In this tactical board game played on a 6×6 grid, the goal is to line up three cats of the same colour (small or large) horizontally, vertically, or diagonally. Cats can “bounce”: small cats may only push other small ones, while large cats can move any other cat—provided the square behind them (in the same direction) is empty.

When a trio of small cats is formed, they are removed from the board and replaced—one by one—by large cats from the same player.

The final goal is to create a line of three large cats of the same colour.

Skill focus

Primary Skill Focus

• Resilience

Complementary/Secondary Skill Focus

• Emotional awareness, regulation and communication
• Problem-solving
• Critical thinking
• Curiosity, sense of wonder and openness
• Empathy

Age group	Student number	Duration
6+	whole class / in pair (2 children)	10-15 minutes

How to play – brief game rules

1. Each player chooses a colour and places 8 small cats in front of them. The 8 large cats of the same colour are kept in a separate pile.
2. The starting player places one small cat on any empty square of the board.
3. Players take turns placing small cats on empty squares.

If any of the eight neighbouring spaces is already occupied by another cat, and the square directly behind it (in the same direction) is free, the cat “bounces” to that space.

4. When three small cats of the same colour form a line, they are removed from the board. Later, three large cats will enter the game in their place, one at a time.
5. Large cats can push any other cat, while small cats may only move other small ones. It is allowed to move one’s own cats as well as the opponent’s.
6. The game ends when a player forms a line of three large cats or successfully places all 8 large cats on the board. That player wins the game.

The game is primarily designed for indoor play, with the board and cat tokens placed on a table.

However, one of the game variations can be played outdoors:

A large game board is marked on the ground using chalk or ropes, and students themselves take on the role of the cats. They wear headbands displaying cats of specific colours and sizes, making it easy to see who represents which piece.

This version brings movement and physical engagement into the experience while preserving the core logic and objectives of the game.

Throughout the game, children must continuously adapt to changing situations:

Cats may be pushed out of a line, re-enter the board later, or undergo transformation (small kittens becoming large cats). A carefully built position can suddenly shift due to a single bounce, requiring players to reassess their strategy and respond flexibly to the new board layout. This dynamic gameplay supports the development of adaptability and perseverance.

During the game, children:

• Experience what it feels like when a cat is pushed out of a trio or removed from the board.
• Discover that setbacks are not final – cats can return, and new opportunities emerge.
• Learn how to build patiently, step by step, even when facing obstacles.
• Practice decision-making in changing circumstances.
• Learn to accept when another player’s move disrupts their plan and adapt by finding a new strategy.

The game supports the development of resilience by offering a playful environment where children can explore how to recover from unexpected changes, how to rethink their approach, and how to find new motivation to continue – all within a joyful, creative, and safe setting.

As a result of the activity, learners:

• Respond with greater flexibility to unexpected situations – for example, when a well-planned setup suddenly changes, or a move does not bring the intended result.
• Learn that failure is not the end of the game, but the starting point of new possibilities – within the game’s logic, cats can “return”, and positions can be reimagined.
• Practice problem-solving under pressure, as each move creates a new situation requiring fresh thinking.
• Develop emotional regulation skills, especially when another player’s action sets them back or breaks up a nearly completed trio.
• Strengthen their perseverance, as they must rebuild and re-enter the game multiple times, even when faced with difficult positions.
• Begin to accept change as a natural part of the game and learn that adaptability helps them move forward.

• Can be played in pairs or small groups, in a classroom setting, on a carpet or table, where children take turns thinking, planning, and making moves.
• Can also be realized as a live board game – for example, in a schoolyard or gym – where the students themselves become the cats by stepping on the giant game board squares. This version is especially suitable as a movement-based, body-awareness developing, and community-building activity.
• Can be integrated into visual arts lessons, where children design their own cats, puppets, or the game board – this fosters attachment to the game and encourages creative self-expression.
• Can be linked to math-logical tasks (e.g., sequences, spatial orientation, combinatorics) through analysis of the game rules and playing field.
• In physical education classes, the “landing” actions can be incorporated as movement exercises requiring balance and rhythm, especially in the live board game version.
• Can be used as a complex activity during thematic weeks or social skills development days – for example, during “emotions week,” “cooperation day,” or “stories and games” themes.
• An excellent tool for developing communication and cooperation: during the game, students must not only pay attention to each other’s moves but also practice patience, rule-following, and empathy.

The game requires a 6×6 square grid game board. Additionally, 8 small cat figures and 8 large cat figures are needed in two different colours – these can be made as tile-like pieces, slightly smaller than the squares on the board. The figures can be either drawn or photographic cats, even using the children’s favourite pets – this adds a more personal experience and increases engagement.

If the game is played as a live board game (e.g., in the schoolyard), the students themselves represent the cats. In this case, it is recommended to use headbands or markers in two different colours, to which the cat figures can be attached, so that everyone can clearly see who is playing which role (small cat or large cat). The game board can be created by drawing on a carpet, chalking it on asphalt, or arranging gym equipment, depending on the available space and materials.

• Where would it be wise to move now?
• What consequences will this move have?
• What other options do you have?
• How could you defend against your opponent?
• Do you consider defence or creating your own trio more important at the moment?
• What is the worst-case scenario that could happen to your cats right now? Is there a positive side to it? For example, if a cat falls off, it can be placed in a completely new spot afterward, which might create a good new opportunity for you!
• What strategy should you choose if you have only two cats left in the game?
• Can you manage to keep your next move a secret from the other player?

• Challenge:Uncertainty about the rules.
  Tip: Discussing the rules together beforehand helps orientation and prevents misunderstandings or conflicts.
• Challenge: Disappointment when a cat is knocked out of the row or removed from the board.
  Tip: It’s important to recognize that this is part of the game, and it can happen that your own or others’ cats leave the playing area. This can also open up new opportunities.
• Challenge:Difficulty adapting to changing situations.
  Tip: Replanning and continuously adjusting strategies promote flexible thinking and quick adaptation to the situation.
• Challenge: Tension or resentment if someone moves another player’s cat.
  Tip: Accepting this as part of the game’s mechanics, along with humour – such as pretending the cats are “meowing” – can reduce tension and ease cooperation.
• Challenge: Falling behind or difficulty reconnecting with the game.
  Tip: Jointly assessing the situation and discussing the next moves help players get back on track and stay motivated to continue.

• Simpler version: using only the small cats is recommended, making the game easier to understand and quicker to learn.
• Joint decision-making: two players can play together, discussing their moves collaboratively, which supports communication and teamwork.
• Live game version: on a large game board drawn in the schoolyard or outdoors, children represent the cats themselves, making the moves clearly visible and adding an exciting physical activity element to the game.

Expandability of the game: the rules can be flexibly adapted for multiple players or a larger board, such as an 8×8 grid, thereby increasing complexity and tactical possibilities.

Beginners (6-7 years old): At the beginner level, resilience develops through basic challenges. Using only small cats makes the game simpler and easier to follow. Children experience that a bounce or a disrupted trio is not a final failure and practice adapting flexibly to changing situations. Shared decision-making allows them to discuss moves, support each other, and practice basic emotional regulation and patience. At this level, they begin to understand that change is a natural part of the game and that every setback can open up new possibilities.

Advanced learners (8-9 years old): At the advanced level, resilience is linked to more complex problem-solving and tactical planning. Children use both small and large cats and respond quickly to changing situations. They learn that a well-planned strategy can be disrupted and that every move may present a new challenge requiring fresh thinking. Cooperation can reach a strategic level: players discuss options, plan moves together, and practice emotional regulation when another player disrupts or breaks up an almost completed trio.

Experts (9–10 years old): At the expert level, resilience is combined with complex strategic thinking, rapid adaptation, and independent decision-making. Children think several steps ahead, combine small and large cats, and plan strategies considering the whole board. Unexpected bounces and opponent moves require quick restructuring, teaching players to stay calm, flexible, and motivated. They understand that failure is not the end of the game but opens new possibilities, strengthening perseverance as they rebuild and re-enter the game multiple times while adapting to changing situations.

• What was the biggest challenge for you during the game?
• What strategy did you use, and why?
• Which move was your most successful?
• Did you often miss a situation? What helped you get past those momentary feelings?
• What would you do differently next time?
• How were you able to adapt to your opponent’s moves? How well could you think ahead?
• How did it feel to create a trio, and how about when the other player ruined your plans? Were you able to come up with a new plan easily? Did the pace of replanning speed up?