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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.
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…
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…
A promising study can be very small. Thirteen teenagers, teachers doing the rating, and a fortnight of follow up is a good start and not a settled answer.
The clever part of that design is the follow up, because it asks whether anything survives after the classes stop, which is where a lot of attention…
When nobody has checked whether a benefit lasts, that is not the same as finding out it does not. Following people up for a year costs money that most studies never had.
Two mistakes sit either side of this. One is reading a gap in the evidence as bad news. The other is assuming something lasts because a trial…
Looking for a whole subject rather than a single practice? Start from the nine areas.
The lift from a morning run does not last all day. It fades by the afternoon, which is information about when to move rather than a sign it failed.
People often notice they are sharp through the morning and gone by three. If your hardest hours are later, put some movement in before them: a walk…