This is a team relay game where students complete short movement challenges (run, balance, dribble, carry) and then tag the next teammate. The adaptation turns a normal relay into a buddy system relay: every relay leg includes a 10-second connectedness action (encouragement, appreciation, inclusion, responsibility). Teams still race, but the real aim is to practice being a supportive community under pressure.

Skill focus

Primary Skill Focus

• Connectedness

Complementary/Secondary Skill Focus

• Emotional awareness, regulation and communication
• Valuing people and nature

Age group	Student number	Duration
6-10 years old	Whole class (in groups).	25–40 minutes (1–3 rounds)

How to play – brief game rules

A) Core relay structure (kept the same)

1. Divide the class into equal teams. Teams line up behind a start line.
2. Set up stations or a simple course (cone → task → return).
3. First player completes the station task, returns, and tags the next teammate.
4. Continue until all players have completed a leg.
5. Run another round (optional), rotating roles and station types.

B) Buddy System rules (key adaptation)

To make connectedness the main focus, each team uses rotating roles:

• Runner: completes the movement task
• Encourager: gives the runner a short supportive phrase before they go
• Strategist: quickly helps if the team gets stuck or a station fails (“Try again with a tweak”)
• Connector: makes sure everyone is included (especially quieter students)

Roles can rotate each round or every 2 turns.

C) The “Tag with Connection” rule (always)

Tagging is not just a tap. When tagging, the runner must say one short connection phrase (choose one):

• “You’ve got this!”
• “I’m with you!”
• “Let’s do it together!”

This keeps connectedness alive without stopping the relay.

Gym / playground (recommended): clear lane per team with cones.

Wide hallway option: shorter course, quieter voices.

Safety: one runner per team at a time; clear “no crossing lanes” rule.

Layout tip: Put a “Buddy Phrase” poster near the start line so students can grab a phrase quickly.

This relay builds Connectedness because every child’s success depends on the team—and the team is trained to act like a supportive community.

• Belonging & engagement: Each student has a place in the team and a role beyond running (encourager, strategist, connector).
• Mutual respect & valuing others: Students practice appreciation and inclusion in fast, simple ways (supportive phrases, noticing effort, sharing turns fairly).
• Dynamic, reciprocal relationship: Children experience giving support and receiving support immediately—before and after each leg.
• Responsibility: Teams learn to keep each other safe, follow rules, and help a teammate who struggles without shame.

After this game, students should be able to:

• Use buddy language naturally (encouragement, gratitude, inclusion).
• Show stronger sense of belonging (“I’m part of my team/class and I matter here”).
• Demonstrate fair teamwork: taking turns, supporting different ability levels, celebrating effort.
• Use basic emotional skills during pressure: naming feelings, calming down, asking for help.
• Problem-solve as a team when something goes wrong (“We try again—what’s our tweak?”).
• Show responsibility for shared space and equipment (people + nature connection).

Example station types (movement + connectedness micro-action)

Pick 4–6 stations and rotate them:

1. Balance Station (Support + appreciation)

• Task: balance a beanbag on a spoon to the cone and back.
• Micro-action before tagging: “One thing I appreciate about you is…”

2. Dribble Station (Emotion regulation + team calm)

• Task: dribble a ball around a cone and back.
• Micro-action: two deep breaths + “I feel ___ (excited/nervous/proud).”

3. Puzzle Station (Team problem-solving)

• Task: match a simple card (word/picture/shape) correctly, then run back.
• Micro-action: “Our team tweak is ___” (slower, focus, take turns).

4. Carry-and-Care Station (Responsibility)

• Task: carry a “community token” carefully without dropping.
• Micro-action: “We take care of our shared space by…”

5. Inclusion Station (Belonging)

• Task: hop to the cone and back.
• Micro-action: “I’m bringing in ___ (name) next because we need everyone.”

Flow tip: Keep the micro-action to one sentence, then tag.

• Cones or markers (lanes + turning points)
• Station items: beanbags + spoons, balls, simple puzzle cards, tokens
• Optional: buddy phrase poster / role cards
• Optional: small emotion word cards (happy, nervous, frustrated, proud, calm)

(Quick, in-game micro-prompts – 1 short answer, no stopping.)

Connectedness (primary)

• Did you tag with a supportive phrase?
• Did everyone get a turn and feel included?
• Who needs extra support this round? (name quietly)
• Are we acting like a team or like individuals right now?

Emotional awareness/regulation (secondary)

• What feeling is in your body right now: excited, nervous, frustrated, proud?
• Do you need a breath or a buddy?

Valuing people & nature (secondary, very light)

• Are we caring for our shared space and equipment?
• Did we leave the area clean and safe)

• Challenge: Kids focus only on winning:
  Tip: Give “Team Spirit points” for buddy behaviours (encouraging, including, calming). Announce both: speed + spirit.
• Challenge: Some kids feel slow or embarrassed:
  Tip: Emphasize “Everyone belongs.” Allow different station difficulty options (walk fast vs run).

• Challenge: Arguments after mistakes:
  Tip: Use a built-in reset phrase: “We try again—what’s our tweak?” No blaming; only adjustment.

• Challenge: Noise gets too high:
  Tip: Use “inside cheer” (silent thumbs up, quiet “you got this”). Keep it community-friendly.

• Challenge: Unequal participation:
  Tip: Roles ensure non-runners still contribute. Rotate roles every round.

Beginners (6-7 years old): At this level, a shorter course with fewer stations and simple tasks such as running, balancing, or carrying a ball is used. At each tag, children say a one-word feeling or short supportive phrase like “You got this!” or “I’m with you!”, practicing small but intentional moments of connection. Children begin to notice that every teammate matters and experience the basics of supporting one another. The focus is on empathy, giving simple feedback, and practicing inclusion, while safely exploring how the team functions together.

Advanced learners (8-9 years old): At the intermediate level, a longer course and an additional puzzle or logic station are introduced, where children need to consider team strategy. Children also give “I noticed…” appreciation statements about their teammates’ efforts, consciously reflecting on each other’s contributions. They increasingly pay attention to one another throughout the course, applying support at every station and understanding the importance of collaboration. The focus is on conscious awareness of team dynamics, responsibility toward teammates, independent cooperation, and focused attention.

Experts (9–10 years old): At the expert level, teams make strategic choices, such as “fast but risky” or “steady and accurate,” while ensuring every member is included and supported. Children deliberately coordinate with multiple teammates, maintaining awareness of each other’s needs. The emphasis is on complex collaboration, inclusive decision-making, reflective attention, and shared responsibility for team success and the collective play experience.

• When did you feel most like you belonged to your team?
• Who supported you, and how did it feel?
• How did your team respond when something went wrong?
• What emotions showed up during the relay? What helped you manage them?
• Did everyone get included and respected? What helped that happen?
• What does a “community” do when someone struggles?
• How can we use our buddy system in class work, break time, or with a new student?
• How did we care for our shared space (and why does that matter for people and nature)?