| (a) |
Self-assess level of social skills exhibited on a regular basis. |
| (b) |
Propose and willingly practise options for personal behaviour adjustments to support progression through the levels of social skills. |
| (c) |
Practise and discuss methods for resolving conflict in movement activity settings. |
| (d) |
Express an understanding of why it is important to take personal responsibility for self-monitoring personal use of appropriate social skills in a variety of movement activity settings (e.g., in the gym, in the hallways, on the playground, at the rink). |
| (e) |
Role play and discuss responses to given situations involving movement activity that demonstrate the five levels of social skills. |
| (f) |
Create and implement a personal plan for helping others who are experiencing difficulty in learning a movement skill (e.g., a classmate, a younger student, a student with a disability). |
| (g) |
Role model for, and/or engage younger children in, active play at various times throughout the school day (e.g., assemblies, recess, intramurals). |
| (h) |
Tell a story (e.g., written, visual, audio, video, creative performance) of what it looks like and sounds like when people really care for others while participating in movement activities. |
