Through this unit the value of physical education within the curriculum is enhanced by aligning practical components with theoretical tasks. Blooms taxonomy focusses on merging cognitive, affective and psychomotor elements to promote active and academic learning. Teachers can fulfill this component through questioning and written worksheets in practical lessons. Encouraging students to think through self and peer reflection based on the tactical problems presented through games is how teachers can approach cognitive, affective and psychomotor domains.

-- Understanding the purpose of movement

-- Ability to react to stimuli

-- Body control and awareness

-- Anticipation and timing

-- Practice and refine fundamental specialized movement skills in a predictable learning environment.

-- Off- the- ball movements such as creating space.

-- On- the- ball skills such as dribbling

-- Development of fundamental, specialized, locomotor and non- locomotor movement associated with territory and invasion.

-- Participate in movement activities that demonstrate and reinforce the transfer of skills across different movement contexts.

-- Ability to make strategic decisions to invade and evade.

-- Ability to react to the ball and players.

-- Practice and refine fundamental specialized movement skills in a dynamic learning environment.

-- Communicate verbal and non- verbal cues to play game.

-- Ability to engage in different games contexts that are personally rewarding.

-- Improvise movements to solve problems necessary for defending and attacking strategies.

-- Off- the- ball movement and on- the- ball skills