Explain how skill competency can lead to enhanced enjoyment of movement and support desire to participate in movement activitie

Use feedback, including available technology (e.g., teacher and/or peer assessment, teacher-recorded video, digital photography), to self-analyze performance and to create plans for the improvement of performance.

Develop, in cooperation with others, a list of required criteria to use in peer assessment of a skill performance [e.g., long jump - accelerates to the takeoff spot, hits takeoff spot (e.g., paces off, executes), uses proper takeoff (e.g., one or two feet), controls body position during flight phase, lands under control, attains desired distance].

Develop and implement, as a class, a short-term plan to improve the performance of a skill that incorporates the principles of practice (e.g., repetitions, progression in speed of performance, using proper form, visualizing proper performance, verbalizing performance cues).

Recognize the carry-over (transfer) of general movement skills (e.g., sliding) that can be applied to specific skills or activities (e.g., dances, individual basketball defensive movement, yoga, volleyball blocking movement).

Communicate using the vocabulary of tactics, movement variables, and performance cues both when practising the performance skills and when supporting the performance of others.

Distinguish between variations required in the application of specific performance cues and movement variables in order to vary a movement skill (e.g., foot placement when kicking a stationary ball, a ball moving away, and a ball moving towards; dance step while moving forward and moving backward).

Teach an activity or skill to a classmate using performance cues language, movement variables language, and practice principles.

Apply movement concepts related to accuracy, force, and follow-through when sending (e.g., throwing, kicking, striking, volleying, punting) objects.