Croc-Crossing! | Intense Tag Minor Game

In Croc Crossing, students face a fast-paced challenge where they must navigate a course filled with obstacles, all while avoiding being caught. One player is designated as a “crocodile,” and the rest must carefully decide when to make their move across the court. As the game progresses, the dynamics shift, making it more difficult to stay safe. Quick thinking, agility, and teamwork are essential to avoid getting tagged and to stay in the game. The goal is to be one of the last players remaining untagged, adding a thrilling competitive element to every round.

What Will You Need?

Court or playing area
Cones
Sashes or Bibs

What Are Students Trying To Achieve?

To get to the other side of the court without getting tagged
(Taggers) to tag as many students as possible

How Do You Play?

One student is selected at the start of the game to be the crocodile- this student stands at centre court with a sash or a bib to mark they are a crocodile (Tagger)
All the other students are standing on the baseline waiting for the game to start
When the croc is ready the student will yell ‘Low Tide!’ – this means students have 30 seconds to cross to the other side of the court before the time is up
If students don’t cross in the 30seconds the tide will wash them away and they are out and sit on the sidelines
When students cross the river the ‘crocodile/tagger’ can try to touch them on the shoulder- students can only be tagged during this 30second crossing and not whilst they are on the baseline
Students need to try and dodge the crocodiles and get to the other side but try to remain within the boundaries of the court
If they get tagged, they become a crocodile as well and join in as a tagger for the next round
If students make it safely to the other side they wait until it is low tide again before they can cross
When they are more than 10 crocodiles then all taggers need to play the game on all fours
The last 5 remaining students are the winners!

How Can You Modify It?

Make it easier!

Crocs start on all fours
Make the playing area bigger
Students get two chances before they turn into a tagger

Make it Harder!

Start the game wit more than one croc
Smaller playing area

What Skills Are We Using?

Fundamental Movement Skills:

Locomotor- run, jump, dodge, lunge, side step, leap
Stability- turning, balance, stopping, bending, stretching

Tactical Skills:

Scanning the field of play to make decisions
Cooperative play, supporting teammates
Following rules and structures of a game
Critical thinking through decision-making

Why Are Tag Games Are Important For Students?

Promote Physical Fitness and Cardiovascular Health Tag games are excellent for improving cardiovascular health, enhancing endurance, and building strength through continuous movement. Research has shown that games like tag significantly increase heart rate, providing effective aerobic exercise that supports overall fitness (Sallis et al., 1993).
Enhance Social Skills and Teamwork Tag games foster communication, cooperation, and conflict resolution. By engaging in group activities, students learn how to work together, take turns, and support each other, which are essential social skills both in and out of the classroom. According to studies, collaborative play in games like tag helps students develop positive peer relationships and improve social competence (Ginsburg, 2007).
Develop Cognitive and Motor Skills Tag games improve children’s motor skills, such as coordination, balance, and reaction time. These games also require strategic thinking, quick decision-making, and spatial awareness, all of which help sharpen cognitive abilities. Studies have indicated that such games can enhance both fine and gross motor skills, supporting brain development (Pica, 2011).

Sources:

Pica, R. (2011). “Movement-Based Learning: Connecting Brain Development and Physical Activity.” The Journal of Physical Education, Recreation & Dance, 82(6), 36-41.
Ginsburg, K. R. (2007). “The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds.” Pediatrics, 119(1), 182-191.
Sallis, J. F., et al. (1993). “Environmental Interventions to Promote Physical Activity.” American Journal ofPreventive Medicine, 10(2), 63-70.