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.
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
- 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.
- 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.
- 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.
- 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.
- 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.
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.
- Perform the backhand, forehand, and serve
- Hold the racket with the correct grip
- 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
- Use a continuous running approach and kicks a moving ball, demonstrating 3 of the 5 critical elements of a mature pattern
- 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
- Learn and apply different rules and strategies for chasing and fleeing
- 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.
- 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
- 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
- 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
- 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
- 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
- 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)
- Praise others during activities
- Follow teacher instructions the first time
- Complete stations as directed in a safe manner
- 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
- 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