TRYOUT EDITION

Panty Explosion
Tryout Edition
Welcome to the Panty Explosion Tryout Edition. This PDF
contains enough info to allow you to try Panty Explosion
and discover what the game is all about. Inside you’ll find
rules for creating Students, building scenes and resolving
conflicts.

The FULL version of Panty Explosion is available for sale

as both a 96 page squarebound book and a PDF. The full
version of Panty Explosion contains:

-The complete text with full rules, over 96 pages!

-A complete source for information on Japanese schools,

culture, family life, religions, and more. Everything you
need for games set in modern Japan

-Helpful examples on how to create characters and play the

game.

-Full rules for Agendas, Traits, creating schools, running

the game, playing the Superintendent and more!

-A full selection of adversaries. Demons, ghosts, rival

psychics, government agents, teachers, parents and boys!

-A complete guide to Tokyo!

-A complete guide to the Japanese school system!

-Printable Character sheets!

-15 illustrations not available in this edition!

Buy Panty Explosion at www.atarashigames.com

 conceived, written and designed by

Matt Schlotte
and Jake Richmond
illustrations and book design by

Jake Richmond

tested by

Christopher Boyd, Nick Smith and Will Richmond

special thanks for generous feedback to

Tony Irwin, Emily Care Boss, Andres Ford, Meguey Baker,

Gabe Sutherland, Travis Brown, Christopher Boyd, Nicole
Richmond, Charles Seaton and Vince Baker

2nd (super awsome) Printing, October 2006. Panty Explosion is copyright

2006 Jake Richmond and Matt Schlotte. Cover and interior illustrations
copyright 2006 Jake Richmond. Visit our website at

www.AtarashiGames.com
What is Panty Explosion?
Panty Explosion is an adventure game about Psychic and
mundane Japanese schoolgirls battling nightmarish demons,
ghost, government agents and often each other. It’s also a
game about enduring high school, making friends, besting
rivals, achieving goals and having fun in modern Japan.

In Panty Explosion you and your friends take the role of

Japanese High School girls. At least one of you will have
psychic powers. As a group you will create a story about
how your Students survived and triumphed against the
adversity of otherworldly demons, shadowy agents and the
Japanese educational system. Read the rules on the
following pages to discover how to create a Student and
play the game.

Panty Explosion is a game for 4 or more players. One player

will take the role of Superintendent, designing the games
Demon and guiding the other players through the games
story. The other players will take the roles of Students. To
play Panty Explosion you’ll need a copy of this book (of
course) and some dice. This game requires the use of 6, 8, 10
and 12 sided dice. You can make do with just one or two of
each, but it’s best if you have a few for each player. You’ll
also need a pencil and a School Record sheet for each player.
You can photo copy the School Record sheet out of this
book, or download one from our website. You’ll also need a
comfortable place to play. A big table or comfortable living
room will work great, and an empty floor does in a pinch. A
school clubroom, the library, a local park or a quiet tavern
are good choices too. Make sure to have beverages and
snacks handy if your group likes that kind of thing.

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Creating a Student
In Panty Explosion you take the role of a female Japanese
high school student.

Your Student will have to make difficult choices and face

desperate odds. The Japanese high school system is
notoriously daunting, with demanding exams and fierce
competition to get into the best
schools. Many students suffer
breakdowns under the exhaustive
workload and pressure to succeed
from their family and teachers. And
there are worse things then school.

Lurking deep in the recesses of

Japanese society are ancient horrors
that feed on the minds, flesh and
fluids of men and women. These
monstrous Demons are spawned by
the apathy, hate, lust and avarice of
the Japanese people and wait only
for the chance to enter our world
and extend their frightful influence.
These nightmarish
creatures operate in secret,
often disguising
themselves as average
men and women to better
prey on human kind.

Fortunately the Japanese

people are not
defenseless. For
generations rare psychic
powers have manifested in
troubled young women.

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This secret phenomenon allows these schoolgirls to harness
destructive powers to battle the Demons that seek them out
to feed on their psychic essence. Unknown to the world,
battles are fought between bloodthirsty Demons and fragile,
frightened psychic schoolgirls in schoolyards, gyms and
swim halls across Japan.

Psychic powers are as much a curse as they are a gift. Most

schoolgirls have little understanding or control of their
massive powers, and often cause harm to themselves and
others. Since psychic powers often manifest themselves in
strange and unsettling ways, most psychic girls are feared or
hated for being strange, difficult or dangerous. Many are
driven to suicide or insanity. Some schoolgirls revel in their
power, using it to humiliate and hurt their rivals. These girls
are often the quickest to draw the attention of the Demons,
who crave not just their psychic energy, but also their flesh
and minds that have been tainted by malevolence and
hatred.

Demons are not a schoolgirls only concern. Mysterious

government agents routinely abduct students for unknown
reasons. Savage ghosts haunt the halls and grounds of
school buildings, seeking revenge for long forgotten
wrongs. Girls with psychic powers have the means to
protect themselves, but the average schoolgirl is practically
defenseless in the face of these supernatural horrors!

In Panty Explosion you take the role of a Japanese schoolgirl

trying to make her way through high school. You may be
cursed with Psychic powers, or you may be left defenseless
as a regular girl. It is up to you to see that your Student
survives both the supernatural and mundane horrors of the
Japanese educational system.

Choosing a name
Let’s start by choosing a name for your Student. Since your
Student is a young Japanese female you’ll want to choose an
appropriate name. Sally is a great name for a young
American student, but isn’t very Japanese. Resist the
temptation to choose joke names or offensive names if at all
possible. Part of the fun of playing Panty Explosion is fully
taking on the role of your Student and interacting with other
Students. If you have trouble thinking of a good name
there’s a list of Japanese names below that you can draw
from. Remember, in Japan family names come first, followed
by given names. Once you choose a name make sure you
write it on your Student Record.

Sample Female Japanese Given Names: Aiko, Akako,

Aneko, Aoi, Anzu, Arisu, Ayaka, Chikage, Chinatsu, Cho,
Emi, Eriko, Etsu, Fujita, Gin, Haruka, Hikari, Hoshi, Ishi,
Izumi, Junko, Kameko, Keiko, Kiku, Kotone, Kumiko,
Leiko, Mika, Manami, Michie, Miyoko, Moe, Nanami,
Nyoko, Oki, Reina, Rini, Ruri, Sachi, Satoko, Shina, Sora,
Sumi, Tamae, Tori, Tsukiko, Ume, Yasu, Yoshi, Yui, Yuuka

Sample Japanese Family Names: Sato, Suzuki, Takahashi,

Tanaka, Watanabe, Ito, Kimura, Sasaki, Narita, Kikuchi,
Endo, Arai, Nakamura, Saito, Yamada, Hayashi, Abe,
Mochizuki, Kato, Inoue, Maeda, Fukazawa, Mochizuki,
Hara, Komatsu, Ochi, Oshiro, Arakaki, Higa, Goto, Kai

Determining Blood Type

The idea that Blood Type is associated with an individual’s
personality has been a popular part of Japanese culture
since the 1920’s. Even though there is little scientific
evidence to lend credence to the theory that Blood Type
determines or influences personality, Blood Type remains a
common way of both identifying ones self and judging
others. Blood Type is often used to determine romantic
compatibility and career paths. Most Japanese companies
ask for Blood Type on their application forms, and all
Students have their Blood Type listed on their Student
Record. Most Japanese know their own Blood type and that
of their relatives and close friends.

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Each of the 4 Blood Types is associated with different
personality traits. Choose one of the 4 Blood Types listed
below for your Student. While Blood Type doesn’t dictate
your Students personality, it will help define it. Later you
will also choose a Trait based on your Blood Type.

Type A are often calm, composed, serious, reliable,

trustworthy, perfectionists and tend to suppress their
emotions. They can be shy, arrogant, and sensitive. Type A’s
are the most artistic of the blood groups. Type A claims
more of the Japanese population (38%) then any other Blood
Type.

Type B are goal-oriented individualists. They are curious,

bright, cheerful, enthusiastic, superficial, unreliable or
selfish. When they start a task they will continue until it is
completed..

Type O is carefree, generous, independent, flexible, clumsy

and sometimes flighty. Type O’s are the most outgoing and
social of all the Blood Types, and are often self confident
and well liked.

Type AB is considered to be the least desirable Blood Type

because it indicates a divided personality. Type AB’s are
sensitive, considerate, careful and efficient but can also be
strict, timid and moody. Type AB’s are trustworthy, but tend
to buckle under the weight of to much responsibility.

Determining age using the Junishi

Decide in what month your character was born. This
determines her zodiac sign. The Chinese Zodiac, known in
Japan as Junishi, is a 12-month cycle with each month
represented by an animal. Junishi is part of the old system
for the division of time into days, month and years. This
system of division originated in China and was adopted in
Japan by order of Empress Suiko in the seventh century.

8
Each month in the cycle of Junishi is represented by an
animal. Each animal is represented by a number of
characteristics, and people born in the month of a specific
animal are said to reflect these characteristics. The month
your Student was born determines her Junishi Animal. Is she
a snake, a rooster or a bull? Later you will also choose a
Trait based on your Junishi Animal.

Rat (January) Rats are imaginative, charming, clever and

honest. They watch their money closely, but can be generous
with loved ones. Rats are both ambitious and opportunistic.
They tend to have short tempers and can be over critical.

Ox (February) Ox are natural leaders that inspire

confidence. They are patient, kind, talented and smart. They
are strong and silent, and when they do speak they are
eloquent and inspiring. Ox expect to get their own way.

Tiger (March) Tigers love for life is stimulating and their

energy and vivacity are contagious. They are courageous,
self-assured, daring, passionate and empathetic. They are
often rebellious and dynamic needing to be the center of
attention. Those born at night are more likely to be restless.

Rabbit (April) Rabbits are renowned scholars. Rabbit is one

of the most fortunate of the Junishi signs. They are peace
loving, talented, virtuous, eloquent, honest, and intelligent
in business and have impeccable manners. Their over
sentimental nature makes them seem superficial and are
sometimes moody and indifferent.

Dragon (May) Dragons are magical, intuitive, artistic, and

extremely lucky, exhibiting energy, power and inspiring
trust and awe in others. Their emotions are strong and fierce,
often making them stubborn and overbearing. They can
forgive someone the moment an outburst is over and expect
others to forgive them as quickly. These people are often
egotistical, eccentric, foolhardy, perfectionists who
intimidate those who challenge them.

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Snake (June) Snakes are the deepest thinkers of the Junishi
zodiac. They are the quiet, wise philosophers with a deep
understanding of the world. They are independent and their
hobbies tend to reflect this. Not communicating well with
others, they are stingy by nature, procrastinating and relying
only on their own judgment.. While known for their beauty,
Snakes are often ostentatious and will react selfishly if
crossed.

Horse (July) Horses are independent and showy, often being

seen as egotistical. They have a raw sexual appeal as
opposed to being great beauties and will fall in and out of
love easily. A Horse is a hard worker who is skillful, quick,
and able to react and change with a moment’s notice, while
remaining very cheerful. They are diplomatic, perceptive
and talkative.

Sheep (August) Sheep are the Good Samaritan of the cycle.

They are taken in by sob stories, often being emotional
pessimists who worry about everything. On the other hand
they are charming, generous, charitable, passionate, artistic,
creative and at times fashionable. Also possessing a mind
for business and known for their intelligence. They forgive
easily. Close to nature, they enjoy animals and children, but
dislike strict schedules or being scolded.

Monkey (September) Monkey being closest to man is most

similar to mankind’s intelligence and capacity for deceit.
Monkeys are clever, inventive, fast learners with good
memories and great social skills. Monkeys are successful at
whatever they put their mind to. They also use their wits to
beguile others and take advantage of them and are
opportunistic of anything that comes along that might make
their life easier or more profitable.

Rooster (October) Rooster is the most eccentric sign of all.

Roosters appear aggressive and self-assured; while at heart
they are conservative and old-fashioned. Hard working,
resourceful, systematic, confident, socially popular and
dramatic while remaining reputable define most Roosters.

10
Roosters also have a dichotomy, either they are extremely
talkative or deadly solemn observers who can see through a
person’s facade. They can also be boastful eccentrics who
like to argue to show off how knowledgeable they are. They
are extravagant dressers and dreamers.

Dog (November) Dogs are honest and faithful, with a deep

sense of loyalty and responsibility. The most likeable sign of
the cycle, Dogs are intelligent, prosperous, and
magnanimous with a sharp sense of justice. Because of this
they tend to worry a lot, find fault in others quickly and are
defensive and guarded about themselves despite
maintaining an outer calm. They are often egalitarian and
will meet others halfway and are always willing to listen
and can be counted on to do their share.

Boar (December) Boars make great companions. They are

strong, chivalrous, intelligent, indulgent, cultured and hate
quarrels. They often are self-indulgent to the point of
gluttony and are sometimes insecure. They are not deep
thinkers. At times naïve; they are materialistic but are not
good with money. Luckily fortune is always with them. Due
to their bravery, gallantry and sincerity they make the best
and most loyal friends of the cycle. .

Choosing Elements and Assigning Dice

The Godai represent categories and concepts in which all
things can be placed and analyzed in a spiritual or
philosophical manner. All things and people fall into one of
the 5 elemental categories, and your Student is no exception.
Choose the element below that you feel best represents
your Students personality. Later you will also choose a Trait
based on the Element that best represents your personality.
Suggested Traits are listed below.

Earth represents the hard, solid objects of the world. People

bound to Earth are confident, stubborn and stable, and are
resistant to influence and change. Students who embody
Earth have a desire to see things remain as they are, and

11
aresaddened and disturbed by change. Earth is represented
by the color yellow and the direction center. Use Earth to
resolve conflicts by holding your ground, resisting
physical force, refusing to change your mind, exerting
physical strength and enduring hardship. Earth can be
used to push open a locked door, stare down a threatening
bully, resist crying when you learn your dog has died, stick
to your opinion regardless of what your friends think or to
get back on your feet after you fall.

Water represents change and the ability to adapt. People

bound to Water are flexible, open minded and supple, but
can also be defensive and emotional. Students who embody
Water are willing to go with the flow and are open to
change. Water is represented by the color black and the
direction North. Use Water to resolve conflicts by
expressing or controlling your emotions, effecting change,
stretching and flexing your body and adapting to the
situation. Water can be used to tell a friend how you really
feel, convince your parents that you are responsible
enough to have an after school job, keep yourself from
falling when you loose your balance or calm yourself down
and call an ambeulance after you witness a serious auto
accident.

Fire represents aggression and passion. People bound to

Fire are fierce, competitive and driven; but often have short
tempers and can lash out at others. Students who embody
Fire have found a purpose and are driven toward a goal.
Nothing can stand in their way. Fire is represented by the
color red and the direction South. Use Fire to resolve
conflicts by attacking with words or force. Fire can be used
to viscously insult a rival, strike at an attacker or force
yourself to study harder to achieve the classes best grade.

Air represents both wisdom and movement. People bound

to Air are quick in both mind and body. They are intelligent,
compassionate and graceful, but can also be evasive and
distant. Students who embody Air prefer to use words over
force, and avoid conflict whenever possible. Air is
represented by the color blue and the direction east.
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Use Air to resolve conflicts through reasoning or rational
discussion, by ignoring the problem entirely, by running
away or by dodging an attack. Air can be used to get out of
the way of a speeding car, rise above a rivals insults,
intelligently counter an argument, do a popular dance or
think out a complex problem.

Void represents things that are not physical such as human

communication and interaction. People bound to Void are
expressive, creative and spontaneous, and often have a
greater sense of the world around them. They can also be
impetuous and condescending. Students bound to Void are
leaders and prodigies, but often have few close friends.
Void is represented by the color white and the direction
west. Use Void to resolve conflicts by communicating your
ideas and getting your point across, by talking and
listening and by perceiving that which may otherwise go
unnoticed. Void can be used to tell if someone is lying,
find a secret hidden door, convince your teachers that
something horrible is about to happen or to see a ghost that
no one else can see.

How do I use the Godai Elements?

Each of the five elements of the Godai represents a different
approach to resolving conflicts. Elemental dice are used
when you want to take actions and resolve conflicts. While
creating a Student you assign dice to each Element. Choose
the element that you feel best represents your Student and
assign it 5 dice. There is a place on your School Record
where you can write that down. Is your Student aggressive
and short tempered? Then Fire is the element for you. Is
your student intelligent and quick with a comeback? Maybe
Air is your element. Write a 5 on your Record next to the
element which suits your student best. Now choose the
element that you feel is most alien to your Student. Is your
student clumsy and awkward? Then Water’s probably not
your thing. Assign only a single die to this element, writing
a 1 next to it on your Record. Three elements now remain.
Think about who your Student is and how she reflects these
elements. Assign 4 dice to one of these, 3 to another and 2 to
the last. Now all your dice have been assigned and should
look something like this:

Earth 4 Water 3 Fire 1 Air 5 Void 2

These numbers can be thought of as your character stats, and

determine what your Student is capable of accomplishing
during a conflict. You have 15 dice during any given
conflict. The type of die that you roll is determined by your
Popularity and can be modified by being Psychic or using
Traits. We’ll talk about Popularity, Traits and being Psychic
more later.

Is Your Student Psychic?

Psychic powers are as much a boon as they are a curse, and
deciding whether your Student is Psychic can be a difficult
decision. At least one Student in your group needs to be
Psychic. There’s nothing wrong with having a few Psychics
in your group as long as not every Student is. If the players
cannot decide which Students should be Psychic then the
decision is left to the Superintendent.

If you decide that your Student is Psychic make sure to

indicate so in the space provided on your Student Record.
The benefits and drawbacks of Psychic powers are detailed
in the Psychic Powers section later.

Choose a Best Friend and a Rival

Every Student has someone she trusts more than anyone
else. A friend who she tells her secrets to, a constant
companion or a person she admires. Select one of the other
players Students as your Best Friend. Now select another
players Student as your Rival. A Rival may be someone
your Student hates with all her heart, someone she competes
against or someone she just doesn’t like much. Remember to
write the names of your Best Friend and Rival on your
14
School Record in the spots provided. Keep in mind that
your admiration or dislike for other Students may not be
mutual. The Student you choose as your Best Friend may
not choose you to be her Best Friend. She may even decide
to make you her Rival!

Playing Panty Explosion

You’ve made a Student, so now it’s time to learn how to
play Panty Explosion.

Even best friends can fight. Arguments, disagreements and

conflict are a fact of student life, especially when you go to
school with Psychic girls. When you play Panty Explosion
you’ll want to have your Students get involved in all kinds
of conflicts. It’s what makes the game fun. Your Students
will pick fights, tease each other, sneak out of their parents
homes, participate in sporting events, compete for the
attention of boys (or girls), argue with each other, use their
Psychic powers to blow peoples heads up and maybe fight a
demon or two. It’s all part of being a teenage girl in modern
Tokyo. What counts as a conflict? Well, if you punch a girl
in the face, that’s definitely a conflict. If you get into a
karaoke contest, that’s a conflict as well. A conflict doesn’t
have to involve another person. If you fall into the school
pool and you can’t swim, then the conflict becomes whether
you will drown. If you need to drive your fathers car to get
your friend to the hospital, but you’ve never driven before,
that can be a conflict as well.

Here are the 6 steps you need to follow to start a conflict and
see it through.

Step 1: Announce the Conflict

Step 2: Take an Action

Step 3: Resolve the Action

Step 4: Respond to the Action

15
Step 5: Continue the Round

Step 6: See if the Conflict is resolved.

Step 1: Announce the Conflict. Either the

Superintendent or one of the Students may announce a
conflict. If a Student announces a conflict then she has the
option to act first. If the Superintendent announced the
conflict then he will choose who acts first. Each Student (or
non-student character played by the Superintendent) taking

16
part in the conflict gets to take an action. Once each Student
has taken an action the Student that initiated the conflict can
choose to continue into a new Round by taking another
action.

Announce the conflict by telling the other Students what you

are going to do. Let’s say you announce, “I’m going to
humiliate that weird girl to show her who is boss”. That’s
pretty good. Other examples of conflict include:

“I’m going to go over there to tell them to stop making fun

of my friend.”

“I’m going to ask Toshi if he’d like to study at my house

after school.”

“I’m going to use my Psychic powers to levitate up to stop

the suicide jumper.”

Step 2: Take an Action. Now that the conflict has been

announced you’ll decide what action you want to take. In
any conflict you will have 15 elemental dice available to
you. These are the dice you choose for your Godai that you
listed on your Student Record. Announce your action and
roll an elemental die that is appropriate for the action Do
you want to yell at the girl and call her a name? Roll a Fire
die. Do you want to trip her as she walks by? You’d roll a
Fire die for that as well. Challenge her to a race? Roll an Air
die. Maybe instead you’ll engage her in conversation, draw
her out and let her show everybody just how stupid and
backwards she really is. Roll a Void die for that. In Panty
Explosion there are 4 types of dice, 12 sided, 10 sided, 8
sided and 6 sided. The type of dice you roll depends on
your Students popularity (for more information see How
Popularity affects Students below). A result of 5 or more on
any roll is a success. Anything else is a failure. You can roll
multiple dice of the same element to try to increase your
chances of success. If the result of any of these dice is a 5 or
more then you succeed. After you roll a die you must then
remove it from the number of elemental dice, of the element

17
used, that you have for this conflict. If you rolled multiple
dice then remove them all from the number of dice you have
left. If you have no more elemental dice of a certain type
then you can no longer take actions associated with that
element. Your Student will have to find another way to
solve her problems. All elemental dice are replenished after
the conflict concludes. There is no way to replenish
elemental dice during a conflict.

For example, if you have 2 Fire dice available and you roll
them both to slap that weird girl across the face, then you
will no longer have any Fire dice available to you for the
duration of the current conflict. You’ll have to find another

18
way to resolve the conflict. Perhaps you can talk your way
out with Air dice.

Step 3: Resolve the Action. If your roll is a success

then your Best Friend gets to describe the nature of the
success. She describes how your insults devastated the girl
and made you look cooler in the eyes of your classmates or
how after you slap the girl she falls to her knees sobbing and
swears she’ll give you her lunch from now on. If the roll is a
failure then the job of describing it falls to your Rival. Your
Rival has free reign to describe how the girl ignores your
insults, and the eyes of your classmates fall on you in
disgust, or how you stride across the room to slap the girl
but slip and end up exposing your stained panties to the
whole class. Your Best Friend and Rival get to describe the
results even if their Students aren’t there to witnessing them.
The Superintendent can describe the actions of the characters
he controls or ask one of the other players to do it for him.

Step 4: Respond to the Action. As soon as your action

is resolved any other Student (or character played by the
Superintendent) can announce that they want to react to
your action. They may then take an action that is in direct
response to your own action. This action is resolved as
described above, with its success or failure described by the
Students own Best Friend or Rival. Only one Student may
respond to an action. If more then one Student announces
they want to make a response then a quick round of Paper,
Rock, Scissors can be used to determine which student gets
to take an action. If there are no other Students or characters
involved in the conflict then this step should be skipped.

Step 5: Continue the Round. You have now

announced your conflict, taken your action (the result of
which was described by your Best friend or Rival based on
your success) and given others a chance to respond to it.
Now it’s someone else’s turn. The Student who you took
your action against now has a chance to take an action of her
own. She’ll also roll to see if her action succeeds, and her
Best Friend or Rival will describe her success or failure as
19
well. You or another student will also have a chance to
respond to her action as described above. If no other student
was the target of your action then the Student sitting to your
left gets to take the next action instead. Once their action is
resolved the student to their left takes a turn. When every
Student involved in the conflict has taken a turn then the
round ends and it is time to move to the next step and see if
the conflict has been resolved.

Step 6: See if the Conflict is resolved. Once every

Student has had a chance to take an action then the Student
who announced the conflict must decide if she wants it to
continue into a new round. If she decides to continue she
can do so by taking an action as normal. If she decides she
wants to end the conflict she must take an action that will
remove her from the conflict (such as using an Air die to run
away). If the action is a success then she leaves the conflict,
and the next Student must choose whether they will take an
action or attempt to leave the conflict. And so on. If every
Student (and the Superintendent) agrees the conflict has
reached its conclusion then the conflict immediately ends
and the Students do not have to take an action to leave it. A
conflict usually ends when the Student that initiated it
succeeds or fails at their stated goal. Sometimes this is
simple.

For example: Hirono wants to try to jump over the hole that
the demon emerged from. She rolls an Air die to use her
speed to make the jump. She succeeds, and is described as
leaping safely to the other side. Her success ends the
conflict.

But sometimes it isn’t apparent when the conflict has been

won or lost, or when the Student who instigated it should
give up! Often a Student must be removed from the conflict
before it can be resolved. If a Student meets any of the
conditions listed below then they may no longer participate
in the current conflict.

-If a Student or other character fails three actions in a row

then they may no longer take part in the conflict. The
description of their failure must include them being
removed from the conflict.

-If the character is incapacitated, bound, dead or otherwise

unable to take part in the conflict then they may no longer
take part in the conflict.

-If the character uses an elemental die to make an action that

will remove them from the conflict, then they may no longer
take part in the conflict.

-If the character has no elemental dice to use they may no

longer take actions in the conflict, although they can still
have actions taken against them.

Here’s an example of a conflict.

It’s been a long school day already for our group with morning
announcements, an exam and having to decide what the class will
do for the culture fair. The new girl has also been acting strange.

Cindy/Naoko - Announcing the conflict: While hanging out

with Mai (Bill) and Akane (Preston), Naoko (Cindy )spots the new
girl Yumi (played by Steve the Superintendent), walking down the
hall, Cindy announces that Naoko will attempt to humiliate Yumi.

Cindy/Naoko - Taking an action: “I’ll trip Yumi as she walks by

using a Fire die.”

Resolving the action: Cindy decides to roll just one die and
succeeds. Bill playing Cindy/Naoko’s best friend describes the
outcome. “Yumi stumbles, almost seeming like she’ll keep her
balance but then topples sending her books scattering.”

Bill/Mai - Responding to the action: Bill/Mai announces “Mai

responds to this by pointing and laughing at the new girl to bring
more attention to the embarrassing state she’s in.” He decides to roll
two Air dice. Since Mai is the least popular girl in the group she is
only rolling 6 sided dice.

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Resolving the action: Bill
fails to roll a five or better
on either 6 sided die. Jo,
whose character Aya is off
speaking with the class
president still gets to
describe the outcome
because she is Mai’s Rival.
“Mai starts to point and
laugh but then lets out a
big snort, causing the
attention to shift to her.
There are a couple of
giggles from her class
mates.”

Yumi - Reacting to the

action: Steve, having pre-
made a few sets of stats for
students, teachers,
salespeople and the like
flips his notebook to stats for students and picks a set at random for
Yumi. He declares, “Yumi attempts to collect her things and walk
away with her dignity and show a brave front to her peers.”

Resolving the action: Steve rolls two 6 sided water dice (since as a
new girl Yumi is probably not well liked) and succeeds. Steve
describes the outcome, “Putting her cell phone and keys back in her
purse Yumi gathers her books and rises up, showing that this
callous act had no effect on her.”

End of round one: The group checks to see if conflict is over, but
Naoko decides she wants to pursue Yumi.

Cindy/Naoko - Taking an action: “I’m pissed off now because she

isn’t humiliated. I say “Nice key chain, are they still into Doraemon
where you come from?”

Resolving the action: Cindy rolls two Fire dice and succeeds. Bill
speaks up again as her Best Friend, happy to turn the crowds
attention away from Mai’s snort, “The kids in the hall all having
seen the Doraemon figure dangling from the key chain turn and
snicker or point while whispering conspiratorially to their neighbors
about the childish artifact.” Jo fills in Preston on who Doraemon is.

Preston/Akane chimes in with “Akane watches with sadness in her

eyes, beside herself, wanting to support her friend but also knowing
the pain of being the new kid.”

Bill/Mai sighs in relief as the attention moves away from his

Student.

No one responds with an action. Steve/Yumi says, “Yumi tries to

remain above it all and maintain her composure, fearing what would
happen if she acts out.” He rolls two Earth dice but fails. Steve
decides instead of doing it himself he’ll have Preston describe Yumi’s
failures. Preston ponders for a moment then states, “Even while
trying to remain above it all Yumi’s eyes still have begun to tear up
at the hurtful laughter from the crowd. She fails to be fully aware of
where she is going and trips over a tall nice boys foot. Though this
time she doesn’t drop anything.”

End of round two and clearly the scene is not over.

Cindy/Naoko starts the action again by taunting Yumi, “You’re too

busy crying like a little blue butt to see where you’re going? Aww.”
She calls out derisively. The game stops due to laughter at the term
“blue butt” and time is spent explaining the etymology of the term
and its significance in the scene. After the group calms down Cindy
rolls two Air dice and surprisingly, being the most popular girl in
the group, fails.

Resolving the action: Jo quickly jumps in with, “The other students

begin feeling pity for this poor new kid and calls start to come from
the crowd of “Leave her alone. What’s she done to you?” and the
like as the cute, tall boy goes to help her up.”

Bill/Mai responds to the action wanting to prove herself after the

snorting laughter. “Mai slips through the crowd closer and nudges
the boy helping Yumi up so he tumbles into her.”
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Resolving the action, Bill decides to use two Void dice and make this
a Psychic enhanced action. He succeeds on both dice. Preston
describes, “The tall boy falls forward into Yumi. His jacket splits up
the entire length of the back seam, while Yumi’s skirt unravels some
and one of her shoes falls off.”

Yumi - reacting action: Steve picks up two dice as he ponders

Yumi’s next move. “Yumi scrabbles out from under the cute boy
blushing. Grabbing her shoe she throws it at Naoko.”

Resolving the action: Steve rolls the two dice and fails. Preston then
says, “The shoe goes wide and people step out of the way of the
clumsy throw. No one approves of this violence.”

End of round three. Cindy admits she doesn’t feel any need to harass
Yumi any further. Steve says that Yumi just wants to run away
and cry. Bill has no intentions to continue the scene, and instead
will probably try to find a place to avoid people remembering Mai’s
laughter. Preston says Akane will stick around to help the boy up
and clean up the place. Perhaps she will try to return the shoe Yumi
left behind. Since no one wishes to pursue the conflict the scene ends
and the group focuses on Aya and her meeting with the class
president.

Popularity Votes
Not every Student is equal. There is always one girl who
rises above the rest and is admired and praised by her
friends. And there is always a girl who is scorned by her
fellow students, teased and made fun of. In Panty Explosion
Students vote to determine which Student is the most
popular. These votes should take place at the beginning of
each game and again at the beginning of each school day,
although Superintendents may wish to call for a vote at any
time, especially if something has happened that may
increase or decrease a Students popularity.

Voting should be done in secret. Each player should write

down the names of the player controlled Students they want

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to see as most popular and least popular and hand them to
the Superintendent. The Student with the most popular
votes gains the title of Most Popular, while obviously the
Student with the most least popular votes gains the title of
Least Popular. In case of a tie the Superintendent can cast
the deciding vote. Unless the tie is between a psychic and a
non-psychic at which point higher forms of popularity
always favor the non-psychic. It’s important to note that
Popularity Votes don’t actually happen within the game.
The Students never sit down for a formal vote. Unless your
characters are just that catty. Instead these votes represent
the general moods and affection of the Students.

Psychic girls are creepy and moody, and even the nicest
ones are unsettling to be around. Because of this a Psychic
student can never be voted most popular.

How Popularity affects Students

Students’ popularity affects the game in a very real and
important way. When your Student takes an action and uses
her elemental dice, the type of dice she uses is dependant on
her popularity. The Most Popular Student will always roll
D10s (a 10 sided dice) while the Least Popular Student will
always roll D6s (a 6 sided dice). All other students roll D8s
(an 8 sided dice). Because your Student must always roll a 5
or better to succeed at an action, it’s easy to see why being
unpopular is a huge disadvantage.

Psychic Powers
Nothing good every came of psychic powers. Psychic
powers will destroy your Students life. She will be hunted
and persecuted by her fellows, stalked by demons and
hounded by government agencies. However, her mysterious
powers will allow the Psychic Schoolgirl to stand up and
face the demons that lurk in the shadows and met out
punishment to her enemies.
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When a Student with psychic powers uses dice to make an
action she can declare that she is using her powers. When
using her psychic powers the student will roll 10-sided dice
for the action instead of her normal dice. If the roll results in
a failure the Student will be able to immediately make a
reroll with a single die. When psychic powers are used to
enhance normal actions the description of that actions
success or failure must always include strange or
supernatural elements such as a crippling cold that creeps
into the room, a sinister shadow that falls across the psychic
girl, invisible rippling energy that courses through the
bodies of all that are present or strange ghostly voices that
call out from the unseen corners of the room.

It’s important to remember that the use of psychic powers is

never a good thing. While the results may be temporarily
beneficial, the powers themselves are disturbing and
unsavory, and always result in great hardship for the girl
that uses them. Friends will fear her and rivals will seek to
hurt her or humiliate her. Once a psychic girl uses her
powers her Rival will describe both her failures and her
successes for the remainder of the scene. While the Rival
must describe a success as a success, she is free to make the
description of the success as harsh and bitter as she can to
better illustrate the cost of using psychic powers.

Here are some examples of using psychic powers to enhance

normal actions:

Yoko uses her powers to intimidate Saki. “As Yoko yells at

Saki the lights in the hall flicker and a charge of static
electricity ripples through the air. Saki and the other
students recoil in horror at this blatant display of demonic
power”

Noriko uses her powers to keep Yomi from leaving. “As

Yomi turns to leave the room the door slams shut with a
tremendous force, as if pushed by a phantom wind. A cold
shiver runs down Yomi’s spine and she trembles as she
turns to face Noriko”
Mai attempts to use her powers to resist the taunting of
Tomo, but fails. “Mai cringes from Tomo’s insults, tears
welling in her eyes. She clenches her fists as she begins to
cry. Suddenly the lockers on each side of the hall burst open
as books and paper explode from within them”.

While Students can use their psychic abilities to enhance

normal actions, they also have access to two unique powers.
A Student can use these powers in the same way they might
make a normal action, but the dice they use for that action
are always 10-sided and cannot be modified to a 12-sided
with the use of a Trait.

Levitation: The Student can choose to levitate. The height

and speed at which she can levitate are left to the judgment
of the player describing the action. Levitation requires the
use of either Void, Air or Water dice.

Make Heads Explode: The Student can make someones

head explode. This involves the targets head literally
bursting and spraying gore and bone fragments in all
directions. Because the Student does not have much control
over this power, sometimes this will simply cause a
nosebleed or the breaking of bones. Occasionally a victim’s
entire body might explode. The effects of this power are left
to the player describing the action. Students should be wary
of other Psychic schoolgirls, as many develop a lust for
bloodshed and exploding heads. Make Heads Explode
requires the use of either Void, Earth or Fire dice.

Creating Scenes
Scenes are where the action of PE takes place. Anytime your
Students do anything in the game they are doing it in the
context of a scene. Scenes can be simple and short or
complex and lengthy. Scenes can involve just a single
Student or can include a number of students and other
characters. A scene can last a few seconds, a few minutes or
even a few hours. Here are a few examples of scenes:

27
A. The school gym late in the afternoon. The gym is deserted
except for two girls whispering by the far door, and the only
light comes from the windows set high in the wall.

B. The local café after school. A dozen students stand in line

or sit at tables, laughing and talking excitedly.

C: The old shed behind Yomi’s house, late at night. The air
is cold and wet and water drips from the sheds roof. There
are strange and disturbing sounds coming from behind the
locked door, and a feeling of dread lingers in the air.

When do we build a Scene?

Build a scene anytime your Students do something. Do your

Students want to take a trip to the shopping district? Build a
scene describing it. Will your Students sneak off between
classes to smoke behind the school? Will they have a sleep
over at a friends house? Are they all taking a test together?
You’ll want to build a scene for any of these events.

Think of each game of Panty Explosion like a movie. A

movie is a series of scenes that tell a story. Each scene tells
an important part of the story and leads the characters to the
next scene and ultimately to the end of the movie. PE works
the same way. Each scene lets the Students and the
Superintendent take actions that will move the game toward
its climax. And just like in a movie, there’s no reason for
scenes to portray everyday stuff like going to the bathroom,
sleeping, doing chores, working on homework and walking
home (unless these events are going to lead to a more
exciting scene).

How do we build a Scene?

Building a scene is easy and fun, and once you get the hang
of it you can do it in just a few seconds. Each scene is
comprised of five elements based on the Godai. Each
element represents an important aspect of the scene,
although it’s not necessary for each scene to include all five
elements.
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.Earth/Location: Where does the scene take place? In the
classroom? One of the Students homes? A public restroom?
Describe the location. Is it day or night? Is it cold, raining,
noisy?

Air/People: Who is here? Of course we’ll want to know

which Students are in the scene, but we’ll also need to know
if there are any other people here. Is there a classroom full of
students? An old man eating lunch by himself? A shadowy
figure peering through the window? Are there any animals
in the scene? Keep in mind that the scenes location will help
determine the people who are likely to be there.

Water/Mood: What’s the mood? Mood will be largely

determined by who is in the scene and the scenes location. If
the Students walk into a classroom and find a group of rival
girls the mood is likely to be tense and hostile. At a sleep
over the mood will probably be light hearted and playful.
Asporting event might be intense or exhilarating. If the
Students find themselves in a dark hallway in the middle of
the night the mood might be frightful. A quiet shrine might
be described as peaceful. Keep in mind that the mood of a
scene can change suddenly!

Fire/Action: What’s going on? What’s happening when the

students enter the scene? Did the Students run into the
classroom just as the teacher was handing out a test? Is there
an argument breaking out between two students? Is a crowd
gathering around a poor girl who was hit by a car? The
action of a scene is going to be largely influenced by its
mood, people and location. This action can be as simple as a
train passing in the distance or as complex as soccer game.
Keep in mind that even though the Students aren’t required
to participate in or even acknowledge the action, describing
it is still an important part of setting the scene.

Void/Psychic: Is there any Psychic phenomena in this scene?

Is anything weird going on? Use this element to describe
any bizarre occurrences or strange events that are part of the
scene. Do the Students hear strange unearthly voices coming
29
from behind a door? Is there an unnatural static charge in the
air? Do the Students glimpse a strange figure out of the
corner of their eye that disappears when they turn to look?
This element doesn’t have to be used just to describe
supernatural elements, but could also be used to describe
suspicious or criminal activity, the actions of government
agents, alien abduction or any other violent, disturbing or
bizarre elements you wish to include in the scene.
Obviously you shouldn’t feel you need to describe the Void
element in every scene. It can be more effective and
interesting to save these elements for special scenes.

Either the Superintendent or one of the Students can start a

scene by describing the Location and People present. The
Superintendent could then go on to describe the rest of the
scene, but where’s the fun in that? Instead, the
Superintendent and Students should determine the
remaining elements of the Scene together. Other students
sporting event might be intense or exhilarating. If the
Students find themselves in a dark hallway in the middle of
the night the mood might be frightful. A quiet shrine might
be described as peaceful. Keep in mind that the mood of a
scene can change suddenly!

Fire/Action: What’s going on? What’s happening when the

students enter the scene? Did the Students run into the
classroom just as the teacher was handing out a test? Is there
an argument breaking out between two students? Is a crowd
gathering around a poor girl who was hit by a car? The
action of a scene is going to be largely influenced by its
mood, people and location. This action can be as simple as a
train passing in the distance or as complex as soccer game.
Keep in mind that even though the Students aren’t required
to participate in or even acknowledge the action, describing
it is still an important part of setting the scene.

Void/Psychic: Is there any Psychic phenomena in this scene?

Is anything weird going on? Use this element to describe
any bizarre occurrences or strange events that are part of the
scene. Do the Students hear strange unearthly voices coming
from behind a door? Is there an unnatural static charge in the
30
 air? Do the Students glimpse a strange figure out of the
corner of their eye that disappears when they turn to look?
This element doesn’t have to be used just to describe
supernatural elements, but could also be used to describe
suspicious or criminal activity, the actions of government
agents, alien abduction or any other violent, disturbing or
bizarre elements you wish to include in the scene.
Obviously you shouldn’t feel you need to describe the Void
element in every scene. It can be more effective and
interesting to save these elements for special scenes.

Either the Superintendent or one of the Students can start a

scene by describing the Location and People present. The
Superintendent could then go on to describe the rest of the
scene, but where’s the fun in that? Instead, the
Superintendent and Students should determine the
remaining elements of the Scene together. Other students
should also feel free to suggest additional elements for
Location and People. While the Superintendent has the final
word over what will make it into the scene, he should try to
work with the Students to build a scene they will all enjoy.

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 Panty Explosion is available as both a 96 page
squarebound book and a PDF. The full version
of Panty Explosion contains:

-The complete text with full rules, over 96 pages!

-A complete source for information on Japanese

schools, culture, family life, religions, and more.
Everything you need for games set in modern
Japan

-Helpful examples on how to create characters

and play the game.

-Full rules for Agendas, Traits, creating schools,

running the game, playing the Superintendent
and more!

-A full selection of adversaries. Demons, ghosts,

rival psychics, government agents, teachers,
parents and boys!

-A complete guide to Tokyo!

-A complete guide to the Japanese school system!

-Printable Character sheets!

-15 illustrations not available in this edition!

32
Did you enjoy the Tryout Edition? Please buy the
full version of our game!

Panty Explosion
is available from quality stores in North America,
Europe and beyond and from these fine internet
retailers:

Atarashi Games
DrivethruRPG
ENWorld
e23
Lulu
Key20

Visit our website for more Panty Explo-

sion information!

www.atarashigames.com

Support us buy buying Panty Explosion.

The money from each sale goes directly
to the games creators!

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