Communicate, with clarity and correctness, the terminology associated with the tactics of selected net/wall and striking/fielding games while participating in practice and game situations.

Express reflective insights in response to questions such as "What does it mean to "read the situation" in the context of participating in movement activities?" and "What tactics will be most beneficial to take into consideration in any type of game that involves striking an object?"

Propose and practise the application of individual performance adjustments (e.g., badminton – opponent has a weak backhand stroke; therefore, birdie placement is to backhand) and team performance adjustments (e.g., shifting the positioning of the infield to accommodate batter strength) as a response to reading the opponent's strategy.

Make effective choices that demonstrate strategic planning and reflect an awareness of what opponents and teammates are doing while in practice and game situations.

Explain the connection between tactics and strategies used and the rules of a variety of net/wall games and striking/fielding games (e.g., which serve is best to use in badminton based on the boundary lines – whether singles or doubles).

Identify, practise, and incorporate various offensive tactics, while participating in practice and game situations with classmates, that are used in a variety of:

• net/wall games (e.g., set to a spike in volleyball, hitting to open spaces in all games)
• striking/fielding games (e.g., when would be a good time to bunt in softball)
• low-organizational, inventive, and cooperative games (e.g., when to use the wall, and when not to, in walleyball).

Identify, practise, and incorporate various defensive tactics, while participating in practice and game situations with classmates, that are used in a variety of:

• net/wall games (e.g., returning to base position within the court after playing the ball, shifting to cover as a team)
• striking/fielding games (e.g., shifting positioning on the field when there is a left-handed batter)
• low-organizational, inventive, and cooperative games (e.g., adjusting positioning to receive a ball that is coming off the wall in walleyball).

Appropriately return to a recovery (base) position between skill attempts while participating in game situations.

Appropriately support teammates who are playing the ball by moving into position to receive the ball from the teammate.

Demonstrate purposeful team communication skills (e.g., calling the ball, calling for help, sharing what opponents are doing) while participating in game situations with classmates

Adapt rules of low-organizational and inventive games (e.g., one bounce volleyball) based on criteria predetermined through problem-solving activities (e.g., suggest rule changes for enhanced activity, inclusion, and/or safety) and participate in game situations with classmates using adapted rules.