Physical educators should be able to define the "correct form" they expect to see each student performing in their classes. Moreover, they should be able to go beyond assessing students' skill levels by measuring the outcomes (products) of movements (i.e., how far they throw the ball or how many successful attempts are completed) or counting the number of elements involved in the execution of skills (i.e., whether or not students take a step on the opposite foot in throwing or make contact with the ball with the flat part of the paddle). Although describing "correct form" is complicated, educators should be able to articulate their definition when writing learning objectives, providing learning cues, and developing valid and reliable assessment rubrics to document student learning. Educators are reminded, however, that developing skillful motor patterns (i.e., "correct form") may require years of practice, much more time than can be provided in a typical physical education unit. (Contains 1 table.)