as best shown in fig1 , the cooperative training device 10 is an annular , flexible mat 12 having a central hole defining an outside edge 14 and an inside edge 16 . the upper surface 17 of the mat 12 extends between the outside and inside edges 14 , 16 . a multitude of cords extend from the upper surface 17 of the mat 12 for users to grasp as they stand on top of the mat 12 during the training exercises . there are two different types of cords , or tethers 30 , 40 . each of the tethers 30 , 40 have a fixed end and a free end . the fixed ends are securely attached to the upper surface 17 of the mat 12 , whereas the free ends are capable of being held by the users as they stand upright on the mat 12 . for the single leader l of the group , there are two leader tethers 30 having wrist loops 32 and foot straps 31 . the leader tethers 30 are denoted by the colors black and gray . for the participants p , using the colors blue and gray , there are eight participant tethers 40 having corresponding wrist loops 42 and foot straps 41 . some of the tethers 30 , 40 are detachable by quick disconnect buckles 36 . additionally , users may place their opposite feet in the plethora of foot straps 34 , 44 , for the leader l and participants p , respectively , which are affixed on both ends to the upper surface 17 of the mat 12 . this enables the users to stay more securely attached to the mat 12 as they complete the aforementioned training exercises . the mat 12 is made from a layer of material that is waterproof and durable , so that the mat 12 does not tear or become damaged when placed on the ground . the layer is composed of latex , rubber ( e . g . nitrile or silicone rubber ), styrenic elastomers , polyurethane , pvc , gore - tex ®, elvaloy ®, hypalon ®, dartex ®, permalon ®, or any combination thereof . in order to strengthen the mat 12 for use during the team - building exercises , a plurality of strengthening ribs 20 are integrated into the mat 12 during manufacture and are equally spaced apart such that the ribs 20 create four distinct quadrants a , b , c , d on the upper surface 17 , as diagrammatically illustrated in fig2 . the ribs 20 may be color - coded , forming indicia clearly dividing the mat 12 into quadrants . there may be connecting straps 46 between quadrants c , d to enhance the strength of the mat 12 , as shown in fig3 c . a variety of different communication tools are provided to the users , such as lights 62 and horns 38 . these tools attach to the tethers 30 , 40 by clips and come in a rainbow of colors . a positive way for the leader l to communicate to participants p that they are working well together on the team - building exercises is to award reward stars 64 , which represent crowns . the mat 12 has different reference point markers with distinct colors and characters permanently affixed to the surface 17 . each of quadrants a , b , c , d is shown in fig3 a - 3d , each having their corresponding reference point markers in each of their specific locations . orange numeric characters 48 are used to reflect a clock system of the type that air force pilots use to scan the envelope around an aircraft ( 12 o &# 39 ; clock is straight ahead and 6 o &# 39 ; clock is directly astern ). blue numeric characters 50 are randomly placed on the mat 12 to be used as locations that users can refer to during the team - building exercises . the mat 12 has some alpha characters 52 that are placed to show true compass locations of north ( n ), south ( s ), east ( e ), and west ( w ), and other alpha characters 53 , such as north - south ( ns ), that are either directions that do not exist , or that are marked incorrectly , thereby comprising “ deception points ” in order to provide conflict for team members to work through together . single white alpha characters 54 are letters placed on the surface 17 with no clear meaning , unless otherwise defined by team members . white numeric characters 56 are used for marking each location of the foot straps 34 , 44 , as well as other random locations on the mat 12 with no clear order . additionally , white markers 58 and directional arrows 60 are interspersed randomly throughout the device 10 with no clear meaning and utility . as mentioned above , while the team members are working through the team - building exercises , they may allocate these reference point markers for specific purposes during the exercises . there are varieties of different training exercises that the device 10 may be used for . it has been designed for use with three to ten users , as well as one facilitator who does not participate directly in the exercises . while nine team members are ideal , at least two users are expected to be participants p , while the third is elected by the team to be the leader l . in some exercises , the facilitator may feel the need to select the team leader l . for all exercises , all users grasp the wrist loops 32 , 42 of the tethers 30 , 40 and stand on the surface 17 . the leader l will slip his feet into the foot straps 31 , 34 , while the participants p do the same with foot straps 41 , 44 . it is vitally important that each and every team member participate during the team - building exercises . when a leader l feels that a team member has done an outstanding job communicating or cooperating with the team members , the leader l may allow the participant p to enter the open gallery 18 take a break . the leader l may also reward the participant p with a reward star 64 . however , in the case where one or more team members chose not to participate or improperly follow the instructions of the facilitator , the leader l and / or the participants p may choose to punish the participant not following directions . should punishment be necessary , the team member shall be banished to “ jail .” the mat 12 has two punishment areas , including a punishment gallery 24 marked off by a blue border 22 in quadrant a , and a punishment circle 28 marked off by a blue border 26 in quadrants b , c . when team members are sent to “ jail ,” they are required to stand in the gallery 24 without holding onto any tethers 40 or utilizing any foot straps 41 , 44 . when in the circle 28 , team members must sit without holding onto anything . the team - building exercises must go on as planned , proving how difficult it is when all team members are present , but not cooperating . there are different team - building exercises for teams to complete with the device 10 . during any or all of these exercises , the facilitator may impose a rule of non - verbal communication only , wherein no talking is permitted by any team members . the first team building exercise is entitled the walking exercise and has nine team members with no leader . the task is to move the device 10 from one point ( represents today ) to another point ( represents the future ), wherein the distance between the two points is 4 meters . there a few questions that are to be asked after the task is completed . the questions may include the following . did the participants negotiate the task amongst themselves and with the facilitator ? to what extent did the team examine the device 10 before starting the task ? how did the team members place themselves on the device 10 ? did the team appoint a leader and in what way ? what were the criteria for selecting the leader for this task ? what was the method for moving ? was the method organized , by coincidence or by trial or error ? there are a few expectations of what should have occurred . the team started by moving those in front and then in the back . there was an accident , such as falling down of some participants , especially when those in front tried to move forward while those in the back kept standing still . some members participated without being convinced of the efficacy of the device 10 , either in general or in the task . however , they did not express their feeling or opinions . why ? is it because they are afraid or hesitant ? did the facilitator or the leader offer a safe environment for the participant ? had the participant any similar experience ? to what extent did the participant understand the objective of this exercise and was it the same between all the members ? the second team building exercise is entitled the exchange exercise and has nine team members that include a leader appointed by facilitator . the task is to move device 10 from one point ( represents today ) to another point ( represents future ), wherein the distance between the points is 4 meters . there are a few special instructions . the members select their places on the device 10 . then the members in quadrant a exchange positions with the members in quadrant c , while the members in quadrant b exchange positions with the members in quadrant d . there is a time limit to be set . there a few questions that are to be asked after the task is completed . for example , to what extent did the participants refuse or challenge exchanging positions ? did any team member ask the facilitator to cancel the exchange ? what would you expect the team performance to be without the exchange ? did the team ask for a longer period to achieve the task because of the exchange ? is there any link between the exchange and the safety of the team members ? would the exchange ( as an obstacle , difficulty or challenge ) lead to more innovation ? what was the impact of the exchange on the team communication during this exercise ? there are a few expectations of what should have occurred . most participants would accept this exercise condition , while a few of them would refuse . those participants in quadrant c may be willing to exchange positions with those in quadrant a , but participants in quadrant a may avoid the exchange because of their lack of understanding of the task . you may expect some strange or silly suggestions , although it is very tactical . the exchange could lead to more closeness and enthusiasm . the third team building exercise is entitled the environmental exercise , and has nine team members with no leader . the task is to move the device 10 from one point ( represents today ) to another point ( represents the future ), wherein the distance between the two points is 4 meters . there are a few special instructions : the facilitator asks the team to move from different locations by using different methods of movement , and then to determine which one is the most suitable for the exercise . the team may start on ( 1 ) a stage ; ( 2 ) grass ; ( 3 ) snow ( or a skating area ); ( 4 ) sand ( or desert - like area ); and ( 5 ) end on carpet . the facilitator may ask the team to move without using the device 10 ( walking , running , etc .) or by other tools . there is a time limit to be set . a question is to be asked after the task is completed , namely , what was the most suitable environment for the exercise ? the fourth team building exercise is entitled the thinking - outside - the - box exercise and has 20 team members with a leader . the task is to move the device 10 from one point ( represents today ) to another point ( represents the future ), wherein the distance between the points is 4 meters . there are a few special instructions : there are too many people ( 20 ) on one device 12 that can only carry 9 members . the difficulty is the limited places on the surface 17 . there is a time limit to be set . there a few questions that are to be asked after the task is completed . it is not necessary , nor is it a condition , for the team to move in one time . a leader should act as a bus driver who helps the team to transfer in 3 trips . the challenge here is the time , not the capacity . it is to be understood that the present invention is not limited to the embodiments described above , but encompasses any and all embodiments within the scope of the following claims .
the cooperative training device is used for teaching cooperation , teamwork and communication for a group of participants . the training device is an annular , flexible mat having radially extending pairs of foot straps spaced apart on the upper surface of the mat and a corresponding tether extending from the outer foot strap of each pair . teams of participants are trained to cooperate by instructing the team to move the mat from one location to another while standing in the foot straps and grasping the tether . the mat may have true and false directional indicia marked thereon , may be divided into quadrants , and may have designated penalty areas where non - cooperating team members are directed to go and remain stationary .