We evaluated the effects of a modified version of the Good Behavior Game (GBG) on the number of steps taken by students during school recess. We divided a class into two teams, and awarded the team with the highest step counts at the end of each game raffle tickets for a school‐wide lottery. The GBG was compared to recess periods without the game using an alternating‐treatments design. Students took more steps while playing the GBG than they did during recess periods without the game.