The routine exists of a tagging game and several exercises. The exercises are aimed to improve cutting, balancing, jumping and landing. The children play tag inside the field, and when the tagger tags someone, the tagger goes to one of the different exercises and the one who is tagged becomes the tagger. Tag can be played for a certain period or ends when everyone is tagged. For each exercise, different levels are shown, and additional examples are added to provide more variation.

In this routine, the primary context is an indoor sports area where PE teachers regularly perform their PE lessons at school. The routine can be used as warming-up for different types of goals in PE (i.e. basic movement skills such as jumping, balancing, playing tag, throwing, catching, etc.) or as a core exercise in a PE lesson. It is recommended to perform the courses in couples, having one child performing the exercise and one child assisting.

Materials needed:


  • 1 ribbon
  • 4 cones

Jumping and landing: 

  • 1 box
  • 5 hoops of different colors
  • Attributes to throw with (e.g. tennis balls, footballs, bidons)

Single leg hopping: 

  • 12 hoops
  • 2 cones
  • Tape to mark squares to jump in 


  • 16 small cones (4 different colors)
  • 9 hoops
  • 9 cones


  • 8 cones
  • 8 small cones (4 different colors)
  • Attributes to throw with (e.g. tennis balls, footballs, bidons)

Tagging is played in the middle of the sports area, the other exercises are placed around it.


  • Implicit motor learning: This is stimulated with the external focus / analogy examples of instructions/feedback to improve body posture while changing directions.
  • Challenge/Fun: Beating the opponents (challenge) in tic-tac-toe, paper-stone-scissor and tagging. Furthermore, winning points (based on difficulty level or movement execution) can be collected to make it more fun.
  • Motivation: Enhanced by providing autonomy about the level of exercise to practice and materials to practice with. Furthermore, exercises will be practiced together to make it more fun.
  • Autonomy: Make the players choose or control different aspect of the play (e.g. material to practice with and level of exercise)
  • Competence: Feeling of competence is created by giving the pupil option to choose a variation of the exercise (by means of level or material).
  • Relatedness: Feeling of relatedness is created by practicing with and helping peers.
  • Differentiation (age/difficulty):  The routine is made in order to be easily adapted by the PE teacher for various pupils‘ needs.


  • Replace or add exercises (to meet the demands of your own PE goal)
  • Vary in type of materials you are using (balls, beanbags, cones, etc).
  • Let the pupils determine the type of tag to play
  • Change the distance between hoops (jumping and landing & single leg hopping), cones (cutting & balancing)
  • Throw the ball from sideways (jumping and landing & balancing)
  • Throw ball back after catching (jumping and landing)
  • Place the cones in random order such as that they are not exactly the opposite of each other (cutting )

Jumping and landing: The same as the start level but without any attribute

Single leg hopping: Pupils are divided into two teams and one pupil of each team hops through the hoops till facing another pupil. They play stone-paper-scissor, and the winner hops forward (motivation) and faces another pupil of the other team who has to hop from the start.

Cutting: Pupils practice in pairs and one pupil follows the color indicated by the buddy. So, the pupil makes cuts at each cone.

Balancing: Pupils train in pairs, standing on one leg and throwing a ball (or other object) to each other while keeping balance.

Jumping and landing: Pupils train together as a duo. One pupil jumps from the box to one of the hoops indicated by the buddy. A ball is thrown by the buddy to the pupil when jumping off the box.

Single leg hopping: Pupils train together as a duo. One pupil indicate the direction in which the pupils hop. Pupils can hop forward, sideways, and backward (to make it easier, tape can be used to make squares to hop in).

Cutting: Four cones of different colors are placed in a square for each pupil with two pupils practicing together. One pupil starts with moving to one cone, touching the cone with his hand while standing on one leg and moving back to the middle. The other pupil mimics the colored cones indicated by the buddy.

Balancing: Four cones of different colors are placed in a diamond for each pupil with two pupils practicing together. One pupil touches a cone with his hand or foot and the other pupil follows the directions indicated by the buddy.


Jumping and landing: The same as the start level but jump and land with one leg

Single leg hopping: Two cones are placed behind each other, and the goal of the exercise is to hop eight times and with doing so, hopping an ‘eight’.

Cutting: A relay in which pupils have to do a small parkour and play tic-tac-toe. Each pupil places one cone (or other small object) and try to make three in a row

Balancing: Both pupils start on one leg, 1-1.5m from each other. Both try to bring the other out of balance by pulling and pushing.