Moving with control
Students sharpen the basics of running, jumping, throwing, catching, and balancing. Movements get smoother and more controlled than in earlier grades, and students start adjusting their bodies on purpose.
What does a student learn in
This is the year movement starts to feel like skill, not just play. Students sharpen running, throwing, catching, jumping, and balance, and they begin using simple strategies in games and group activities. They also learn what fitness actually means: how the heart works during exercise, why warm-ups matter, and how to track their own progress. By spring, students can lead themselves through a short fitness routine and explain why each part helps their body.
- Motor skills
- Game strategy
- Fitness basics
- Heart and exercise
- Teamwork
- 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
Playing with strategy
Students learn how to read a game. They practice spacing, simple offense and defense, and how to move when someone else has the ball. Parents may hear new talk about positions and teamwork.
- 3
Building fitness habits
Students check their own fitness in areas like running, strength, and flexibility. They set small goals and track how their bodies improve with regular activity. Expect more talk about heart rate and warm-ups at home.
- 4
Knowing why it works
Students learn the reasons behind the workouts. They start to explain what stretching does, why warm-ups matter, and how food and sleep affect energy during play.
- 5
Teamwork and good sport
Students practice the social side of P.E. They take turns leading and following, handle winning and losing with respect, and learn how to include classmates of different skill levels.
Mastery Learning Standards
The required skills a student should display by the end of Grade 4.
Physical Education
| Standard | Definition | Code |
|---|---|---|
| Moving your body in different ways | Students practice the basic moves behind real sports and activities: how to throw, balance, change direction, and control their bodies while they play. | CA-PE.1.4 |
| How bodies move and why it matters | Students learn the why behind how they move. They practice adjusting speed, direction, and body position to get better at sports, games, and other physical activities. | CA-PE.2.4 |
| Tracking fitness to stay healthy and strong | Students track their own fitness over time, noticing where they've gotten stronger or need more work. The goal is building habits that help them feel and move better, not just passing a test. | CA-PE.3.4 |
| How fitness improves your health | Students learn how exercise affects their heart, muscles, and endurance, then use that knowledge to make smarter choices about how they train and stay active. | CA-PE.4.4 |
| Working together in sports and games | Students learn how mindset, teamwork, and handling pressure affect how well they move and play. They practice using that understanding to improve their performance in sports and physical activities. | CA-PE.5.4 |
No state assessments at this grade
Students take their next one in Grade 5.
Physical Fitness Test (PFT)
California's fitness assessment for grades 5, 7, and 9. Administration was paused in spring 2022 while the program is redesigned to drop body-composition components; districts continue to receive guidance but do not currently submit student-level results.
- When given:
- Historically February-May (currently paused)
- Frequency:
- Annual at grades 5, 7, and 9 (currently paused)
Common Questions
What should students be able to do in PE by the end of this year?
Students should move with control in a range of activities, like jumping rope, throwing and catching, kicking a ball toward a target, and balancing. They should also be able to warm up on their own, follow simple game rules, and explain what makes their body stronger or more flexible.
How can I help my child get more active at home?
Aim for an hour of active play most days. Walks, bike rides, tag in the yard, dance breaks, and catch in the driveway all count. Let students pick the activity sometimes so they build the habit of choosing movement on their own.
My child says they are bad at sports. What should I do?
Skills like throwing, catching, and kicking get better with short, regular practice. Spend ten minutes a few times a week tossing a ball back and forth or kicking against a wall. Focus on effort and small wins, not on whether they look like an athlete yet.
How do I sequence motor skills across the year?
Start with the basics that show up everywhere, like underhand and overhand throwing, catching, dribbling, and jumping. Move into combining those skills in small-sided games by midyear. Save more complex strategy work, like reading a defender or passing to open space, for the second half.
What does fitness look like at this age?
Students should know the difference between activities that build endurance, strength, and flexibility, and be able to give an example of each. They should also be able to take their pulse, notice when they are working hard, and set a small fitness goal with help.
Which skills usually need the most reteaching?
Catching with the hands instead of the chest, throwing with opposition, and pacing during longer runs trip up a lot of students. Build short skill stations into warm-ups so students get repeated practice without losing class time to full reteach blocks.
How is teamwork and behavior part of PE this year?
Students are expected to take turns, follow rules, include classmates, and handle winning and losing without making a scene. Cooperative games and clear roles in small teams give students a chance to practice this every week, not just when a problem comes up.
How do I know my child is ready for fifth grade PE?
By spring, students should be able to play a simple game with rules, use a basic strategy like spreading out on the field, and stay active long enough to get out of breath and recover. They should also be able to name one fitness goal and one way to work toward it.