- target games (e.g., bowling, curling, golf, archery)
- striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
- net/wall games (e.g., badminton, tennis, table tennis, volleyball)
- invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate frisbee, double ball, team handball)
- alternate environment activities (e.g., orienteering, skating, cross-country skiing, canoeing, roping, downhill skiing, dog sledding, wall climbing, in-line skating, skate boarding, cycling)
- body management activities (e.g., dance, wrestling, track and field, pilates, martial arts, yoga, aerobics, gymnastics).
| (a) |
Apply principles of practice (e.g., whole-part-whole, part-whole) to a self-created or pre-designed plan to improve performance in self-selected complex skills. |
| (b) |
Implement visual and oral strategies (e.g., sketch movement patterns, verbalize performance of skill while performing it) to support skill development for each of the four self-selected complex movement skills. |
| (c) |
Identify complex skills that are at a level of automation (i.e., can perform with control, smoothly and without hesitation) and demonstrate the ability to perform these skills while participating in game situations. |
| (d) |
View and provide meaningful feedback on skill performance, of self and others, that could be a focus for improvement. |
| (e) |
Create and implement plans to improve performance. |
| (f) |
Use feedback from classmates, teacher, and self-assessment strategies (e.g., video, checklists) to determine strengths and weaknesses in performance of self-selected complex skills. |
| (g) |
Research, represent, and apply the biomechanical principles of selected skills to correct errors in skill performance as identified by self and/or others. |
| (h) |
Identify both the health-related components of fitness and the skill-related components of fitness that are the significant influences on the performance of particular complex skills. |
| (i) |
Discuss and practise mental imagery as a means to internalize and apply performance cues that will support proficient performance of complex movement skills. |
| (j) |
Assess level to which proficiency of performance of complex movement skills has been attained after repeated participation in the movement activities that incorporate the skills. |
| (k) |
Willingly engage in opportunities for improvement by initiating and taking responsibility for learning how to support own skillful movement. |
