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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…
Do not stop dead. Give the end of anything energetic a few minutes of winding down, so the change of gear is a routine rather than a demand.
Stopping is a transition, and transitions are where things fall apart for a lot of people. A short unwinding phase, the same one every time, takes…
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…
Looking for a whole subject rather than a single practice? Start from the nine areas.
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…