STIs vs Contraceptive Barriers

Equipment list

  • Tail tags (e.g., Velcro strips or fabric tails)

  • Cones or boundary markers

  • Coloured pinnies or labels to identify roles (STI players, contraception players, optional doctors)

  • Timer or stopwatch

  • Visual signs or cards (for STI type and severity, method effectiveness, etc.)

Explanation

This energetic and informative game simulates how STIs spread and how contraception can reduce transmission. It encourages critical thinking about risk, prevention, and the impact of different infections.

Setup:

  • Divide students into 2 main roles:

    • STIs (Infections): Their goal is to cross the playing field and reach the health outcome zone.

    • Contraceptive Barrier Players (e.g., condoms): Their goal is to stop STIs by removing their tail tags.

  • STI players vary by type:

    • Each type has different attributes (see chart below).

    • STIs can be tagged out or, if they reach the zone, they "infect" an imaginary human.

How to Play:

  1. Mark a field with a start line and an end zone.

  2. STI players start at one end and attempt to reach the end zone.

  3. Contraceptive players (e.g., 3–5 students) begin in the center.

  4. STI players run, or move in a manner of their choice, across the field. Contraceptive players try to block them by removing their fabric tails.

  5. STI players who reach the end zone “infect” an imaginary human. If incurable, the game ends. If curable, that player is temporarily out.

  6. Play continues in timed rounds. Use different ratios and STI types to simulate real-world conditions.

Learning Check:

After each round, pause to reflect:

  • Who got through?

  • What kind of STI was it?

  • Was it curable? What would happen in real life?

  • What helped protect against infection?

Variations

  • Add a doctor or health worker who can "treat" curable STIs by restoring players.

  • Assign point values to each STI based on severity or impact.

  • Include visual markers or info cards for each STI and contraceptive method.

Progression

  1. Start with basic rounds (STIs vs. contraception, optional warm-up).

  2. Add STIs with different attributes (contagion, severity, curability).

  3. Wrap up with a class discussion or reflection:

    • How do contraceptives help?

    • What are the real-life implications of STI transmission?

    • What role do knowledge and prevention play in staying healthy?

Downloads

STI Qualities

ASK ID 2025-09-02-002-E

Grade 7 - 8, Grade 9 - 10Gasta Design