Motor Engagement Time: How Much Did You Really Move?
During the main part, each student timed their partner over a 5-minute block to record actual time spent moving. In the cool-down, they analyze that data, calculate their motor engagement percentage and suggest changes to cut down on waiting.
How to play
- Easy walk and leg stretches while pairs collect the card with the time recorded during the main part (2 min).
- Each pair calculates their motor engagement percentage: seconds moving divided by 300 seconds observed, times one hundred (2 min).
- In groups of six, students compare data and identify the causes of waiting: lines, explanations, chasing balls, team changes (2 min).
- Each group proposes one specific change to how the task is organized to raise the percentage and shares it with the class (3 min).
Rules
- The data is for improving task organization, not judging anyone.
- Any task-related movement counts, even without touching the ball.
- Each proposal must work next class with the same equipment.
- Students speak in turns and listen to each group's proposal all the way through.
Variations
Easier
Observe for 3 minutes and record only moving or still.
Standard
A timed 5-minute block and a group improvement proposal.
Harder
Separate time moving from time directly involved in play, and compare two different tasks.
Adaptations
- Visual impairment: the partner reads out the data and the calculation is done orally.
- Injured students: observe several pairs during the main part and bring more data to the analysis.
- Autism: assign a fixed group role, such as recording the causes.
Learning goals
- Collect and interpret objective data about their own practice.
- Analyze how a task is organized and how efficient it is.
- Propose improvements cooperatively and with reasons.
Equipment for a class of 25
- stopwatch: 15
- cards: 15
Teacher tip
Remind students during the main part which block is being observed, and hand out one card and stopwatch per pair. Apply the best proposal next class and measure again to check the effect.
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