Grade 4 Physical Education

The Physical Education program at ACS is guided by the SHAPE America standards. The standards define what students should know and be able to do as a result of a highly effective physical education program.

The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. To pursue a lifetime of healthful physical activity, a physically literate individual*:

• Has learned the skills necessary to participate in a variety of physical activities.

• Knows the implications and the benefits of involvement in various types of physical activities.

• Participates regularly in physical activity.

• Is physically fit.

• Values physical activity and its contributions to a healthful lifestyle.

https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdf

The five standards around which the grade level outcomes are developed are:

  • Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
  • Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
  • Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
  • Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
  • Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Grade 4 Physical Education Standards

Standard 1

  • Uses various locomotor skills in a variety of small-sided practice tasks, dance and educational gymnastics experiences.
  • Runs for distance using a mature pattern.
  • Uses spring-and-step take-offs and landings specific to gymnastics.
  • Combines locomotor movement patterns and dance steps to create and perform an original dance.
  • Combines traveling with manipulative skills of dribbling, throwing, catching and striking in teacher- and/or student-designed small-sided practice tasks.
  • Balances on different bases of support on apparatus, demonstrating levels and shapes.
  • Transfers weight from feet to hands, varying speeds and using large extensions (e.g., mule kick, handstand, cartwheel).
  • Moves into and out of balances on apparatus with curling, twisting and stretching actions
  • Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a partner.
  • Combines traveling with balance and weight transfers to create a gymnastics sequence with and without equipment or apparatus.
  • Throws overhand using a mature pattern in non-dynamic environments (closed skills).
  • Throws overhand to a partner or at a target with accuracy at a reasonable distance.
  • Throws to a moving partner with reasonable accuracy in a non-dynamic environment (closed skills).
  • Catches a thrown ball above the head, at chest or waist level, and below the waist using a mature pattern in a non-dynamic environment (closed skills).
  • Dribbles in self space with both the preferred and the non-preferred hands using a mature pattern. (
  • Dribbles in general space with control of ball and body while increasing and decreasing speed
  • Dribbles with the feet in general space with control of ball and body while increasing and decreasing speed.
  • Passes and receives a ball with the insides of the feet to a moving partner in a non-dynamic environment (closed skills).
  • Passes and receives a ball with the outsides and insides of the feet to a stationary partner, “giving” on reception before returning the pass.
  • Dribbles with hands or feet in combination with other skills (e.g., passing, receiving, shooting).
  • Kicks along the ground and in the air, and punts using mature patterns.
  • Volleys underhand using a mature pattern, in a dynamic environment (e.g., two square, four square, handball).
  • Volleys a ball with a two-hand overhead pattern, sending it upward, demonstrating 4 of the 5 critical elements of a mature pattern.
  • Strikes an object with a short-handled implement while demonstrating a mature pattern.
  • Strikes an object with a short-handled implement, alternating hits with a partner over a low net or against a wall.
  • Strikes an object with a long-handled implement (e.g., hockey stick, golf club, bat, tennis racket, badminton racket), while demonstrating 3 of the 5 critical elements of a mature pattern for the implement (grip, stance, body orientation, swing plane and followthrough).
  • Combines traveling with the manipulative skills of dribbling, throwing, catching and striking in teacher- and/ or student-designed small-sided practice-task environments.
  • Creates a jump-rope routine with either a short or long rope.

Standard 2

  • Applies the concept of open spaces to combination skills involving traveling (e.g., dribbling and traveling).
  • Applies the concept of closing spaces in small-sided practice tasks.
  • Dribbles in general space with changes in direction and speed.
  • Combines movement concepts with skills in small-sided practice tasks, gymnastics and dance environments.
  • Applies the movement concepts of speed, endurance and pacing for running.
  • Applies the concepts of direction and force when striking an object with a short-handled implement, sending it toward a designated target.
  • Applies simple offensive strategies and tactics in chasing and fleeing activities.
  • Applies simple defensive strategies and tactics in chasing and fleeing activities.
  • Recognizes the types of kicks needed for different games and sports situations.

Standard 3

  • Analyzes opportunities for participating in physical activity outside physical education class.
  • Engages actively in the activities of physical education class, both teacher-directed and independent
  • Identifies the components of health-related fitness.5
  • Demonstrates warm-up and cool-down relative to the cardiorespiratory fitness assessment.
  • Completes fitness assessments (pre and post).
  • Identifies areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas.
  • Discusses the importance of hydration and hydration choices relative to physical activities.

Standard 4

  • Exhibits responsible behavior in independent group situations.
  • Reflects on personal social behavior in physical activity.
  • Listens respectfully to corrective feedback from others (e.g., peers, adults).
  • Praises the movement performance of others both more skilled and less skilled.
  • Accepts players of all skill levels into the physical activity.
  • Exhibits etiquette and adherence to rules in a variety of physical activities.
  • Works safely with peers and equipment in physical activity settings.

Standard 5

  • Examines the health benefits of participating in physical activity.
  • Rates the enjoyment of participating in challenging and mastered physical activities.
  • Ranks the enjoyment of participating in different physical activities.
  • Describes and compares the positive social interactions when engaged in partner, small-group and large-group physical activities.

For the complete list of standards from Kindergarten through Grade 12, please click below:

Physical Education Units and Skills

Rules and Procedures

  • Explain why it is important to follow all designated rules
  • Explain what a good listener looks like
  • Explain why it is important to work together as a class or alongside classmates during various P.E. games/activities
  • Explain the four Core Values and how they relate to P.E.

Badminton

  • Perform the backhand, forehand, and serve
  • Hold the racket with the correct grip

Gymnastics

  • Balance on different bases of support on apparatus, demonstrating levels and shapes
  • Transfer weight from feet to hands varying speed and using large extensions (e.g., mule kick, handstand, cartwheel)
  • Move into and out of balances on apparatus with curling, twisting and stretching actions
  • Combine traveling with balance and weight transfers to create a gymnastics sequence with and without equipment/ apparatus

Kicking

  • Use a continuous running approach and kicks a moving ball, demonstrating 3 of the 5 critical elements of a mature pattern

Scooters

  • Move on the scooter using their hands and feet
  • Move back and forth the width of the basketball court three times
  • Proper scooter movement form
  • Understand how to use a scooter properly
  • Apply the skills learned in this lesson to future activities
  • Treat the equipment with respect
  • Follow all safety rules

Invasion (Tag)

  • Learn and apply different rules and strategies for chasing and fleeing

Creative Dance

  • Demonstrate various dances by following along to the beat and completing different dance moves to different songs
  • Work collectively with fellow classmates to create their own dance which they will demonstrate in front of the class

Striking and Fielding

  • Effectively strike an object that is thrown to them with an implement (i.e., bat, racket).
  • Successfully catch and throw a ball to a partner with proper form (stepping with opposite foot, making an L w/ their throwing arm, and following-through)
  • Communicate with teammates and opponents during games of Argoball, and Powerball.

Basketball

  • Demonstrate the mechanics of shooting
  • Demonstrate the mechanics of a layup
  • Dribble at a reasonable pace using both hands
  • Demonstrate 4 different passes
  • Recognize violations in their own play and that of their peers

Volleyball

  • Bump and set the ball with control
  • Perform a successful underhand serve
  • Move on court, being able to cover the space they are responsible for
  • Play the game effectively following rules of the game

Frisbee Skills

  • Throw frisbee with accuracy toward target
  • Toss to their partner using the backhand throw seven times in a row
  • Toss to their partner using the forehand three times in a row
  • Work together as a team during Frisbee Turnaround, which will allow them to use teamwork and various ways to catch and throw a Frisbee

Soccer Skills

  • Demonstrate a proper throw-in, goal-kick, and corner-kick
  • Demonstrate how to dribble under control using various parts of their feet
  • Demonstrate how to correctly trap the ball with various parts of their body

Floor Hockey

  • Pass back and forth between teammates using both a forehanded pass and backhanded pass
  • Demonstrate how to remain in control of a ball/puck while moving throughout an obstacle course of cones
  • Effectively understand basic rules of hockey by playing 5 vs. 5 or 6 vs. 6 floor hockey games

Jump Rope

  • Demonstrate a variety of jump-roping jumps
  • Choose an appropriately sized rope
  • Jump alone and in groups
  • Develop jump-rope patterns
  • Enter and exit an already twirling rope
  • Spin the jump rope for a jumper, adjusting height, width and speed
  • Design a three-part routine (individual, partner, group)

Station Activities

  • Praise others during activities
  • Follow teacher instructions the first time
  • Complete stations as directed in a safe manner

Throwing

  • Throw overhand using a mature pattern in non-dynamic environments
  • Throw overhand to a partner or at a target with accuracy at a reasonable distance
  • Throw to a moving partner with reasonable accuracy in a non-dynamic environment
  • Catch a thrown ball above the head, at chest/waist level and below the waist using a mature pattern in a non-dynamic environment

Swimming

  • Perform appropriate buoyancy skills for prescribed times and distances
  • Travel for prescribed distances using a variety of competent strokes on their back (backstroke, elementary backstroke)
  • Travel for prescribed distances using a variety of competent strokes in their front (freestyle, breaststroke, butterfly, survival swimming)
  • Demonstrate at least two self-rescue skills
  • Perform a variety of assists