Identify ways to vary the use of equipment to support a peer in being included in a given movement activity (e.g., a ball with a bell in it for students who cannot see).

Invent new rules that would support peers being included in a given movement activity (e.g., each person has to be the leader).

Describe what it looks like and sounds like when people are being respectful and showing consideration for others, while participating in a movement activity.

Demonstrate good manners (e.g., wait your turn, ask politely to use equipment) and fair play (e.g., let everyone have a turn, encourage others) while participating in movement activities.

Suggest appropriate adjustments to observed actions and behaviours that do not reflect self-control and/or consideration and respect for others.

Acknowledge willingly when own behaviour demonstrates a lack of self-control.

Propose options for adjustments in own actions and behaviours that will enhance level of self-control and demonstration of respect for others, while participating in movement activities.

Express how other people's feelings (e.g., may feel excited, happy, angry, fearful, uncomfortable, frustrated) associated with participation in a variety of movement activities can be the same or different from own feelings.