The top$-$down approach to assessment and instruction recognizes

a$.$ that it is better to start at the end of the movement skill sequence or games and decide which prompt level to use to teach the skill

b$.$ that a student with the ability to throw may not meet all the sequences in the Test of Gross Motor Development$-3,$ but still be able to throw

c$.$ that the functionality ability in a skihor game may be reachable by the student without all the assumed prerequisite skills

$*$d$.$ b and c