Some children might rush through the regulation steps without fully engaging. The teacher should emphasize that the point is to practice the skills, not just win. The teacher can walk alongside players, modelling slow breathing or calm body language.
Other children might get stuck naming emotions, so the teacher can provide a visual emotion chart at each station for support. If some children become too competitive, the teacher can shift the focus to team cooperation, encouraging teammates to cheer for each other’s regulation strategies.