Communicate, with clarity, using performance words to demonstrate understanding of how to perform a variety of movements associated with target games and invasion/territorial games.

Communicate, with clarity, the terminology associated with skills and rules for selected team movement activities (e.g., in-turn and out-turn in curling, traveling/double dribble in basketball).

Apply concepts of aim and line of vision to the preparatory stage of skills used in target games (e.g., focus on the lane dots or the pins in bowling; focus on the skip's broom or the intended ending position in curling).

Demonstrate an understanding of the use of peripheral vision in the effective application of movement concepts.

Express insights into how to make adjustments to performance related to the movement concepts associated with target games (e.g., clockwise spin versus counter clockwise spin for a right-handed delivery in bowling) and invasion/territorial games (e.g., high speed dribble versus low control dribble in basketball).

Explain the difference between, and the importance of, developing both on-the-ball and off-the-ball movement.

Compare the performance cues related to various skills in a variety of target games and invasion/territorial games (e.g., shooting in basketball compared to delivery in bowling; individual defensive movement in soccer compared to lacrosse).

Demonstrate progression in skills development of self-selected and teacher-selected skills required in target games and invasion/territorial games by using a pre-assessment, plan for growth, principle of practice, and post-assessment method.

Identify when self and others have reached the stage of "automatic" in skill performance.