|I set up a cone at each of the four corners of the basketball court, in the gym. On the cones I have shoulder folders which state which locomotor skill (jog, skip, gallop, etc) they need to perform when they pass it. When students walk into the gym they look at the first sign on the first cone and start doing that locomotor skill. When they get to the next cone they switch to the next skill. They are always instructed on how many laps they are running before they ever get into the gym.
When they have completed their warm up they go to their “home base,” which is their designated location that they sit at while stretching. At this time I can take attendance, and go over a quick health question while we do stretches together.
We then go through the exercises together, jumping jacks, windmill, quad stretches, arm circles, skier, bell, curl ups, push ups. Once they really have the routine down (usually after the fourth class session) you can choose a student to lead the group in their exercises.
I then go into the lesson for the day. We talk about the learning target(s) and how we are going to meet them. I go over safety rules, what not to do, and allow them time to explore with the equipment.
I then go through each skill that I want them to practice, one skill at a time. I explain, demonstrate, then have them try it, teaching only one skill at a time. I stop them after I feel they have adequately achieved the skill goal, and teach them the next skill. Observation is key at this point. You have to watch them demonstrate it. If you see enough errors, you call their attention, show them what you are seeing, then demonstrate how to do it correctly and why it is the correct way to master the skill.
After the lesson I check in with them by asking what the learning target(s) were and have them share with a partner how they demonstrated their achievement of the target(s). Then I have them show on a scale of 1 to 4 how they rate themselves on the achievement scale. Have them show 1 (I can teach this skill to others), 2 (I can do the skill), 3 (I can do some with a little help), 4 (I cannot do it) with their finger(s) at their chest. Then I do the same rating their effort. 1 (I gave 100%) 2 (I participated and did the activity) 3 (I tried a little) 4 (I did not try)