy
 Outside Assistance Form – 1 copy
 Team Clarification(s)
 Copy of your receipts
 Make sure you have these together and completed before the tournament!
2. Judges
It is important to be respectful to the judges at all times, and to listen carefully to their instructions and
their questions. The judges want all teams to do their best. The competition is your opportunity to
showcase all of your hard work for the year. Remember that judges are volunteers who work very hard
to be knowledgeable about the problems and fair to team members.
3. Keep the Spontaneous problem confidential!!
All teams competing in the same problem and division have the same Spontaneous problem. Teams are
on the honor system to keep the problem confidential until after World Finals. Your team can be penalized for discussing the Spontaneous problem outside of the Spontaneous room.
4. Courtesy to other teams
Teams should be quiet and non-disruptive when they are near a Long-Term performance area or the
Spontaneous competition area. As teams walk around the tournament they should not touch other
team’s props/scenery/costumes/etc. Rowdy behavior and/or damaging another team’s items may result
in a penalty to your team.
5. Bringing personal items to the tournament
Team members should bring a small amount of cash for souvenirs/snacks. Try not to bring expensive
personal items like jewelry, cameras, laptop computers, cell phones, etc. Items lost are almost always
returned, but if you don’t bring them — you can’t lose them!
6. Have fun!
Remember that the tournament is supposed to be an enjoyable experience! Teams come to the tournament to compete against and to appreciate other teams. Have fun!
96 | Page
TOURNAMENT DAY
A Primer for Parents
Tournament Day is a special day for an Odyssey of the Mind team. It is the culmination of months of hard
work. The team has planned their solution, tried ideas, failed, redesigned, and finally completed the requirements. They are likely to be both excited and nervous as competition day approaches.
As loving parents, it is natural that you want what is best for your child. You naturally care how they do and want
everything to be perfect. This sheet is for you, to let you know what to expect and to help you support your child
on the day of the tournament.
What to expect (and what not to expect):
 Don’t expect perfection from anything you see, be it judges, teams or other parents.
 Don’t expect everything to go flawlessly. Murphy loves Odyssey of the Mind tournaments.
 Do expect things to need fixing and updating and give your children the space to do that on their own.
 Do understand that judges, coaches, other teams and other parents all want the best for your children.
 Do expect that judges will want to talk to the team after the performance. This is normal. Don’t move in
with your congratulations until the judges are done.
Some things you should be sure to do:
 Do say “thank you” to the tournament volunteers.
 Do say “thank you” to the coach.
 Do congratulate your children, and support them emotionally, but give them the space to be alone with
their teammates before and after performance time.
 Do help your children unload things from the car.
 Do help your children remove items from the performance area when they are finished with the judges.
Some things you should not do:
 Don’t talk to the judges, except to say, “Thank You”. Leave all other interactions with judges to the coach
and the team.
 Don’t help your children move anything into the performance area.
 Don’t help with costumes or make-up.
 Don’t give advice on anything relating to the problem solution, even the smallest thing.
 Don’t repair anything! If something breaks, the team must repair it, even if you broke it!
A word about success and winning in the program
By the time teams have made it to the tournament, they have already succeeded and won. They have taken on a
problem and solved it on their own. This constitutes success in Odyssey of the Mind. Our teams may win or they
may lose. They may get first place or they may get last. In any case, they have accomplished their goal and
solved their problem. They deserve respect and sincere congratulations for their hard work and dedication.
Never utter the phrase “It’s all right, honey” to an upset team. Don’t subscribe to any critical thoughts they have.
Your children will look to you and their coach for another point of view. Let your words define their success. If
they failed, acknowledge the failure and congratulate them for their hard work and dedication.
Praise the team for their accomplishments, encourage them to improve upon their failures, and encourage
them to judge based on a year of hard work. Odyssey of the Mind participants cannot help but compare themselves to what they see, but remind them that they learned a lot this year and encourage them to learn more
from tournament day. What they will remember about Odyssey of the Mind is a year of fun meetings; don’t let
the tournament change that.
97 | Page
SCORING
98 | Page
SCORING ODYSSEY OF THE MIND™ PROBLEMS
All Odyssey of the Mind™ scores awarded by officials during competition are “raw” scores. Long-Term raw scores
may be any number up to 200. Style scores may be any number up to 50. Spontaneous raw scores may be any number, depending on the problem and the scoring criteria. Raw scores are then “scaled” (sort of like curving grades).
YOUR TEAM’S RAW SCORE MEANS ALMOST NOTHING BY ITSELF - a Long-Term raw score of 120 out of 200 might
be the highest or the lowest score of the day. You won’t know how your score compares with others until the scores
are announced at the end of the awards ceremony. Long-term scores are given to the coach by the Head Judge approximately 30 minutes after the team’s long-term performance. The head judge will explain the long-term scores
and answer any questions. Raw Spontaneous scores are not told to the team after they compete in spontaneous.
The top Long-Term raw score in a given problem and division is scaled to 200 in the Score Room. The highest Style
raw score is scaled to 50. The highest spontaneous score in the same problem and division is scaled to 100. All other
teams’ scores are scaled accordingly. Penalties are deducted in the Score Room from the final, scaled total score. A
team that has a raw score that qualifies them in first place in all three categories, with no penalties, would have a
scaled total score of 350. Many times one team may be top in spontaneous, another will be top in long-term, and
perhaps a third team to be top in style. Thus, you can’t see that until all scores are entered and scaled, looking at your
scores only tells you what the judges liked and what perhaps impressed them less.
Some scores in Long-Term are OBJECTIVE: whether the vehicle crossed the line or it didn’t; either the sound effect
was produced or it wasn’t. Long-Term judges will give the team the same score (all or nothing -- the action occurred
or it didn’t). The judges’ decision is final (video tapes will never be considered in making a judgment call). If all the
officials agree that they didn’t see something, it didn’t happen (so far as scores are concerned).
Some scores in Long-Term are SUBJECTIVE: the score reflects the opinion of a given set of officials on a given day.
SUBJECTIVE SCORES may not be questioned. Officials have given their opinion of a team’s creativity or performance,
and their decision is final! The officials judging a given category each give their scores and these scores are averaged.
If they thought a musical composition was worth 10 points out of 20, it wouldn’t matter if John Williams or Mozart
was in the audience saying it was a perfect composition--subjective scores are final! This includes all style scores,
which, of course, are entirely subjective.
Scoring Examples:
Team A Raw Scores:
Team B Raw Scores:
Team C Raw Scores:
Long-term 162
Long-term 140
Long-term 122
Style 37
Style 43
Style 49
Spontaneous 95
Spontaneous 125
Spontaneous 100
When these team’s scores are scaled, the final scores (and total) will be as follows:
Team A Scaled (Final) Scores: Long-term 200
Style 37.76
Spontaneous 76
Team B Scaled (Final) Scores: Long-term 172.84
Style 42.14
Spontaneous 100
Team C Scaled (Final) Scores: Long-term 150.62
Style 50
Spontaneous 80
Total: 313.76
Total: 314.98
Total: 280.62
Note: To get Team B’s scaled long-term score, take the raw score, 140, multiply by highest possible, 200, and divide
by the top long-term score, 162. Use this procedure for each score in each category, according to the possible maximums. Also note that the range of spontaneous raw scores can result in a great impact on the total, scaled scores.
Sometimes spontaneous scores are all very close; sometimes there is a very wide range. In the example above, Team
A was first in Long-Term, Team C was first in Style, but Team B was first in spontaneous and had strong long-term and
style scores, placing them first overall.
It is extremely important that teams understand that scoring at a tournament is subjective. Teams cannot, control all
of their scores, and should concentrate on doing their best in solving the problem to the best of their abilities.
A team that has given its best effort will be a winner, regardless of score. Even failure is a positive in Odyssey, because, in the words of one former participant, “you learn more from failure than you ever learn from success”.
At the Regional level, the top teams based on the number of teams competing advance to State Finals. First and second place teams continue on to the World Finals competition. Teams awarded the Ranatra Fusca award for exceptional creativity, automatically advance to the next level of competition.
99 | Page
FORMS
NOTE:
THE NEXT FEW PAGES ARE AN IDEA OF HOW
ONE TEAM ORGANIZED THEIR SEASON
100 | Page
SAMPLE CALLING ALL:
ODYSSEY
OF THE MIND
INFORMATIONAL
MEETING
Now that the kids are back in school, it’s time to think about extra-curricular
activities! There is a program that explores the unique differences in students, celebrates who they are, how they learn, and teaches every life skill in
the process!
Odyssey of the Mind will challenge your student to think in new directions. It
will encourage them to step out, teach them self confidence in their individuality, and teach them to appreciate and respect the individuality and abilities of their peers!
(SCHOOL) will host an informational meeting to introduce the program. Interested parents and students are invited to participate with your student
and learn about the program in the process.
ENGINEERS
WRITERS
ACTORS
SCIENTISTS
PROBLEM-SOLVERS
PROJECT MANAGERS
ARTISTS
AND
CREATIVE THINKERS
WE NEED YOU!
Odyssey of the Mind is an international educational program that provides
creative problem-solving opportunities for students from kindergarten
through college. Kids apply their creativity to solve problems that range
from building contraptions, designing and painting props, making a costume,
writing scripts, making decisions, taking risks and having fun with creativity.
Students work 1-3 hours a week in team of 5-7 members, learning selfconfidence, evaluating ideas and solving one of five problems. No adult assistance is permitted in this process.
WHEN
st
Wed., Aug. 21
5:30pm–6:30pm
They then bring their solutions to competition on the local, state, and World
level. Thousands of teams from throughout the U.S. and from about 25 other
countries participate in the program. Teams will be formed through tryouts
rd
th
to be held September 3 and 5 .
WHERE
(TEACHER)
Classroom
Build • Explore • Live • Invent • Experience • Venture • Excite • BE… Beyond the Box
101 | Page
ODYSSEY OF THE MIND™
SAMPLE
TEAM PARENT MEETING AGENDA
I.
Odyssey Overview
II.
Component Overview
III.
Discuss Process
 Typical Competition Day
 Regional Tournament Choices
 March 1 - Davis MS - Flowery Branch
 March 15 - Parkview HS – Lilburn
 State Tournament - Mar. 29 – Columbus State University, Columbus, GA
 World Finals – May 20 – 24 – Michigan State University
IV.
Expectations and Responsibilities
 Team Members & Parents Contract
 Volunteer(s)
 Tournament Judge Training (Jan. 25 @Trickum MS 8:30 – 2:30)
 Tournament Day Volunteer (1-2 hrs)
 Regional Tournament - Cake for Bingo (store bought or homemade)
 Lunch/Dinner – parents alternate to bring lunch/dinner on Saturday’s
 Parents as Resources
 Art Techniques / Engineering / Junk/Materials
V.
Outside Assistance
VI.
VII.
Budget
 Team Account
 Georgia Odyssey of the Mind™ - Team Registration - $80 team
 Spontaneous Workshop - $40 team
 Materials (paint, duct tape, hot glue sticks, wood, bolts, nuts, etc.)
 Snacks & Field Trip Event Tickets
 Team T-shirts
 State Tournament Expenses (April)
 Uhaul/Transportation
 Hotel/Meals
 Materials
 World Expenses (May)
 Registration Fee
 Materials
 Transportation/Hotel/Meals
 Props Shipping Cost
 Extras: T-shirts for Family members & Trading Pins
Set Meeting Calendar
VIII.
Field Trips
IX.
Miscellaneous
 Carpooling/ Transportation
 Communication
102 | Page
SAMPLE
ODYSSEY OF THE MIND™
E X P E C T AT I O N S
Expectations of Students:
 Your coach has volunteered to work with your team. He/She had to give up some other activities in order to coach your team. Never forget that.

This is a school-sponsored activity. Regardless of whether the meetings are held at school or in someone’s home, behavior that is inappropriate at school is inappropriate at Odyssey of the Mind™ meetings.

In Odyssey of the Mind™, all ideas are worth hearing. Rude remarks about the ideas of others will not
be tolerated.

Being on a team…means being responsible for your share of the tasks. If you volunteer to do something,
follow through.

Odyssey of the Mind™ is an extracurricular activity. That means it should not interfere with your
schoolwork in any way. Homework before Odyssey of the Mind™ work!
Expectations of Parents:
 Please be considerate of the coaches’ time. Be prompt when dropping off/picking up at meetings.
 Do not schedule appointments for your child during the time usually reserved for the team’s regular
meeting unless it is absolutely unavoidable. At meetings, every team member is needed.
 Expenses occurred by the team in creating its solution must be shared by team members. Some coaches
are uncomfortable about asking for money, so make it a point to ask from time to time. Materials
should not cost much, but the coach should not have to pay for everything.
 Parents must have respect for the integrity of the team’s solution. “No Outside Assistance” means just
that. The coach should never allow his/her ideas to enter into the team’s solution.
 Please don’t say: “I wish I could help you, but I work.” We are all busy people. We all work full-time.
Helping the team by being a go-fer, assisting the coach, or providing a snack can be very inconvenient,
but it’s part of the package. Please try to say yes when the coach asks for something.
 If you have any concerns about your child, the team’s progress, or the coach, communicate with appropriate party. Don’t wait for a small problem to become a big one. Tell the coach or the Odyssey of the
Mind™ Coordinator.
Expectations of Coaches:
 Coaches will provide monthly meeting calendars so that everyone knows when and where meetings will
be held.
 Coaches should help every team member contribute his or her unique skills and talents to the solution
of the problem. In all teams there are members who are outgoing and assertive, and members who are
quite and less likely to volunteer ideas-coaches should try to “level the playing field” so that all members of a team feel comfortable sharing ideas and expertise.
 Coaches May Not have competitive goals for the team. A coach’s role in Odyssey of the Mind™ is to
oversee the process, to help the team organize itself to meet its own goals. Pushing the team towards
its best effort is different from pushing the team to win. Emphasizing, “winning” rather than “best effort” may result in the team feeling a sense of failure at anything less than First Place. Coaches need to
remember Odyssey of the Mind™ is supposed to be Fun!
103 | Page
SAMPLE
ODYSSEY OF THE MI ND™
STUDENT CONTRACT
__________________________________ School supports the Odyssey of the Mind™ team and their coaches as they
work toward completing their problem. To show my support of my fellow team members, coaches, and my
school:

I will encourage and be supportive of my fellow team members. I will listen to and consider their suggestions and ideas. I will not criticize anyone’s ideas. I will show respect for the feelings of my team members.

I will accept that my ideas may not always be used immediately. If a suggestion I make to the team is not
used, this does not mean the suggestion was not valuable. It may be used at a later time.

I agree to cooperate on whatever solution the team chooses, even if it is not my first choice.

I agree that all solutions, 'including props, costumes, signs, etc., will be made completely by me or a member
of my team. I realize that if there is any part of our solution that the team cannot complete without assistance, we must redesign that part of the solution.

I will respect my coaches and remember that they volunteer their time to help me and my team members
work toward our solution. I understand that there will be consequences for misbehaving.

I agree that my behavior at meetings will be constructive. If it is behavior that is not appropriate in school, it
is not appropriate at an Odyssey meeting.

I agree to solve the problem with only my fellow team members. I will talk to my coaches when I am not sure
what kind of assistance is acceptable.

I understand that, at the competition, only 5 team members will participate in Spontaneous and all 7 team
members will present the long-term solution. However, each member of the team is responsible for having
solved the problem.

I understand that the Georgia Odyssey program recognizes all teams that bring a solution to the tournaments are considered "winners." I agree to show other teams the utmost respect and good sportsmanship.

I understand that Odyssey of the Mind™ is a commitment. My fellow team members, coaches, and family
are showing commitment too. I will attend meetings, participate, and work toward all goals. I have a responsibility to these other people.

I will enjoy myself. Along with all the work, come friendships, pride of accomplishment, and fun!
_________________________________________________
__________________________
Student Signature
Date
104 | Page
SAMPLE
ODYSSEY OF THE MI ND™
PARENT CONTRACT
_________________________ School supports the Odyssey of the Mind™ team and their coaches as they work toward completing their problems. Each child should experience a supportive environment within his/her team.
To show my support for the team and the coaches:

I agree to support the philosophy of Odyssey of the Mind™, including good sportsmanship, team cooperation, and proper manners toward others.

I understand that Odyssey of the Mind™ is a long-term commitment and I will ensure that my child attend
and participate at each team meeting for the full meeting time. If there is a scheduling conflict or illness, either my child or I will notify the coach in as far advance of the meeting as possible. I understand that each
team member is critical, and I will see that my child honors his/her commitment to the team.

In the proper spirit of Odyssey competitions, I agree not to assist with the actual development or construction of the team long-term problem solution. I understand “Outside Assistance” and acknowledge that all
creations, inventions, decorations, and ideas must come from the team members themselves.

I agree to remember that my child has worked hard to do their best and proud of their accomplishments. I
will encourage creativity, perseverance, teamwork, and divergent thinking by supporting the Odyssey of the
Mind™ program at my school. I will remember that Odyssey of the Mind™ team members are winners because they’re trying.

I agree to make every effort to have my child attend each meeting. If there is a conflict, either my child or I
will notify the coach(es). I realize that my child's coach(es) will be contributing a significant amount of time
and effort to provide a rewarding experience. I can help ease the coach(e)s time commitment by providing
snacks when it is my turn, occasionally driving team members on supply runs, and being punctual when
dropping off or picking up my child from meetings.

I agree to discuss all items on this contract with my child.
_________________________________________________
__________________________
Parent Signature
Date
105 | Page
106 | Page
107 | Page
Style Form
Team members must complete this form. Adults may help fill it out for Division I team members only. A minimum of four copies is required for each competition. These must be presented to the Staging Area Judge.
PLEASE PRINT. *Note that no element scored in the Long-Term problem may be selected.
Long-Term Problem __________________________________________________
Membership Name __________________________________________
City __________________________________________
Division _____________
Membership # _________________
State/Prov. ___________ Country ____________
Judge(s) ___________________________________________________________________________________
Style Category
Possible Points Points Awarded
(Team fills in #1 to #4)
(Judge fills in)
(If the category is “Free choice of team,” do not include anything that is scored in long-term problem scoring.)
1.
1 to 10
1. __________________
2.
1 to 10
2. __________________
3.
1 to 10
3. __________________
4.
1 to 10
4. __________________
5. Overall effect of the four Style elements in the performance.
1 to 10
5. __________________
Briefly tell how the four Style elements combine to enhance the long-term problem solution. Please print or type
and use only the space below.
TOTAL STYLE SCORE =
(Maximum possible = 50 points)
NOTE: This form may be photocopied or scanned into a computer, but it may not be altered in any way
108 | Page