- small-sided and lead-up net/wall games (e.g., badminton, tennis, table tennis, one bounce, three-on-three volleyball, pickleball, paddle ball)
- small-sided and lead-up target games (e.g., bowling, curling, golf, bocce ball, archery)
- small sided and lead-up striking/fielding games (e.g., long ball, softball, kickball, cricket)
- small-sided and lead-up invasion/territorial games (e.g., two-on-two, three-on-three games using skills from games such as soccer, basketball, and soft lacrosse)
- small-sided and lead-up alternate environment activities and games (e.g., hiking, aquatics, orienteering, skating, roping, tobogganing, cross-country skiing, downhill skiing, tracking, cycling, wall climbing, paddling).
| (a) |
Determine effective game tactics, in cooperation with others, using a problem-solving approach (e.g., devise an attacking and defending strategy in a small group participation game). |
| (b) |
Execute the combination of selected movement skills in a variety of games and activities (e.g., scooter soccer, kick ball, one bounce volleyball, frisbee basketball, hoop golf). |
| (c) |
Design and play an invasion/territorial type game, including rules and tactics, incorporating at least two motor skills. |
| (d) |
Distinguish between effective and ineffective individual and small group offensive and defensive tactics (i.e., body fakes, speed use, change of direction, keeping the body low while moving) to be used in specified types of games (e.g., net/wall games versus invasion/territorial games). |
| (e) |
Verbalize effective skill performance as well as tactical decisions to strengthen the internalization and application potential. |
| (f) |
Describe and apply the elements of making good decisions related to game play including paying attention to relevant actions (those that are affecting the progress of the game), anticipating responses by opponents, and choosing appropriate skills to perform (e.g., passing rather than shooting, drop shot rather than clear). |
| (g) |
Demonstrate an understanding of how the strategic components of one game can transfer to another game (e.g., make the object go to the opponents' open spaces – badminton, softball, soccer). |
| (h) |
Engage in practising the skills specific to teacher/class-chosen alternate environment activities (e.g., orienteering: design maps, identify cardinal directions (N, E, S, W), follow directions to complete classmate-created tasks, use a compass and/or a GPS device to follow a map). |
| (i) |
Demonstrate an understanding of how the skills used in one alternate environment activity can transfer to participation in another alternate environment activity (e.g., skating to skiing). |
| (j) |
Discuss and apply movement skills and strategies that will increase efficiency of movement used in a variety of alternate environment activities. |
