Space/Time

• Have students set up grids before class.
• When numbering students have each number responsible for getting a piece of equipment or finding space.
• Avoid calling all students into huddle frequently unless task is too complex and requires demonstration.
• When bringing students in, count loudly to get them in quicker.
• Use all available space in gym to obtain maximal time on task and avoid line-ups.  For example, use masking tape on walls to create extra targets.
• "Build routines for fundamental skills" (Siedentop & Tanehill, 2000)   Skills that can be understood easily with little instruction help increase confidence in students, thus, increasing enjoyment and willingness to learn.
• Use only 3 cues or less per drill--reduce confusion.

• "Build routines for fundamental skills" (Siedentop & Tanehill, 2000)   Skills that can be understood easily with little instruction help increase confidence in students, thus, increasing enjoyment and willingness to learn.
• Use only 3 cues or less per drill--reduce confusion.
• Assign injured students to refereeing, scoring or coaching duties (Griffin et al, 1997) or as Hopper so brilliantly states, have those not participating do "systematic observation" of the class, such as time on task versus the time it takes for administration and explanation (Hopper, 2000).

• Lay out equipment such that it is easily accesible and safe for students.
• Keep equipment in a location where the teacher can control its use.

• Group by ability so better players can continue to improve while less skilled players can refine basic skills (Griffin et al., 1997).  Do not make this an exclusive policy.  Mix students with varying abilities so that the less skilled can learn from the more experienced or more skilled players.
• Have students assigned to a particular court thus reducing the need to continually reorganize students (Griffin et al., 1997).  Do not make this an exclusive policy.  Students need to interact with others in the class to change the dynamic of the learning environment and optimize personal and social growth.
• Group students such that the transition between tasks is easy and does not take away from the momentum gained in the previous task  (pairs!--join another pair to make a group of four).