Moving well and warming up
Students start the year sharpening how they run, skip, jump, and balance. They learn how to warm up safely and why a steady pulse and stretching matter before activity.
What does a student learn in
This is the year gym class shifts from learning single skills to combining them in real games and routines. Students dribble while moving, jump rope to a rhythm, and pass a ball to a partner on the run. They start tracking how their heart rate changes during activity and learn to take turns leading warm-ups. By spring, they can join a team game, follow the rules, and explain one habit that keeps their body healthy.
- Motor skills
- Team games
- Fitness habits
- Cooperation
- Healthy choices
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
Ball skills and games
Students practice throwing, catching, kicking, dribbling, and striking with hands, feet, and equipment. They use these skills in small-sided games where rules and fair play start to matter.
- 3
Teamwork and fair play
Students focus on working with classmates, taking turns, and handling wins and losses. They learn to give clear directions, listen to teammates, and settle small disagreements without an adult stepping in.
- 4
Fitness and healthy habits
Students try activities that build strength, endurance, and flexibility, and they begin to notice how their body feels during exercise. They set small personal goals and track simple progress over time.
- 5
Active for life
Students explore activities they can do outside of class, from biking and hiking to dance and jump rope. They talk about why daily movement matters and pick activities they actually enjoy.
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 their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives them the confidence to stay active in sports, games, and everyday play.
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Apply knowledge related to movement, performance
Students connect what they know about how the body moves and stays fit to make better 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, taking turns, listening, and handling wins and losses with good sportsmanship.
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Develop personal skills, identify personal benefits of movement
Students name what physical activity does for their own body and mood, then make a habit of moving regularly, building choices that can last a lifetime.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor | Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives them the confidence to stay active in sports, games, and everyday play. | IL-PE.1.4 |
| Apply knowledge related to movement, performance | Students connect what they know about how the body moves and stays fit to make better choices during games, exercises, and other physical activities. | IL-PE.2.4 |
| Develop social skills through movement, including respect for self and others… | Students practice working with classmates during movement activities, taking turns, listening, and handling wins and losses with good sportsmanship. | IL-PE.3.4 |
| Develop personal skills, identify personal benefits of movement | Students name what physical activity does for their own body and mood, then make a habit of moving regularly, building choices that can last a lifetime. | IL-PE.4.4 |
Common Questions
What should students be able to do in PE by the end of the year?
Students should run, skip, jump, throw, catch, kick, and strike with steady control. They should also play simple games with classmates, follow rules, and explain why moving every day is good for the body.
How can families support PE at home?
Ten to twenty minutes of active play each day goes a long way. Toss a ball in the yard, ride bikes, jump rope, or take a walk together. The goal is steady movement and enjoying it, not drills.
My child says they are bad at sports. What can I do?
Skills grow with practice, not talent. Pick one thing at a time, like catching a tennis ball or dribbling a basketball, and try it for five minutes a few times a week. Praise the effort and the small wins.
How should the year be sequenced across the four units?
Start with locomotor and non-locomotor skills in fall to build a base, then move into manipulative skills and small-sided games in winter. Use spring for fitness concepts, cooperative games, and personal goal setting so social and wellness skills land last.
Which skills usually need the most reteaching?
Striking with a paddle or bat, overhand throwing with opposite foot forward, and catching a moving object are the common sticking points. Build short skill stations into warm-ups so students get extra reps without losing game time.
Does my child need to be on a sports team to keep up?
No. Class covers the skills students need, and free play at home is enough practice. A team can be fun if a student wants one, but walks, bike rides, and backyard games build the same fitness.
How do I teach cooperation and respect without losing class time?
Bake it into the games. Assign partner roles, rotate team captains, and use quick check-ins after activities to name what good teamwork looked like. Students learn the social skills by doing them, not by sitting through a lecture.
How do I know students are ready for fifth grade PE?
By June, students should combine skills in a game, such as dribbling and passing, follow rules without constant reminders, and name one fitness habit they enjoy. They should also handle winning and losing without falling apart.