Game Facilitation Tips 

EQUIPMENT AND BOUNDARIES

Most games in this guide are played with things you already have, like playground balls, jump ropes, and a clear place to play. Setting and teaching clear boundaries for games ensures that the play space is safe and that students feel included. If you have a play space without clearly marked boundaries for games, we’ve found that small, flexible marker cones can be used to mark corners, places to stand, or even stand-in as flags in games like Capture the Flag.

START AND STOP WORDS

Most of the games in this guide end on a stop word, rather than when one team “wins.” This is because at recess or free time, games like tag are often most fun (and easiest for kids to lead on their own) when they go on indefinitely. When teaching or leading a game, identify and practice “start” and “stop” words before you play. Kids can take turns picking “magic words” for the day to make this more fun. Listening for these signals also helps kids practice switching attention when needed.

SAFE TAGGING: BUTTERFLY FINGERS

Tag is safer and more fun when kids tag each other safely. One way to reinforce safe tagging is to teach players to use “Butterfly Fingers” (soft tags like a butterfly landing on a flower) and that tags only “count” in safe zones (arms, shoulders, and back). Ask a player to demonstrate butterfly tags when introducing a new tag game.

SAFE FEET: FIRE FEET

Many group games can be adapted for larger or smaller spaces simply by changing how students move. While running may work fine on a field, walking heel-to-toe, tiptoeing, or “walking like a spy” may make more sense inside. One of our favorites is “fire feet”, where players take quick, shuffling steps as if the floor is on fire. You can ask kids to practice their feet before starting the game.

CONFLICT RESOLUTION: ROCK, PAPER, SCISSORS

Rock, Paper, Scissors (also known as Jun Ken Pon, Rochambeau, or Roshambo) is a quick game kids can play to resolve minor disputes. Remind students how to play when teaching games where disagreements are likely. Or, teach a game like “Roshambo Rockstar” to help kids practice. Learn how to play or read how this game made its way from China in 200 BCE to the US in the 1900s.

POSITIVE LANGUAGE: “GOOD JOB, NICE TRY!”

Promote empathy and social awareness in any game by making positive language the norm. Instead of saying, “You’re out!” kids can say, “Good job, nice try!” and give other players high fives. In addition to reminding students to use positive interactions while teaching games, adults can also model them by joining in and playing with kids. You don’t need to play for an entire recess; even joining in for a minute or two can remind players what’s expected and help kids connect with you in a new way. Check out more tips for positive language on the playground and in the classroom.

RULES AND CONSEQUENCES

When players aren’t following the rules, it can be tempting to ask them to sit out, especially if there are lots of kids to supervise. But kids with behavior challenges may need play time the most. Instead of taking away play privileges in response to behavior issues,

try other strategies:

➔ Start with a warning. Check that kids understand the change they need to make.

➔ When a consequence is needed try something active, like telling them to come back after a certain number of jumping jacks or sprints.

➔ If behavior does not change, tell the player to pick a different game for their break that day (assuming multiple activities are open to everyone) and tell them why without judgement.

When introducing a new game, consider integrating mid- or post- game questions so players can reflect on what they practiced or when they might play the game next.

Try these or use your own:

➔ What was challenging about the game?

➔ What did you need to do to be successful?

➔ What do you think this game teaches?

➔ When would be a good time to play this game?

➔ How does this promote teamwork?

➔ How does this promote inclusion?