Printable session plan · Substitute Teacher Movement Games
A practical, time-bounded plan for substitute teachers in an after-school transition connected to a substitute-led class period. Use it to rehearse one clear activity without improvising the room, camera, or participation rules.
The practical question is how to provide an active option that is easy to explain and stop through turn the gap between formal activities into active play when the adult may not know the class routines or room layout; energy and attention arrive at different speeds.
This is a run-of-show companion to the broader After-School Substitute Teacher Movement Games use-case guide. Its purpose is narrower: help the operator or host run one thoughtful session with a defined start, a clear option to pause, and a prepared fallback.
The connection works when a visible action gives people a reason to look, understand, and choose. In a substitute-led class period, a simple script, visible boundary, and no complicated equipment; a short motion round can sit beside the main purpose instead of asking the whole group to become an audience at once.
01
Mark and test the operating footprint. Mark one camera position away from furniture, doors, cables, queues, tools, food, and the main route through an after-school transition connected to a substitute-led class period. WhackAMole comes first because its movement can be tested inside the real footprint while short rounds with an obvious handoff remains visible.
02
Rehearse the exact opening moment. In an after-school transition connected to a substitute-led class period, the host opens with WhackAMole because the adult may not know the class routines or room layout; energy and attention arrive at different speeds. The host uses short rounds with an obvious handoff, gives one complete turn, and hands the result back to substitute teachers so the activity can provide an active option that is easy to explain and stop through turn the gap between formal activities into active play. The operating angle is a simple script, visible boundary, and no complicated equipment.
03
Assign and rehearse the operator sequence. The host names the first action in one sentence, demonstrates WhackAMole, invites a voluntary turn, waits for the result, and offers LaserEyes only when the room still supports provide an active option that is easy to explain and stop through turn the gap between formal activities into active play. Next: LaserEyes or observe; mark the exit.
04
Brief privacy and contingency choices before opening. In an after-school transition connected to a substitute-led class period, explain the webcam view before play and keep it separate from attendance, purchase, membership, student, health, or contact records. Do not record or share participant images by default; offer a no-camera or watching role to anyone who does not want to appear. If the adult may not know the class routines or room layout; energy and attention arrive at different speeds, pause the station before it interferes with the main purpose of an after-school transition connected to a substitute-led class period. Switch to LaserEyes or a no-camera explanation, keep the same marked zone, and stop cleanly.
Decision standard: The format can provide an active option that is easy to explain and stop through turn the gap between formal activities into active play without interfering with the main purpose of an after-school transition connected to a substitute-led class period.
A good game order for an after-school transition connected to a substitute-led class period makes the host’s next sentence obvious. Begin with a readable cue, then keep an alternative ready for the people who prefer less movement or no camera.
arm reaches and whole-body leaning
Whack A Mole is included for After-School Substitute Teacher Movement Games because it uses arm reaches and whole-body leaning in compact-to-medium standing space with moderate movement.
Play fit: first-time players who benefit from a familiar reach-to-hit rule For after-school substitute teacher movement games, plan for compact-to-medium standing space with moderate movement.
head-position aiming
Laser Eyes is included for After-School Substitute Teacher Movement Games because it uses head-position aiming in seated or standing space with low movement.
Play fit: quiet, contained participation when floor travel is unsuitable For after-school substitute teacher movement games, plan for seated or standing space with low movement.
shoulder leaning with optional half-squats
Snow Trail is included for After-School Substitute Teacher Movement Games because it uses shoulder leaning with optional half-squats in compact standing space with light-to-moderate movement.
Play fit: controlled, lower-travel play with an easy-to-read steering loop For after-school substitute teacher movement games, plan for compact standing space with light-to-moderate movement.
Later choices: BubbleMatch. In an after-school transition connected to a substitute-led class period, offer LaserEyes first to anyone choosing a quieter, seated-capable, or lower-movement role. Also provide coaching, scorekeeping, observing, and a clear option to skip the round.
Mark one camera position away from furniture, doors, cables, queues, tools, food, and the main route through an after-school transition connected to a substitute-led class period. WhackAMole comes first because its movement can be tested inside the real footprint while short rounds with an obvious handoff remains visible. Test camera framing and backlight from that exact zone before the first WhackAMole turn.
In an after-school transition connected to a substitute-led class period, offer LaserEyes first to anyone choosing a quieter, seated-capable, or lower-movement role. Also provide coaching, scorekeeping, observing, and a clear option to skip the round. In an after-school transition connected to a substitute-led class period, explain the webcam view before play and keep it separate from attendance, purchase, membership, student, health, or contact records. Do not record or share participant images by default; offer a no-camera or watching role to anyone who does not want to appear. Everyone has the right to opt out, choose an observer role, or stop the activity without having to explain or justify that choice.
If the adult may not know the class routines or room layout; energy and attention arrive at different speeds, pause the station before it interferes with the main purpose of an after-school transition connected to a substitute-led class period. Switch to LaserEyes or a no-camera explanation, keep the same marked zone, and stop cleanly.
For substitute teachers, keep the promise modest: a clear, optional activity with a prepared fallback. Apply the requirements that govern your setting before running the session.
Use the WHO Guidelines as general movement context for an after-school transition connected to a substitute-led class period, while letting local safeguarding and accessibility practice set the boundary for this session. WHO Guidelines on physical activity and sedentary behaviour.
What to observe here: The format can provide an active option that is easy to explain and stop through turn the gap between formal activities into active play without interfering with the main purpose of an after-school transition connected to a substitute-led class period.
In an after-school transition connected to a substitute-led class period, the host opens with WhackAMole because the adult may not know the class routines or room layout; energy and attention arrive at different speeds. The host uses short rounds with an obvious handoff, gives one complete turn, and hands the result back to substitute teachers so the activity can provide an active option that is easy to explain and stop through turn the gap between formal activities into active play. The operating angle is a simple script, visible boundary, and no complicated equipment.
Mark one camera position away from furniture, doors, cables, queues, tools, food, and the main route through an after-school transition connected to a substitute-led class period. WhackAMole comes first because its movement can be tested inside the real footprint while short rounds with an obvious handoff remains visible. Test camera framing and backlight from that exact zone before the first WhackAMole turn.
If the adult may not know the class routines or room layout; energy and attention arrive at different speeds, pause the station before it interferes with the main purpose of an after-school transition connected to a substitute-led class period. Switch to LaserEyes or a no-camera explanation, keep the same marked zone, and stop cleanly.