I've been approached to teach a Parkour class at the gym in Burlington, which really excites me. The following is the proposed format for the class. We'll see how it goes.

The time will be largely oriented toward beginners, but the format will be beneficial to anyone, as it involves developing specific skills for Parkour and conditioning the body to be able to endure the rigors of the discipline. The format largely follows the discussions that Chris, you and I had some time ago, removing the "open" time for specific instruction. The first 15-20 minutes will involve warm-up and stretching. I envision this to be done quadrupedally, in a circle, moving quickly and slowly alternatingly, using short and long reaches to help stretch the muscles and rotate the joints, while continuously moving to get the heartrate up. Think of it like a messed up yoga form. The next 1:15-1:30 or so will be the skills set section of the time. The skills set will be rigorous, disciplined training of isolated aspects of Parkour movement, and will be different every week. More detail later. The last amount of the time, about 30-45 minutes, will involve conditioning. The conditioning will take form in either the standard format, some kind of circuit, or a game. Again, more detail coming.

Skills Set

Basics and Overview - A basic overview course, covering landings, rolls, jumping technique, and the most oft-used vaults.
Precision/Balance - Students will learn how to land precisely on elevated landings following standing jumps, running jumps, vaults, and underbars. When landing on such an object as a balance beam, students will quickly redivert their momentum into a balanced quadrupedal run along it. Balance on rails, both standing and quadrupedally will also be trained.
Breathing - Students will learn the benefits of deep breathing and how to properly utilize breath when performing techniques to maximum output or to stay safe.
Recessive Side - Students will train specifically laterally-dependent techniques on their recessive side exclusively.
Utility of take-off and landing spaces - Students will train with the intention of maximizing the utility of their take-off and landing spaces, by rolling into techniques, rolling out of them, using the landing space as a take-off space, and the like.
Wall techniques - Students will train techniques that are dependent on a vertical surface, with blocks set-up to tac off of and leap onto.
Continuity of movement - Obstacle circuits will be set up, and students will train connecting together techniques, rather than training them in isolation, and preserving momentum and forward motion.
Power in opposition of momentum - Students will train techniques without the benefit of long runs to the obstacles, focusing on power and technique. Obstacles must be traversed with two steps, one step, and zero steps.

Most of these, I had instructed down in DC last summer with great success, so this plan roughly follows what was called the "DCWTTC" courses last summer (DC Weekly Themed Training and Conditioning). That's eight weeks. If it starts after reading week, then I have nine weeks left in Canada (I'll be assessing someone to continue this after I leave).

Conditioning

Standard - Specific exercises will be performed to target particular muscle groups. This will be performed in sets and reps, focusing on varying abilities, including control over the body's musculature by performing exercises slowly and precisely, and explosiveness, in which exercises will be performed... explosively.
Circuit - An obstacle circuit will be set-up, where both Parkour techniques and exercises will be melded together in "stations." Part of this is to fatigue the muscles while having to move through obstacles, as the utility aspect of Parkour training must recognize that the necessity to move may sometimes interfere with the body's state of energy. We must always be prepared, and so this is insurance that the students can continue to move, if sloppier, when they are also using their muscles more heavily through the conditioning segments of the circuit.
Game - Games will be used to add some degree of fun to the course, while still exercising the body. An example would be a typical game of Sharks and Minnows, played quadrupedally. One student will play the shark who must capture the minnows. Each time a minnow is captured, he/she becomes a shark, as well. This continues until there are no minnows left. To capture a minnow, the shark must stop any of the minnow's forward movement for a count of three seconds. Players will be pulled out of the game if they get too tired and let their knees hit the ground (this does not count if the shark has forced a minnow onto its knees) while moving around on hands/feet.

And we end with a stretch!