| (a) |
Create and present representations of what behaviour looks like on each of the five levels of the social skills continuum (Hellison, 2003). |
| (b) |
Self-assess level of social skills on a regular basis through methods such as responding to prompts (e.g., today in physical education, I helped another student by ...; today in physical education, I showed cooperation by ¿) in learning logs or journals. |
| (c) |
Acknowledge when own behaviour is irresponsible and/or lacking in self-control. |
| (d) |
Propose and engage in options for growth in areas that will support own achievement of higher levels of social behaviour. |
| (e) |
Engage in a class plan to show "caring for others and for self" while being physically active (e.g., clean a park in the spring, teach throwing and catching skills to grade one students, lead exercises with seniors or elders). |
| (f) |
Express insights in response to questions such as "What does it mean to take care of yourself?" and "Can you care for others if you don't take care of yourself?". |
