Gamesroom Playbook

Game Rules

Search “Gamesroom” on BGCA.net to find an exhaustive list of gamesroom game rules.

Checkers

1. The checkerboard has 64 alternating light and dark squares. The game is played only on the dark squares.
2. Each player starts out with 12 playing pieces. One player has light-colored pieces (called white) and the other player has dark pieces (called black, although the pieces may actually be another color). Each player starts with their pieces laid out on the 12 dark squares nearest to them.
3. Determine who gets the black pieces first by flipping a coin or doing rock-paper-scissors. The player with the dark pieces moves first.
4. A player must ask permission of his opponent before adjusting a piece on the board. Otherwise, if a player touches a piece that can be played, that piece must be moved.
5. All jumps are compulsory. If a player refuses to make an available jump, the opposing player may remove the piece that should have jumped. If there is more than one jump sequence available, the player may choose which jump to take without losing pieces.
6. A jump may be made only over an adjacent piece. A piece cannot jump over empty squares. Single pieces may not jump backwards.
7. When a player’s piece lands in one of the squares at the far end of the board, its move ends there and the piece becomes a king. A king is allowed to move or jump in any of the four diagonal directions within the limits of the board. A king cannot jump over one of the player’s own pieces. 
8. A player wins by capturing all of the other player’s pieces, or putting them into a position where they cannot move. A player also wins if the other player resigns, or if the opponents’ guardian/ride comes to pick them up at the Club or Youth Center before the game is finished.

8-Ball – Pool

8-Ball is a call-shot game played with a cue ball and 15 numbered object balls. One player must pocket balls of the group numbered 1-7 (solid colors), while the other player may pocket balls numbered 9-15 (stripes). THE PLAYER POCKETING THEIR GROUP FIRST AND THEN LEGALLY POCKETING THE 8-BALL WINS THE GAME.

1. During a call-shot game, obvious balls and pockets do not have to be indicated. It is the opponent’s right to ask which ball and/or pocket is intended, if they are unsure of the shooter’s intentions. Bank shots and combination shots are not considered obvious and should be called. When calling a shot, it is never necessary to indicate details; such as the number of cushions, banks, kisses, caroms, etc. Any balls pocketed on a foul remain in the pocket, regardless of whether they belong to the shooter or the opponent.
2. The balls are to be racked in a triangle at the foot of the table, with the 8-ball in the center of the triangle. The first ball of the rack should be on the foot-spot, with a striped ball in one corner of the rack and a solid ball in the other corner.
3. If a player scratches on a legal break, all balls remain pocketed and the table is open.
4. If the 8-ball is pocketed on the break, the player breaking wins the game. If the player scratches while pocketing the 8-ball on the break, that player loses the game.
5. The table is always open after the break, no matter which or how many balls are pocketed on the break.
6. The table remains open until a called shot is made.
7. Combination shots are allowed. However, the 8-ball cannot be used as a first ball in the combination, except when the table is open.
8. When shooting the 8-ball, a scratch or foul will not lose the game so long as the 8-ball is not pocketed or jumped off the table. A combination shot cannot be used to pocket the 8-ball.
9. A player loses the game if they commit any of the following infractions:
   • Fouls when pocketing the 8-ball
   • Pocketing the 8-ball on the same shot as the last of their group of balls
   • Jumping the 8-ball off the table
   • Pocketing the 8-ball in a pocket other than the one designated
   • Pocketing the 8-ball when it is not the legal object ball (before all of a player’s balls are pocketed)

Air Hockey

1. The first player to accumulate seven points wins the game.
2. When the puck enters and drops into a player’s goal, the player’s opponent receives one point (unless play has been suspended by the referee or the offensive player has committed a foul prior to the shot).
3. After each game, players should alternate table sides. This is for best of (three-, five- or seven-game) tournament format. In gamesroom play, the winner stays at the table and has their choice of sides.
4. The player scored upon receives possession of the puck for the next serve.
5. A player may hand-serve the puck only after it has entered their goal.
6. A player may use only one mallet on the playing surface at one time. Violation results in a foul.
7. The puck may be struck with any part of the mallet.
8. The puck cannot be topped by lifting the mallet and placing it on top of the puck. This cannot be done at any time, whether before a serve or after a serve during play. Violation constitutes a foul. (Using a mallet to bring an airborne puck to the table or opponent’s goal is not a topping violation, no matter which side or edge of the puck is contacted.)
9. Only one puck may be in play at a given moment.
10. A player has seven seconds to execute a shot that crossed the centerline. The seven seconds begins as soon as the puck enters and remains on that player’s side of the centerline. Violation of this rule results in a foul.
11. When the puck is in contact with any part of the centerline, either player may strike it.
12. A player may stand anywhere around the table on their side of the centerline. They may not stand past that line.
13. If any part of a player’s hand, arm, body or clothes touches the puck, the referee will call palming, which constitutes a foul.
14. Each player may take one timeout per game, no longer than 10 seconds each.
15. A player may exercise their timeout either when the puck is in their possession or else not in play.
16. A player must make a clear indication of a called timeout.
17. When a player is scored upon, they will have 10 seconds to remove the puck from the goal and place it in play. The 10 seconds start as soon as the puck has fallen completely through the goal and is available for the player to place it in play. The rule is suspended during the course of a timeout.

Bumper Pool

Set up the balls as shown in the illustration. Be sure a “marked” ball is placed in front of each cup (pocket). Each opponent shoots simultaneously at the cup on the other end of the table by banking off a side rail, as indicated by the arrows in the illustration.

1. Bumper Pool is played by two individual players or by four playing as partners.
2. Each side has five red and five white balls, one of each color being a marked a cue ball.
3. To set up Bumper Pool, place two red balls on each side of the white cup. Place the white balls in the same position around the red cup (ring around pocket). The player with the white balls shoots into the hole with the white cup; the player with the red balls shoots into the hole with the red cup (if present).
4. Both players shoot the marked cue ball at the same time; hitting first the side cushion and banking the ball into or near his color cup. The player who plays his ball into or nearest their cup shoots again. Marked cue balls must be pocketed first. If a player sinks another ball before his marked ball is pocketed, the opponent may remove two of their own balls and drop them into his cup. In the event both marked balls are pocketed on the first shots, each player takes one of the remaining balls and spots it in front of their cups; and both shoot at the same time, just as they did with marked balls. From then on, they take turns, beginning with the player who pockets their ball or is nearest to their cup.
5. A player receives another shot upon sinking their own color ball in their own color cup.
6. In the event a player causes a ball to leave the table, the opponent may place this ball anywhere they wish. In addition, they can remove two of their own balls and drop them into their cup.
7. If a player sinks one of their own balls into their opponent’s cup, or shoots one of their opponent’s balls, the opponent may then drop two of their own balls into their cup.
8. No player is allowed to jump their ball over balls or bumpers in making shots. Penalty for this will be the same as in Rule 7.
9. The first player or team to sink all five balls is the winner. However, a player forfeits the game if they shoot their last ball into the opponent’s cup.

Carpet Ball

1. Each player arranges their balls (usually five) within arm’s reach of their end.
2. Roll the cue ball in an attempt to knock the other player’s balls into the tray.
3. Once Player 1 has knocked all of Player 2's balls into the tray, Player 2 has one more roll to knock the remaining balls Player 1 has left on the table into the tray (known as the mercy roll). If Player 2 is successful, then one less ball (four balls) is placed on each end, and the game is repeated.
4. If a ball is knocked into the tray and it bounces back into play, it remains in play.
5. If a player knocks any ball off the table, they immediately lose the game.

Foosball

1. Each goal is worth one point. The first person to score five points wins.
2. To determine who serves first, either flip a coin or else do rock-paper-scissors.
3. All serves must be started through the serving hole.
   • The team last scored upon gets the serve after a goal, once a ball is out of play or after a neutral dead ball.
   • The losing team serves first during a best of tournament format (3 of 5, 4 of 7, etc.).
   • The team that is new to the table serves first (if the winner stays on the table).
4. A ball remains in play until:
   • It is off the table
   • It is declared dead
   • A point is scored
5. Ball off the table: The ball is considered off the table if it touches the scoring marker, top side of the rail or any non-table object. The original serving team re-serves the ball if it is ruled off the table. The goalie puts the ball in if they were the cause of the ball leaving the table.
6. Spinning: Rotating the rod more than 360 degrees before or after advancing the ball is illegal. If the ball scores on a spinning shot, it is ruled a no-goal and the opposing goalie puts the ball in play. If no point is scored, play may continue with a warning.
7. Jarring: Jarring, lifting or any other movement of the table is a foul. If jarring is accidental and does not result in a goal, play may continue with no interruption. Continued jarring will result in a penalty shot.
8. Reaching into playing area: Players may not reach into the playing area while the ball is in play.
9. Code of ethics: Players may not distract or use abusive language during play. Violation may result in removal from the game.

Creating Group Agreements

For the full resource with worksheets and additional tools, go to BGCA.net/ClubClimate.

Create a Group Agreement by together answering three questions.

1. How do we want to feel while in the gamesroom?
2. What will we do in order to feel this way every day?
3. What will we do when there is conflict? 

Question #1 – How do we want to feel while in the gamesroom?

Question #2 – What will we do in order to feel this way every day?

Question #3 – What will we do when there is conflict?

• If you do not have a whiteboard, line up two sections of Post-it notes or large pieces of paper on the wall.
• Split the group into two teams, and have each team line up in front of one of the sections with just one marker.
• Participants will write down one behavior and then pass the marker onto the next person to see how many ideas the group can come up with in two minutes.

All done!

The product should be displayed in a visible space that all youth can see – this could be by the front desk or in a shared office space. It is important for all members to see the Group Agreements daily to make sure they are being followed. You can also think of ways to incorporate the Group Agreements into daily activities for both staff and youth.

Steps to Reframing Conflict

1. Approach the conflict calmly. Your first reaction is critical. If you are upset, your stress or anger can potentially make matters worse. Start by approaching the situation in a way that models what you want youth to do – that is, to stay calm. Resist the urge to judge the situation or the youth involved. If more than one young person is involved in the conflict, you may need to safely separate them and take turns speaking with each person to get the full picture.
2. Acknowledge feelings. Help youth express their feelings in a safe and supportive way. For example, allow for cool-down time in order for emotions to settle. Avoid using judgmental statements or making comparisons like, “What’s wrong with you?” or, “I wish you would behave like the other kids.” Rather, try to reflect back on the feelings they are expressing or showing. For example, “It seems like you are really frustrated, Qiara. Is that correct?”
3. Gather information to understand the conflict. Similar to acknowledging feelings, youth want their perspectives to be heard. This allows them to practice both communication and listening skills, and for you to model good listening and problem-solving. 
4. Restate the problem. Restating the problem allows you to understand what led to the initial conflict. It also ensures youth feel heard. For example, you could say, “It seems like there is a misunderstanding about who won the point. It seems like Marcus thought the ball was out of bounds, and Tessa thought the ball was in bounds.” This provides youth the opportunity to clarify what they said, and allows everyone to focus on the details of the conflict. Restating the problem also allows all parties involved to reflect on how they are feeling, what caused the dispute, and identify what could be done differently to prevent the conflict from happening again.
5. Ask for/jointly develop solutions. If youth are unable to offer solutions, you can support them by asking open-ended questions. For example, “How might we handle this differently if it happened again?” As the adult, you may need to provide additional support to youth who seem stuck or for younger youth.
6. Offer follow-up support. After youth have agreed on a solution or next steps, be sure to follow up to determine how they are feeling, and to check if the jointly developed solution is making a difference.

Self-Regulation Tips

The gamesroom is an exciting place with a lot going on. With multiple activities happening and young people moving freely between them – learning new games, and figuring out how to win and lose with grace – emotions can easily get heightened, or youth can become overloaded. Give them the tools, time and space to self-regulate.

Teach youth to identify their emotions. Help youth to identify and name their emotions. This helps them determine how best to cope with how they feel. Consider working with your members to create a chart. Use the chart as a reference in the following ways.

Teach young people calm-down techniques. This may include taking deep breaths, counting to 10 or walking a lap before reacting. Have young people share their own ideas and select the technique they each think will work best for them.

Offer self-regulation tools. Create several kits with self-regulation tools inside, and place them around the gamesroom for easy access. These kits could include play dough, markers and paper for drawing and coloring, and squeeze balls or other fidgets.

Create a chill zone. Dedicate a table or corner of the room as a self-regulation station. Tell youth when things get heated or their emotions start to run wild, they are welcome to go to the peace table. Keep the table stocked with fidgets; building materials, like Legos or Kinex; puzzles; art supplies, like water colors and paper; and other sensory items, like moldable sand or objects to squeeze. 

Identify the signs for when individualized support is needed. It is important for you to distinguish the times when youth can learn and practice coping skills, versus when individualized staff support or intervention is necessary. Teach youth when to ask for support. For example, if a young person doesn’t appear able to hear or receive the reminders to try a certain technique, or seems unable to, then provide individualized support by taking the young person aside or out of the room. Some clues that this type of support may be necessary are when youth appear overly worked up, seem as though they want to run away, or appear to be almost frozen. Note: In instances of bullying, staff intervention is always needed.

Community Builders to Use Right Now

Find more Community Builders in the YDToolbox mobile app, available to download on any smartphone.

Rose, Bud, Thorn

Have youth break up into groups of three to five. Give each young person about one minute to share their Rose, Bud and Thorn with the group. (Rose = something positive that happened this week. Bud = something they are looking forward to next week. Thorn = something they need help with next week.) After each young person has shared, the groups will work together to figure out how to turn each thorn into a rose for the coming week.

Common Ground

Ask youth to use small slips of paper to write down three to five things they think they have in common with their peers. This could be anything from, “I like to play basketball” to “I ride the bus to school.” Have everyone stand in a large circle. A staff member will stand outside the circle and read the different prompts, one at a time. If the prompt applies to youth, they will move to the “common ground” in the middle of the circle and high-five everyone else inside the circle. Continue this until all prompts are read (skipping repeats). Wrap up the activity by highlighting all of the connections made between the youth and the communities they share. Ask participants to share their observations: Did they learn anything? Was anything surprising?

Name Motion Circle

Each participant steps forward, saying their name while performing a brief movement of choice (e.g., clapping or jumping in place). The group repeats the name and movement together. Adapt by having the group say all the names and matching movements of everyone who has gone before moving on to the next person.

Awesome

Divide the group into pairs. In rock-paper-scissors fashion, have participants throw out any number of fingers from one hand on the count of three. Partners add up the numbers and say the sum out loud. Repeat until you say, “Stop!” Next, tell partners to give each other a high-five after they call out the sum. Finally, have partners give each other high-fives and yell, “Awesome!” after they say the sum of the numbers.

Common Connections

In this Community Builder activity, youth will stand in a circle with one person in the middle. The person in the middle will say their name and something about themselves. For example, “My name is Rachel, and I have a dog.” Everyone with a dog has to run across the circle to another empty spot. They cannot run into the spot next to them. The last person standing in the circle will repeat the prompt by stating their name and something about themselves. Repeat this until everyone has had a chance to stand in the center of the circle.

Ways to Give Recognition

For editable gamesroom Recognition templates, search “Gamesroom” on BGCA.net.

1. Create a leader hat: A game leader gets to wear this hat while they’re in the gamesroom if they are leading the group (e.g., in pool game points won or chess winning streaks).
2. “I beat the challenge” sticker: Create a challenge of the day (e.g., finish stack-ups in under 45 seconds), and give everyone who successfully completes the challenge a sticker.
3. Consistency streak: Recognize a young person for consistently practicing a specific game or skill.
4. Friendliest friend: Recognize a young person for being helpful to a peer, such as by teaching them a new game or making everyone feel welcome.
5. Tourney master: Award to the young person who wins the most tournaments.

Board Games for Every Age Group

Managing Multiple Groups for Three Designated Activity Areas

When implementing your activities, do the following things to monitor and manage multiple groups engaged in different activities at the same time.

Before youth go to their activity stations:

During the activity stations:

Listen to and encourage youth.

Before Reflection and Recognition:

Monthly Gamesroom Planning Tool

Instructions: Use the following table to capture ideas for a month of fun in the gamesroom. Consider whether to include a monthly theme (i.e., current event, topic, youth interest, targeted skill building) and how that impacts each week and day. Think about the materials, staff and activities needed to achieve your vision. Reference your completed Gamesroom Planning Tool to set up your weekly and daily activities, and to check how your plan is working. If necessary, make adjustments based on youth feedback, changes in staffing, or when plans change.

List of Gamesroom Materials

Table Games

Board Games

Other Activities

Electronics

Remixed Pool Games

There are many games to play on the pool table.

Penny Pool

Penny Pool is an old classic. Simply take some chalk and draw a circle around the foot spot. Place a ball on the foot spot and place a penny on the ball. Place the cue ball behind the head line, and see if members can knock the penny out of the circle. It is quite difficult, and members will learn to control the power of their shots.

Poison Ball

Place a single ball in front of each pocket, and then place the rack at the foot spot (as in a game of 8-Ball). Place a ball in each corner of the rack, and have members take turns. Shoot any ball to start the game. As long as a ball is pocketed, the turn continues. Pocketing two balls on one shot allows for a miss later in the round. Any ball touching the rack ends the round.

Members soon develop the ability to control the power of their shots. Success in this game depends on keeping the cue ball away from the rack, and usually in the middle of the table. As members improve their skills, the rules can be modified. After the first shot, the leader determines the next ball to be pocketed.

Remixed Pingpong Games

Pickle Ball

Mark a court on the floor, and use a row of chairs for a net. Using a whiffle ball and large wooden rackets, play a small version of tennis. The fun part of this game is that there is no spin. So an 11-year-old can play a 16-year-old without much difference in ability. The ball is hit slowly and with an arc, and members learn to move and hit the ball with control. It is a fun way to help members acquire basic skills to support their development as pingpong players.

Racehorse Table Tennis

Regulation table tennis rules generally apply. Players form a circle around the table, and each player plays independently. One player serves and moves to the right (counter-clockwise). The receiving player returns the ball and moves to the right, playing the point until someone misses. The player failing to make a good return drops out of the game. No score is kept. The game continues until only two players remain. They play a single point to decide the winner of the game. Everyone rejoins the game and the previous game’s winner serves to begin the next game.

Types of Tournaments

Single Elimination Tournament

This is the most commonly used tournament format. It is the quickest to conduct, easy for players to understand, and requires minimal space. The biggest drawback is that players are only assured of playing one match. The single elimination tournament is set up on a draw sheet with slots for each competitor. Typical draw sheets have spaces for eight, 16, 32 or even 64 players. If fewer players enter than a draw sheet has spaces for, “byes,” which are empty bracket slots, are entered to fill vacant spaces.

Begin by filling one name in each bracket. Then fill in the pairings with names so empty spaces are spread out on the sheet.

Double Elimination Tournament

This is another popular format. It assures every player has the opportunity to play at least two matches. It requires greater attention to match pairings. A sample double elimination tournament bracket for an eight-player tournament is available in this Playbook’s Resources section.

If time permits, this format allows competitors a second chance and guarantees at least two games. Since names need to be continually added to the bottom bracket, make sure they are added after each match and to the correct slots.

Discover Youths’ Interests

The best way to keep your gamesroom fresh is to tailor it to fit the unique interests of the young people you serve. You’ll also establish positive relationships with your young people by showing a genuine interest in what they enjoy doing. Ask youth: