- target games (e.g., bowling, curling, golf, archery, bocce ball)
- striking/fielding games (e.g., long ball, softball, slo-pitch)
- net/wall games (e.g., badminton, tennis, table tennis, volleyball, pickleball)
- invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate frisbee, double ball, team handball)
- low-organizational, inventive, and cooperative games (e.g., capture the flag, prisoner's base, speedball, kick the can, bombardment, dodgeball).
| (a) |
Participate, at moderate to vigorous levels, in a variety of game situations to practise the application of tactics, strategies, rules, and skills of play. |
| (b) |
Consider tactical and strategic options, made alone and with others, as well as appropriate application of the rules and skills of the games, both full and lead-up (e.g., three-on-three soccer, half-court basketball, king's court volleyball). |
| (c) |
Demonstrate a willingness to discuss with teammates and to make group decisions regarding options for tactics and strategies to be used in game situations (e.g., play to run in touch football, defense to use in basketball, call to make in curling, how to create distractions to support teammates in prisoner's base). |
| (d) |
Demonstrate a personal understanding of effective tactical and strategic decisions to be used in given game situations. |
| (e) |
Work towards a level of automation (i.e., can perform with control, smoothly and without hesitation) in the application of some self-specified, team-specified, and/or teacher-specified tactical decisions while participating in game situations. |
| (f) |
Propose, and apply modifications to, rules of games to enhance the enjoyment and fitness benefits for all (e.g., two `spies' allowed in prisoner's base, one bounce allowed between contact in volleyball). |
