The moral dimensions of the movement education are established through the dynamic of playing games. The separation of the individual from the group, the formation of separate , sometimes rival groups, poses the question of how the whole group and the individuals within it meet again. Separating, interacting and joining again highlights the importance of relationships and their moral basis. This is facilitated by the rules of engagement, the rules of the fames. In many respects the rules are the game. Many social and moral skills are called for, such as honestly (was I tagged or not? did I step over the line or not?), commitment (supporting my team, trying my best to achieve the objective), tact (how hard can I tag my classmate? What means can I use to play the game but avoid hurting someone? When is the game over?), recognition of appropriate authority (accepting the judgement of other players or the referee/teacher), fairness, cooperation and so on.
The Tasks and Content of the Steiner-Waldorf Curriculum edited by Kevin Avison and Martin Rawson