Moving with control
Students sharpen the basics of running, skipping, jumping, balancing, and changing direction. Movements that felt clumsy a year ago start to look smoother and more controlled.
What does a student learn in
This is the year gym class starts asking students to combine skills, not just practice them one at a time. Students dribble while moving, throw to a target on the run, and adjust their game plan when something stops working. They learn to play fair, cheer teammates, and settle disagreements without a teacher stepping in. By spring, students can warm up on their own and explain why exercise keeps the heart and body healthy.
- Motor skills
- Team games
- Fitness habits
- Sportsmanship
- Healthy heart
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Throwing, catching, and kicking
Students practice sending and receiving a ball with hands and feet. They work on aim, timing, and footwork so they can keep a rally or pass going with a partner.
- 3
Playing fair as a team
Students move into small-sided games and group activities. The focus shifts to sharing space safely, following rules, encouraging teammates, and handling wins and losses without drama.
- 4
Fitness and healthy habits
Students learn how exercise affects the heart, lungs, and muscles. They try activities that build endurance and strength, and start to notice which kinds of movement they enjoy outside of class.
Mastery Learning Standards
The required skills a student should display by the end of Grade 4.
Physical Education
Physical Education
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Develop a variety of motor skills, including locomotor, non-locomotor
Students practice moving skills like running, jumping, balancing, and throwing. Building a range of these skills helps students stay active and take part in more games and sports.
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Apply knowledge related to movement, performance
Students use what they know about how the body moves and stays healthy to make smarter choices during games, exercises, and other physical activities.
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Develop social skills through movement, including respect for self and others…
Students practice working with classmates during movement activities. They take turns, follow rules, support others, and handle wins and losses with good sportsmanship.
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Develop personal skills, identify personal benefits of movement
Students practice setting small movement goals and explain why staying active makes them feel better. The focus is on building habits now that carry into adult life.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor | Students practice moving skills like running, jumping, balancing, and throwing. Building a range of these skills helps students stay active and take part in more games and sports. | NH-PE.1.4 |
| Apply knowledge related to movement, performance | Students use what they know about how the body moves and stays healthy to make smarter choices during games, exercises, and other physical activities. | NH-PE.2.4 |
| Develop social skills through movement, including respect for self and others… | Students practice working with classmates during movement activities. They take turns, follow rules, support others, and handle wins and losses with good sportsmanship. | NH-PE.3.4 |
| Develop personal skills, identify personal benefits of movement | Students practice setting small movement goals and explain why staying active makes them feel better. The focus is on building habits now that carry into adult life. | NH-PE.4.4 |
Common Questions
What should students be able to do in PE by the end of this year?
Students should run, skip, jump, throw, catch, kick, and strike a ball with steadier control than last year. They should also follow rules in small games, work with a partner without arguing, and explain why warming up and moving every day matters.
How can a parent help build active habits at home?
Aim for about 60 minutes of active play most days. Walks, bike rides, backyard catch, jump rope, and playground time all count. Joining in for even ten minutes makes it more likely to stick.
What if a child is not athletic or does not like sports?
PE at this age is about confident movement, not competition. Help students find activities they actually enjoy, such as dance, hiking, swimming, biking, or scooter time. The goal is for movement to feel normal, not like a test.
How should the year be sequenced across the units?
A common arc is locomotor and chasing games early, then throwing, catching, and striking in the middle of the year, then small-sided games and fitness routines later. Revisit basic skills inside new games so students keep refining form all year.
Which skills usually need the most reteaching at this grade?
Striking with a paddle or bat, overhand throwing for accuracy, and catching a moving ball still trip up many students. Build in short skill stations before games so students get more practice reps than they would in a full-class scrimmage.
How can social skills be taught in a gym, not just talked about?
Use small groups, rotating partners, and quick team huddles where students set one goal before a game. Name specific behaviors to watch for, such as passing to everyone or shaking hands after a match, and reinforce them as part of the score.
How can a parent tell if a student is on track?
Watch for steady balance, the ability to jog without stopping for a few minutes, and a willingness to try new movement games. Trouble with basic skipping, catching a tossed ball, or losing interest after one minute of activity is worth mentioning to the PE teacher.
How much does fitness testing matter at this age?
Fitness is part of the year, but the focus is on understanding why heart rate goes up, why muscles get tired, and how to pace effort. Scores matter less than students being able to talk about their own effort and set a small goal.