Class Routines: Signals, Groups and Transitions

Students practice the routines that save time in a session with children: the stop signal, forming groups quickly and moving from one station to the next. The leaders run them with the class, time each transition and look for the most efficient one.

How to play

1. Present three routines: freeze with a whistle or raised hand, forming groups by numbers or colors and rotating stations clockwise (3 min).
2. While the class jogs or plays freely, one leader gives the stop signal; another times how long until the whole group is still and quiet (4 min).
3. Group formation: on the signal, form groups of 3, 4 or 6 in different ways (pinnies, numbers, birthdays) and time each method (5 min).
4. Transitions: set up four stations with cones and rehearse rotating with the equipment already in place; time from whistle to first useful movement (5 min).
5. Each leader group writes down the fastest method for its elementary session (3 min).

Rules

• The stop signal stays the same for the whole session.
• Nobody picks their friends when forming groups: the method decides.
• Rotations are done walking.
• Leaders change every round so everyone practices leading.

Variations

Adaptations

• Hearing impairment: the stop signal combines a whistle, a raised arm and flicking the lights in the gym.
• Autism: gets an outline of the three routines and their order in advance.
• Limited mobility: acts as timer or leader and gets the shortest route in rotations.

Learning goals

• Apply organizational routines that increase active practice time.
• Compare grouping methods using timing data.
• Develop a leader's calm authority in front of a group.

Equipment for a class of 25

• whistle: 4
• cones: 16
• pinnies: 24
• stopwatch: 4

Teacher tip

Share your own class routines as a model. One minute saved per transition means ten more minutes of play for the children.

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