Continuous/non-stop/ methods

1. The “Follow your teacher’s /trainer’s instructions” method is based on using imitation.  This is the most popular method for small and handicapped children as it is ordered to execute and imitate exercises together with their teacher or trainer. Then evidently the exercises are either illustrated or imitated. A teacher or trainer can stand in front of his/ her students illustrating movements as if he/she were in front of a mirror. Exercises that should be performed forward or backward directions are shown from sideward.
2. The second type of making students perform exercises is when children have already learned a chain of exercises or a few of these exercises were choreographed previously. Students should be supported to be able to follow and repeat exercises easily. A chain of exercises should be started with teaching the first 8 rhythms (the number of repetitions will depend on how well students can perform them.) It is followed by the next 8 tempos and finally both the first and second phases are connected. When these tempos have been practiced enough then the third eight tempos must be done and connected. (See chain of exercises of 32 rhythm A.1-A.2-A1, 2-A3, A.1,2,3-A4-A1,2,3,4 etc). If exercises are performed without stopping then students should be informed about variations and change of directions well before their performance. Naturally we should not forget about the importance of verbal communication. This method and technique require lots of work and efficiency.
3. The third type of this non-stop method is when well known and simple exercises are connected to each other. It means that students are asked to do an exercise meanwhile they are informed about what comes next. When they are ordered to stop they will stand in starting position of the next exercises and as soon as they are ordered to “start” they will be ready to execute the new exercise. It would be worth building these exercises up on starting positions to which exercises can easily be attached.
4. When this approach is applied it is suggested that we should start with easier exercises before introducing the new ones. For example, running on the spot. While students are performing exercises they are informed about the new ones. For example, “stand in straddle and put your hands on your hips 1. tempo: bend your torso to the left, 2. tempo:  stretch your torso, 3-4 tempos: the same contrariwise. Now, jump into starting position! Do not stop doing the exercises!” When we are convinced that our students have repeated these exercises enough, they can start the performance continuously. The effect of the repeated exercise may increase or decrease the load therefore it may have a functional role.

Aspects of choosing methods:

The appropriately chosen method depends on:

• Aims of the exercises, for example, warming-up, developing skills, teaching new movements and motions);
• Combination of groups (homogeneous or heterogeneous);
• Participants’ number and age;
• Previous experience (specific language, previous physical experience) and repertoire of students;
• Complexity, publicity and structure of exercises;
• Intensity of load, time, physical activity and the ratio of “idle time”.

The criteria of this method

• knowing the specific language;
• exact, correct information about tasks;
• being able to raise students’ attention;
• motivating and the ability of maintaining students’ attention and interest;
• supporting and stimulating children’s attitude toward correction and encouraging them to be supportive.