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Every practice in the library, in one list. Narrow it by how long you have, who it is written for, and where you are right now.
Use a timer you can see rather than a warning you have to remember. A dial that shrinks, or a light that goes from green to red, does the work that five more minutes never quite does.
Time is not something everyone feels passing. Turning it into something you can look at moves the job from guessing to seeing, which is much easier.…
Teaching a child to fight works better when it comes with a plain rule: you defend, you never start it. The rule is doing as much work as the training.
A child whose brakes are slow benefits from having the decision made in advance, out loud, many times over. Then it is not something to work out in…
Before you decide a club is out of reach, ask. Some let children earn the uniform through the levels, and plenty have quiet arrangements for families who need them.
Cost keeps more children out of these things than lack of interest does. A single phone call is worth making, and the answer is often better than the…
A scheduled break does not break concentration. It is the unplanned wandering off that does that, and a known break tends to replace it.
Teachers usually expect movement breaks to shatter the lesson and find the opposite: children come back more easily because the break is part of the…
Looking for a whole subject rather than a single practice? Start from the nine areas.
Start the movement slow enough that it is almost boring. Speed it up once it has gone smooth, and only then add the thinking part.
Throwing a beanbag back and forth, bouncing a ball, drumming on the table: pick something plain and let it become automatic before you make it…