Communicate, with clarity and correctness, using performance words to demonstrate understanding of the performance cues (e.g., backswing, hip rotation, follow through) to support the performance of complex skills.

Incorporate "talk-aloud" self-learning methods (e.g., while performing complex skills saying the performance cues words out loud) to strengthen the ability to skillfully perform complex skills.

Select personal goals for the performance of complex skills and practise for attainment by identifying the critical elements of a specific skill (e.g., basketball – dribbling: dominant hand, non-dominant hand, while guarded) and establishing criteria for demonstration of competent performance of skill (e.g., time ranges for an obstacle course or relay dribble, time to cover a long distance running course).

Verbalize and apply skill appropriate performance cues (e.g., opposite foot forward, weight transfer, follow through) while practising striking skills associated with net/wall games and striking/fielding games (e.g., overhand serve in volleyball, short and long serve in badminton, batting in softball).

Use correct form to make solid contact when sending objects by striking (e.g., serve in tennis, serve in volleyball).

Use body parts sequentially to build force for complex skill performance.

Combine locomotor, non-locomotor, and manipulative skills to perform game or sport required combination skills (e.g., soccer – dodge an opponent, run to an open space, receive a pass, fake, dribble in for a shot on net) in practise, and in modified game-like and game situations (e.g., three-on-three soccer, five-on-five soccer).

Combine movement skills that have been practised and learned for unpredictable situations and for the flow of the game in game situations (e.g., gathering and throwing while moving, dribbling and shooting while moving, shifting appropriately to receive).

Analyze skill performance of self and others, detecting and correcting mechanical errors, based on pre-established and communicated criteria (e.g., performance cues checklist, rubric).

Generate and use assessment tools (e.g., checklist, rating scales, rubrics) in small groups for a peer analysis of skill performance.

Practise skills at a high level of engagement.

Express insights in response to questions such as "How will focusing on improving skill performance support me in living an active life regardless of my sport interest level?"