Lesson 10 · Designing the session, part two
Designing a training session: skill, conditioning, tactics and evaluation
A coach has ninety minutes and three blocks to fit into it. The order they choose is not a matter of taste. It follows from two facts about human beings, and getting it wrong costs the athletes the part of the session that had the most learning in it.
A coach plans ninety minutes. After the warm-up there are three blocks to fit in: teaching a new skill, a hard conditioning block, and a tactical session on defending a set play. They can be run in any order.
Write down the order you would use, then write the reason for the first decision you made. Then answer the harder part: what would you lose if you put the conditioning block first, and is that loss physiological, technical or both?
- Sequence skill instruction and practice, conditioning and strategies and tactics inside a session, and justify the order on physiological and learning grounds.
- Choose a practice structure that suits the skill and the stage the learner is at.
- Explain what conditioning contributes to a session and why its placement changes what it costs.
- Distinguish athlete reflection from coach evaluation, and describe what each contributes that the other cannot.
- Compare all four of these aspects between an individual sport and a group sport, and give the reason for each difference.
- Skill instruction — the coach's explanation, demonstration and correction of a movement pattern.
- Practice — the structured repetition through which a skill is acquired and refined.
- Massed practice — practice with little or no rest between attempts.
- Distributed practice — practice with rest intervals between attempts or blocks.
- Blocked practice — many repetitions of one skill before moving to the next.
- Random practice — skills interleaved so that the learner must reselect the movement each time.
- Conditioning — the physical preparation component of a session, developing the fitness the sport requires.
- Strategy — the overall plan for how a contest will be approached.
- Tactic — a specific action or adjustment used to carry out the strategy in a particular situation.
- Modified game — a game with altered rules, space, numbers or equipment so that a target behaviour occurs more often.
- Athlete reflection — the athlete's own judgement of what happened and why.
- Coach evaluation — the coach's judgement of whether the session achieved its aim, and what the next session should therefore contain.
Skill work belongs early in the session, after the warm-up and before heavy conditioning, and the reason is not tradition. Motor learning depends on the quality of the repetitions, and quality falls with fatigue. A fatigued athlete produces slower, less precise movement and receives less reliable feedback from it, so late-session skill practice can rehearse the compensations that fatigue produces rather than the technique the coach wants. There is a second reason: attention is a limited resource, and a new skill demands most of it.
The syllabus pairs instruction with practice, and the practice structure is a real decision. Two axes matter.
| Structure | What it looks like | Best used when | Cost |
|---|---|---|---|
| Massed | Repetitions with little rest, high volume in a short block | The skill is simple, the athlete is experienced, and the goal is to groove or maintain | Fatigue accumulates and degrades the later repetitions, so quality has to be watched |
| Distributed | Shorter practice blocks separated by rest or by another activity | The skill is new, complex or demanding, or the athlete is a beginner | Fewer repetitions in the same wall-clock time |
| Blocked | All repetitions of one skill, then all of the next | First acquisition, when the athlete needs to build a stable pattern | Performance in the session looks better than the learning actually is |
| Random | Skills interleaved, so each attempt requires a fresh selection | Refinement, and any sport where the skill must be chosen under pressure | Looks worse during the session, and athletes often dislike it |
The blocked-versus-random contrast contains the single most useful idea in this card. Performance during a session is not the same as learning. Blocked practice produces better-looking repetitions on the day and poorer retention and transfer; random practice looks messier on the day and transfers better to the game. A coach who judges a session by how good the drill looked will systematically choose the weaker option.
Judge skill work by what the athlete can do next week under pressure, not by how the drill looked today. Those two measures disagree, and the one that matters is the second.
Quick check: Skill instruction and practice is normally placed early in a session because:
Conditioning is the block that develops the fitness the sport demands, using the training types and methods of Lessons 3 to 5 and governed by the principles of Lessons 6 and 7. Inside a single session the interesting question is not which method, which Lesson 3 to 5 answered, but where the block sits and what that placement costs.
| Placement | What it buys | What it costs | When it is the right call |
|---|---|---|---|
| After the warm-up, before skill | The conditioning is done fresh, so the highest quality and intensity are possible | Skill and tactical work that follows is performed fatigued, and learns poorly | When the conditioning target is maximal, for example maximal speed or maximal strength work |
| After skill and tactics | Skill work gets the fresh athlete, which is where learning is protected | Conditioning is done tired, so top-end quality is lower | The default for most sessions, and for any session teaching something new |
| Integrated into the skill or game work | High specificity: the athlete performs the skill in the fatigued state the game will impose | Neither quality is fully controlled, and the load is harder to measure | Later in a preparation phase, with a skill the athlete already owns |
The third row is worth dwelling on, because it is where specificity from Lesson 6 shows its teeth. A netballer who can shoot beautifully when rested but not in the last quarter does not have a shooting problem or a fitness problem in isolation. Practising the skill under a controlled degree of fatigue is a legitimate and specific choice — but only once the technique is stable, or the session will simply rehearse a breakdown.
One more decision belongs here. In a group sport, conditioning is usually the block where the largest fitness differences inside the squad become visible. Running the same conditioning for eighteen athletes means it is too easy for some and beyond others, which breaches the individuality of the load in both directions. The usual solution is to hold the structure constant and vary the dose: same work-to-rest ratio, different distances, loads or repetition counts.
True or false: Placing a maximal-speed conditioning block immediately after the warm-up is a defensible choice, even though it means the skill work that follows is done fatigued.
A strategy is the overall plan for how a contest will be approached; a tactic is a specific action used to carry it out in a given situation. A tennis player's strategy might be to attack the opponent's second serve; the tactic is stepping inside the baseline on a particular point. Lesson 13 examines what makes a strategy work. Here the question is narrower: how is tactical work built into a session?
Tactical understanding is trained by decisions, not by explanation. A coach can describe a defensive structure in two minutes, and the athletes will still not be able to execute it, because the difficulty was never in understanding the description. It is in recognising the cue under time pressure and choosing. So tactical blocks use modified games and constrained situations: change the space, the numbers, the scoring or the rules so that the decision the coach wants happens repeatedly and cannot be avoided.
| Constraint applied | Behaviour it forces | Tactical target |
|---|---|---|
| Reduce the playing area | Faster decisions, tighter control, more pressure on the receiver | Composure and skill execution under pressure |
| Create an overload, four attackers against two defenders | Attackers must find and use the extra player | Recognising and exploiting a numerical advantage |
| Award a point only for a scoring move that meets a condition | The rewarded behaviour occurs far more often than in a free game | Whatever the condition names, for example switching the ball wide before scoring |
| Limit touches or time in possession | Earlier scanning and earlier decisions | Speed of decision-making and support play |
This is where the individual-to-group comparison is at its sharpest. In an individual sport, tactical work is largely anticipatory and self-directed: the athlete rehearses responses to an opponent's patterns, often against a coach, a machine or video, and must execute alone with no one to cover an error. In a group sport, tactical work is collective — it needs enough players to make the situation real, it depends on shared understanding and communication, and a single player's error can be absorbed or compounded by teammates. That is why a squad tactical block needs bodies and space, and an individual tactical block needs an opponent model.
The two words are not interchangeable
Marks are lost every year for using strategy and tactic as synonyms. Strategy is the plan for the contest; tactics are the moves that serve it. If a response says "the team's tactic was to play a possession game all match", it has described a strategy and called it a tactic. Fix it by asking: is this the whole approach, or one action inside it?
Fill the gaps. The overall plan for how a contest will be approached is a , while a specific action used to carry it out is a . Practice in which skills are interleaved so the learner must reselect the movement each time is called practice.
The syllabus lists this sub-point as athlete reflection and/or coach evaluation, and the two are not the same activity done by different people. They answer different questions and they fail in different ways.
| Athlete reflection | Coach evaluation | |
|---|---|---|
| Question answered | What happened for me, why, and what will I do differently? | Did the session achieve its aim, and what should the next session contain? |
| Evidence used | Internal: how the movement felt, effort, confidence, what the athlete noticed | External: observation, session data, testing, whether the target behaviour occurred |
| What it uniquely provides | Information no observer has, and the ownership that makes an athlete self-correct without being told | Comparison against the aim and across sessions, which an athlete inside the session cannot make |
| How it fails | Becomes a ritual with no consequence, or is dominated by how the athlete feels about the result | Judges the session by whether it looked good or felt hard, rather than against the stated aim |
| Individual sport | Immediate, detailed and continuous, because the athlete has the coach's full attention | Made against that athlete's own history, so small changes are meaningful |
| Group sport | Needs a deliberate structure, because a squad will not reflect in the gaps and quieter athletes will not volunteer | Needs both squad-level and individual evidence, because a squad average hides the athlete who improved most and the one who did nothing |
Notice how the evaluation row depends on Lesson 9. A session with a vague aim cannot be evaluated at all — there is nothing to compare the evidence against — so the coach falls back on whether the session looked busy. That is the practical reason the aim has to be goal specific, and it is the link that turns these two lessons into one argument.
Evaluation is a comparison against the aim. If the aim was not specific enough to compare against, the evaluation is just an opinion about how the session felt.
Two truths and a lie. One of these statements is false. Find it.
Put Lessons 9 and 10 together and a session has a defensible default order: aim, safety check, warm-up, skill, tactics, conditioning, cool-down, reflection and evaluation. The order is not a rule to recite. It is the consequence of two facts — quality falls with fatigue, and attention is limited — so any departure from it has to be justified by something that outweighs those facts, as maximal speed work does.
Now the comparison. Every difference between the individual and group versions of this session still traces to the three causes from Lesson 9: many needs rather than one, divided attention, and a shared clock and space. Applied to this lesson's four sub-points, they produce the following.
| Aspect | Individual sport | Group sport | Cause of the difference |
|---|---|---|---|
| Skill instruction and practice | Continuous individual feedback, corrections within the same repetition, practice structure chosen for one learner's stage | Instruction given once to all, feedback sampled, structure chosen for the majority with stations or peer feedback filling the gap | Divided attention, plus many stages of learning in one squad |
| Conditioning | Dose set precisely from that athlete's testing data | Structure held constant, dose varied by group, so one work-to-rest ratio serves a wide fitness range | Many needs, not one |
| Strategies and tactics | Anticipatory and self-directed, rehearsed against an opponent model, executed with no one to cover an error | Collective, needs enough players and space to be real, depends on shared understanding and communication | The nature of the contest, plus shared space |
| Reflection and evaluation | Immediate and continuous, against the athlete's own history | Deliberately structured, at squad and individual level, usually in the cool-down because it is the only reliable whole-squad moment | Divided attention and a shared clock |
And, as in Lesson 9, say what does not differ: the order of the blocks and the reasons for it, the relationship between fatigue and skill learning, the difference between performance and learning, and the requirement that evaluation be made against the aim. Those hold for one athlete and for eighteen.
Odd one out. Three of these are genuine individual-to-group differences in session design. Which one is the same in both settings?
Activities · build the second half of the session
For each situation, choose massed or distributed, and blocked or random. Give the reason, and name what you are trading away.
A 14-year-old is learning the overhead serve for the first time.
An experienced midfielder can pass accurately in drills but repeatedly picks the wrong pass in matches.
A sprinter is maintaining an already stable starting technique two weeks out from a championship.
A squad of eighteen contains four beginners and fourteen experienced players, and the session must teach one new defensive skill to all of them.
Match each term to its meaning.
- Distributed practice
- Random practice
- Modified game
- Coach evaluation
- Practice broken into shorter blocks separated by rest or another activity
- Practice in which skills are interleaved so each attempt requires a fresh selection
- A game with altered rules, space, numbers or equipment so a target behaviour occurs more often
- A judgement of whether the session achieved its aim, and of what the next session should contain
Here is a real-looking ninety-minute plan for a squad of sixteen hockey players, three days before a match.
| Time | Block | Detail as written |
|---|---|---|
| 0–8 min | Warm-up | Two laps, then held stretches, then straight into the first drill |
| 8–33 min | Conditioning | Six sets of 400 m at near maximum, three minutes between sets, whole squad together |
| 33–58 min | Skill | New reverse-stick trap, taught to all sixteen at once, forty repetitions each |
| 58–85 min | Tactics | Coach explains the new pressing structure on a whiteboard, then a full-field game with no conditions |
| 85–90 min | Finish | Players collect equipment and leave |
| Aim | Written on the plan | "Sharpen up before Saturday" |
Identify five problems. For each one, name the aspect it belongs to, explain why it is a problem, and give the change you would make. Then answer two further questions: which single change would improve the session most, and what makes the aim as written impossible to evaluate?
Lock it in. In one sentence, explain why a drill that looks worse during the session can be the better choice for the athlete's performance next Saturday.
Compare how skill instruction, conditioning and tactical work are sequenced within a training session for an individual and a group sport.
Compare requires similarities and differences on shared criteria. The subject here is sequencing, so the comparison is about order and timing, not content.
Plan: set the criteria, run both contexts against each, then draw out what the comparison means.
The two contexts will be compared against the order in which components are placed, how session time is allocated between them, and how the sequence is adjusted for athletes at different levels.
The governing rule is the same in both. Work requiring precision and freshness is placed early, so skill instruction and technical practice follow the warm-up while the nervous system is unfatigued, and conditioning is placed later because fatigue degrades technique and increases injury risk when it precedes skill work. Tactical work sits between them in both contexts, requiring enough freshness for good decisions but tolerating more fatigue than fine technical practice.
Allocation differs sharply. In an individual sport the athlete's measured weakness determines the split, so a session may be almost entirely technical or almost entirely conditioning depending on the phase and the assessment. In a group sport the session must serve multiple purposes for multiple athletes at once, so time is divided more evenly and conditioning is frequently embedded within tactical activities — small-sided games delivering both simultaneously — because there is not enough session time to treat them separately.
Adjustment differs correspondingly. The individual sequence is rewritten session by session for one athlete, whereas the group sequence is fixed at team level and differentiated within it through stations, modified constraints or position-specific groups. The group context is also constrained by facility access, equipment quantity and the number of coaching staff available to supervise, so its sequence is partly determined by logistics rather than physiology alone.
The comparison shows that both contexts obey the same fatigue-ordering rule and diverge in how much freedom they have to apply it: the individual session optimises the sequence for one person, while the group session compromises the sequence to serve many, which is why embedding components together is a group-sport necessity rather than a preference.
The two contexts will be compared against the order in which components are placed, how session time is allocated, and how the sequence is adjusted for athletes at different levels. The governing rule is the same in both: work requiring precision and freshness is placed early, so skill instruction and technical practice follow the warm-up while the nervous system is unfatigued, and conditioning is placed later because fatigue degrades technique and raises injury risk when it precedes skill work, with tactical work sitting between them since it needs freshness for good decisions but tolerates more fatigue than fine technical practice. Allocation differs sharply. In an individual sport the athlete's measured weakness determines the split, so a session may be almost entirely technical or almost entirely conditioning depending on phase and assessment. In a group sport the session must serve multiple purposes for multiple athletes at once, so time is divided more evenly and conditioning is frequently embedded within tactical activities, with small-sided games delivering both simultaneously because there is not enough session time to treat them separately. Adjustment differs correspondingly: the individual sequence is rewritten session by session for one athlete, whereas the group sequence is fixed at team level and differentiated within it through stations, modified constraints or position-specific groups, and is further constrained by facility access, equipment quantity and available coaching staff, so it is partly determined by logistics rather than physiology alone. The comparison therefore shows both contexts obeying the same fatigue-ordering rule while differing in the freedom they have to apply it — the individual session optimises the sequence for one person, the group session compromises it to serve many, which makes embedding components together a group-sport necessity rather than a preference.
Explain the role of athlete reflection and coach evaluation at the end of a training session.
Explain asks what these practices do and how. Saying they are important without a mechanism does not answer the question.
Plan: name the principle, build linked pairs for each function, then answer the question directly.
A training session is a planned intervention whose actual effect can differ from its intended one. Reflection and evaluation are the mechanisms by which that difference is detected, so without them the next session is planned on the assumption that this one worked.
Athlete reflection requires the performer to identify what they did and why, so the movement or decision is consciously encoded rather than merely repeated, which strengthens retention and — more importantly — builds the capacity to self-correct when no coach is present, as in competition.
Reflection also surfaces information the coach cannot observe: perceived exertion, soreness, sleep and stress are known only to the athlete, so their report is the primary evidence of whether the prescribed load was actually the load experienced, which is what allows overtraining and injury risk to be detected early.
Coach evaluation compares what the session achieved against the aim it was designed around, so a session whose aim was not met can be diagnosed — whether the activity was wrong, the intensity misjudged, or the organisation lost too much time — which means the next session is adjusted on evidence rather than repeated unchanged.
A training session is a planned intervention whose actual effect can differ from its intended one, and reflection and evaluation are the mechanisms by which that difference is detected — without them, the next session is planned on the assumption that this one worked. Athlete reflection requires the performer to identify what they did and why, so the movement or decision is consciously encoded rather than merely repeated, strengthening retention and building the capacity to self-correct when no coach is present, as in competition. It also surfaces information the coach cannot observe, since perceived exertion, soreness, sleep and stress are known only to the athlete, so their report is the primary evidence of whether the prescribed load was the load actually experienced — which is how overtraining and injury risk are detected early. Coach evaluation compares what the session achieved against the aim it was designed around, so a session that missed its aim can be diagnosed as a wrong activity, a misjudged intensity or an organisational loss of time, and the next session adjusted on evidence rather than repeated unchanged. Together the two close the loop between planning and delivery: the coach learns whether the design was right, the athlete learns whether the execution was, and the program becomes responsive rather than merely sequential.
Go back to card 01. The defensible default is skill, then tactics, then conditioning, because movement quality and attention both fall with fatigue and skill learning depends on both. Putting conditioning first costs you the quality of the skill and tactical work that follows, which is a learning loss rather than a physiological one — the conditioning itself is fine, and is in fact better done fresh. So the question is not which block is more important but which loss you are willing to accept, and for a session teaching something new the answer is clear. Write down whether your original order survives that reasoning, and what would have to be true about the session for you to justify putting conditioning first.
Multiple choice · 5 questions
MC 1. Random practice usually produces better retention and transfer than blocked practice, even though:
- A. it requires far more total repetitions to be effective
- B. performance during the practice session itself often looks worse
- C. it can only be used with beginners
- D. it removes the need for coach feedback
MC 2. A coach places a maximal-speed block immediately after the warm-up, before any skill work. The best justification is that:
- A. skill work is unaffected by fatigue
- B. speed work serves as an extension of the warm-up
- C. maximal-quality efforts require a fresh athlete, so the cost is deliberately paid by the later blocks
- D. conditioning must always precede skill in any session
MC 3. Which of these is a tactic rather than a strategy?
- A. Building the whole match plan around keeping possession and limiting turnovers
- B. Preparing for the season by prioritising defensive structure over attacking variety
- C. Approaching every contest by playing at high tempo from the first minute
- D. Moving the fullback into the front line for a single attacking play late in the game
MC 4. A coach halves the size of the playing area in a small-sided game. The most likely tactical purpose is to:
- A. force faster decisions and rehearse skill execution under pressure
- B. reduce the physiological demand on the players
- C. make blocked practice possible within a game
- D. allow the coach to observe all players without moving
MC 5. Athlete reflection contributes something coach evaluation cannot, namely:
- A. a comparison of this session against previous sessions
- B. an objective record of whether the target behaviour occurred
- C. internal information about how the movement felt, which no observer has access to
- D. a judgement of whether the session achieved its stated aim
Short answer · exam style
SA 1. Understand Band 4 Explain why skill instruction and practice are normally placed before the conditioning block in a training session, and describe one situation in which a coach would justifiably reverse that order. (4 marks)
SA 2. Apply Band 5 Describe how a coach could use a modified game to develop a specific tactical behaviour, and explain why this is more effective than explaining the same behaviour to the athletes. (5 marks)
SA 3. Evaluate Band 6 Compare how skill practice, conditioning and evaluation are handled when designing a training session for an individual sport and for a group sport. Justify each difference you identify. (7 marks)
📖 Comprehensive answers (click to reveal)
Multiple choice: 1 → B. 2 → C. 3 → D. 4 → A. 5 → C.
Activity 1, indicative answers: 1 → Distributed and blocked. The skill is new and the learner is a beginner, so repetitions must stay high in quality and a stable pattern has to form before variation is added. Trade-off: fewer repetitions in the same time, and session performance that flatters the actual learning. 2 → Random, and distributed enough to keep decision quality high. The problem is not execution but selection under pressure, and only interleaved practice trains selection. Trade-off: the drill will look worse and the player may resist it, so the coach has to explain why. 3 → Massed and blocked. The technique is stable, the goal is maintenance rather than acquisition, and grooving is exactly what massed blocked practice does well. Trade-off: little transfer benefit, which does not matter here because there is nothing new to transfer. 4 → Blocked and distributed for the four beginners, moving to random for the fourteen experienced players once the pattern is stable. Handle the split with stations or with the same drill at two levels of variation, so the structure is common and the difficulty differs — the same "hold the structure, vary the dose" rule used for conditioning.
Activity 2, indicative answers: Five problems, from many available. The warm-up is too short, and it ends with held static stretches immediately before hard running, which can briefly reduce force and power; replace with a general raise followed by progressive sport-specific movement. The conditioning is placed before skill and tactics, so both later blocks are performed fatigued and a brand-new skill is being taught to tired athletes; move conditioning after the skill and tactical work. Six near-maximal 400 m efforts three days before a match is excessive load with no recovery margin; reduce volume and intensity given the fixture. The conditioning is run for the whole squad together at one dose, so it is too easy for some and beyond others; hold the work-to-rest structure and vary the distance or repetitions by group. The tactical block is delivered as a whiteboard explanation followed by an unconstrained game, which trains no decision; replace with a modified game whose conditions force the pressing behaviour to occur. There is no cool-down and no reflection or evaluation, so the session ends with equipment collection; add a graded cool-down carrying the squad feedback. The single most valuable change is moving conditioning after skill and tactics, because it improves the two blocks with the greatest learning content at no physiological cost. The aim cannot be evaluated because "sharpen up before Saturday" names no outcome and no measure, so there is nothing for the evidence to be compared against and the coach can only judge whether the session looked busy.
SA 1 (4 marks): Two reasons, each explained. Fatigue [1]: motor learning depends on the quality of repetitions, and a fatigued athlete moves more slowly and less precisely, so practice late in a session can rehearse fatigue compensations rather than the intended technique [1]. Attention [1]: attention is limited and a new or complex skill demands most of it, so a tired athlete has less available for the corrections the coach is giving. A justified reversal [1]: maximal-speed or maximal-strength conditioning requires a fresh athlete to reach the intended quality, so a coach may deliberately place it first and accept the reduced quality of the skill work that follows — a defensible trade when the session's aim is that maximal quality and the skill content is already stable.
SA 2 (5 marks): Name a tactical target [1], for example switching the ball wide before attacking. Describe the constraint [2]: modify the game so a goal only counts if the ball has crossed a defined channel first, or create a four-against-two overload, or reduce the area, or limit touches — the answer must name the modification and say what behaviour it forces, not just that a game was modified. Explain the advantage [2]: tactical difficulty lies in recognising the cue and choosing under time pressure, not in understanding a description, so an explanation transfers poorly [1]; a constraint makes the target decision occur repeatedly and unavoidably in a realistic context, so the athlete practises the recognition and selection rather than the vocabulary [1]. Credit is also available for noting that the constraint gives the coach an observable measure of whether the behaviour is occurring, which the explanation does not.
SA 3 (7 marks): A comparison with a stated basis, both settings, and a reason for each difference. Skill practice [2]: an individual athlete receives continuous feedback and the practice structure can be matched to one learner's stage; in a squad, instruction is given once, feedback is sampled, and the structure serves the majority with stations or peer feedback filling the gap — the cause is the coach's divided attention combined with many stages of learning present at once. Conditioning [2]: individual dose is set precisely from that athlete's testing data; group conditioning holds the structure constant and varies the dose, because one work-to-rest ratio must serve a wide fitness range and running one dose for eighteen is simultaneously too easy and too hard. Evaluation [2]: individual evaluation is immediate, continuous and made against that athlete's own history; group evaluation needs deliberate structure and both squad-level and individual evidence, because a squad average hides both the athlete who improved most and the one who did not train, and because a squad will not reflect unless the session makes time for it. What does not differ [1]: the reasons for the block order, the relationship between fatigue and skill learning, the distinction between performance and learning, and the requirement that evaluation be a comparison against a goal-specific aim. A top-band response also notes that a difference which would disappear if singles tennis were compared with doubles tennis is a sport-specific difference rather than an individual-to-group one.
Lessons 9 and 10 together cover all seven sub-points of one dot point, and they are best revised as one page rather than two. The comparison table now has seven rows: aim, health and safety, warm-up and cool-down, skill instruction and practice, conditioning, strategies and tactics, and reflection and evaluation.
Two ideas from this lesson will keep returning. Performance in a session is not learning, which reappears whenever a coach has to judge whether something is working. And evaluation is a comparison against the aim, which is the hinge between these two lessons and the yearly program in Lesson 11, where the same logic operates over months instead of minutes.
Mark lesson as complete
Tick when you've finished the practice and review.