Moving well and warming up
Students sharpen the basics of how they move. They run, skip, jump, balance, and change direction with more control, and they learn why warming up matters before activity.
What does a student learn in
This is the year movement skills start fitting together into real games and routines. Students sharpen running, jumping, throwing, catching, and kicking, then use those skills in team activities where rules and fair play matter. They learn how warming up, moving, and resting affect the body. By spring, students can play a group game with classmates, follow the rules, and explain why staying active keeps them healthy.
- Motor skills
- Team games
- Fair play
- Fitness basics
- Healthy habits
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 striking
Students practice handling balls and equipment with steadier aim. They throw to a target, catch from different angles, and strike with hands, feet, or a paddle.
- 3
Teamwork and fair play
Students play in small groups and learn to cooperate, communicate, and handle wins and losses with respect. Following rules and including everyone becomes part of how the game works.
- 4
Fitness and healthy habits
Students learn how the body responds to activity, from a faster heartbeat to stronger muscles. They set small fitness goals and start to see how daily movement supports a healthy life.
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 in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives them the confidence to stay active in sports, games, and free play.
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Apply knowledge related to movement, performance
Students use what they know about how their body moves and stays healthy to make better choices during exercise and games.
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Develop social skills through movement, including respect for self and others…
Students practice working with classmates during physical activities, taking turns, listening to others, and acting responsibly whether they're working alone or in a group.
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Develop personal skills, identify personal benefits of movement
Students practice skills like throwing, jumping, or balancing, then explain why moving regularly feels good and keeps them healthy. The goal is building habits they will actually stick with.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor | Students practice moving in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives them the confidence to stay active in sports, games, and free play. | RI-PE.1.4 |
| Apply knowledge related to movement, performance | Students use what they know about how their body moves and stays healthy to make better choices during exercise and games. | RI-PE.2.4 |
| Develop social skills through movement, including respect for self and others… | Students practice working with classmates during physical activities, taking turns, listening to others, and acting responsibly whether they're working alone or in a group. | RI-PE.3.4 |
| Develop personal skills, identify personal benefits of movement | Students practice skills like throwing, jumping, or balancing, then explain why moving regularly feels good and keeps them healthy. The goal is building habits they will actually stick with. | RI-PE.4.4 |
Common Questions
What does PE look like this year?
Students build on running, jumping, throwing, catching, kicking, and striking with a paddle or bat. They start using these skills inside real games and group activities, not just drills. Expect more team play and more chances to keep moving for longer stretches.
How can students practice PE skills at home?
Play catch in the yard, ride bikes, jump rope, or kick a ball back and forth. Ten minutes of active play after school adds up. The goal is steady practice with familiar skills, not fancy equipment.
What if a student is not athletic or dislikes sports?
PE at this age is about effort and progress, not talent. Find one activity that feels fun, whether that is dancing, biking, hiking, or shooting baskets in the driveway. Confidence grows when students see themselves improve at something they chose.
How do I sequence skills across the year?
Start with a refresher on locomotor and manipulative skills in isolation, then move into small-sided games that combine two or three skills. Build fitness concepts and teamwork in parallel rather than as a separate unit. Save full team games for later in the year once skills hold up under pressure.
Which skills usually need the most reteaching?
Striking with an implement, overhand throwing for accuracy, and catching on the move tend to lag. Footwork in dodging and pivoting also needs repeated practice. Short skill stations early in each lesson help more than one long unit.
How do I handle students with very different skill levels?
Use tiered tasks inside the same activity, such as different distances, ball sizes, or target heights. Pair students by cooperation skills rather than ability when possible. Keep success rates high enough that everyone stays engaged.
How is teamwork and behavior taught in PE?
Students practice taking turns, encouraging classmates, settling small disagreements, and following game rules. These habits get coached directly, the same way a skill does. Ask students what went well with their group, not just who won.
How do I know students are ready for next year?
By spring, students should combine skills in a game, follow rules without constant reminders, and explain why warming up and staying active matter. They should also be able to set a simple personal goal and track their effort. Comfort in group activities is as important as any single skill.