Physical Education Curriculum Framework
Strand: Skilled Movement
Grade Level 4
Refine Movement Skills & Combine Skills In Complex Activities
Standard: 4.1
The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement
activities.
a. Demonstrate proficiency in specialized locomotor, non-locomotor, and manipulative skill combinations in game and
modified sports activities (e.g., throw to a partner while he/she runs to catch, dribble and pass soccer ball/basketball to a
moving receiver, catch thrown objects, continuously strike a ball against a backboard or wall with an implement).
Essential Knowledge and Skills
Indicators for Success/ Opportunities for
Assessment
The student will be able to:

Demonstrate proficiency in
specialized locomotor, nonmanipulative, and manipulative
skill combinations in games and
modified sports activities.
The student will demonstrate the ability to
proficiently perform movement skill combinations
such as:

Throwing to a moving target

Dribbling and passing a ball

Catching an object while moving

Striking a ball with an implement
The student will demonstrate locomotor, nonmanipulative, and manipulative skills in games
and modified sports activities.
Assessments: performance rubrics for skill
elements (rubrics may be used for self, peer, and
summative assessments), cognitive/knowledge
assessment to assess knowledge and concepts
Understanding the Standard/Essential
Understanding
The intent of this standard is to make progress
toward combining fundamental movement skills
(locomotor, non-manipulative and manipulative
skills) and to incorporate variations of these
movement skill combinations into increasingly more
complex settings. The students will also begin to
demonstrate specialized sport skills (underhand
pass, overhead pass, and serve) and moving to a
rhythm.
Locomotor movement is when you actually move
from one place to another and non-locomotor
movement is moving on the spot without going
anywhere.
Locomotor skills may include walk, jog, run, gallop,
skip, slide, jump, hop, leap
Nonlocomotor skills may include twisting, bending,
swaying, stretching, turning, swinging
Non-manipulative skills involve the ability of the
body to balance and transfer weight from one body
part to another and may include movements of
rotation, transferring weight, and stationary
balancing
Physical Education Grade 4
Demonstrate Movement Sequences in Rhythmic Activity
Standard: 4.1
The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement activities.
b. Demonstrate moving to a rhythm (e.g., perform a variety of educational dances with different international and regional
American formations; create educational dances with apparent beginning, middle, and end, combining shapes, levels,
pathways, and locomotor patterns).
Essential Knowledge and Skills
The student will be able to:


Perform teacher selected rhythmic
activities.
Create a simple dance routine
Indicators for Success/ Opportunities for
Assessment
The student will demonstrate fundamental
movement skills while moving to a rhythm.
The student will perform a variety of educational
dances with different international and regional
American styles:

Folk dance

Square dance

Contemporary dance

Line dance

Social dance

International dance
The student will create educational dances using
two or more of the following movement skills:

Shapes

Levels

Pathways

Locomotor Patterns
Understanding the Standard/Essential
Understanding
The intent of this standard is to make progress
toward combining fundamental movement skills
(locomotor, non-manipulative, and manipulative
skills) and to incorporate variations of these
movement skill combinations into increasingly
more complex settings. The students will also
begin to demonstrate specialized sport skills
(underhand pass, overhead pass, and serve) and
moving to a rhythm.
Dance/rhythmic sequences are usually
performed in counts of 8.
Music for student performances should be preapproved for appropriate lyrics.
Dance/rhythmic sequences may be done in small
groups, partners, or by individuals.
The student will create a dance sequence that
includes a defined beginning, middle, and end; and
combines a variety of shapes, levels, pathways,
and locomotor patterns.
Assessments: skill performance rubric, dance
performance rubric, rubric to evaluate student
created dance routine
Physical Education Grade 4
Demonstrate Proficiency In Skilled Movement
Standard: 4.1
The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement
activities.
c. Perform smooth flowing sequences that combine four or more of the following movements: traveling, balancing, rolling, and
other types of weight transfer.
Essential Knowledge and Skills
Indicators for Success/ Opportunities for
Assessment
The student will be able to:

Perform tumbling skills and
sequences
The student will perform smooth sequences that
combine four or more movements.
The student will demonstrate smooth sequences
that incorporate the following movements:

Traveling

Balancing

Rolling

Weight transfer
Understanding the Standard/Essential
Understanding
The intent of this standard is to make progress
toward combining fundamental movement skills
(locomotor, non-manipulative and manipulative
skills) and to incorporate variations of these
movement skill combinations into increasingly more
complex settings. The students will also begin to
demonstrate specialized sport skills (underhand
pass, overhead pass, and serve) and moving to a
rhythm.
Assessments: skill performance rubric; rubric to
evaluate student created tumbling/gymnastics
sequence
Physical Education Grade 4
Physical Education Curriculum Framework
Strand: Movement Principles and Concepts
Grade Level 4
Understand And Apply Movement Principles And Concepts In Motor Skills
Standard: 4.2 The student will understand and apply movement concepts and principles in complex motor skills.
a. Recall and demonstrate movement principles and concepts for selected motor patterns and combination skills (e.g., trajectory,
force, speed).
b. Apply movement principles and concepts to basic game strategies.
c. Use movement principles to improve personal performance and provide feedback to others.
d. Use feedback, including available technology, to improve performance.
Essential Knowledge and Skills
The student will be able to:

Demonstrate movement principles
and concepts for selected motor
patterns and combination skills.

Describe and demonstrate skillrelated fitness concepts.
Indicators for Success / Opportunities for
Assessment
Understanding the Standard/Essential
Understanding
The student will describe and demonstrate concepts for
motor patterns and combination skills to include
trajectory, force, and speed.
The intent of this standard is to execute a combination
of skills with smooth integration and no hesitation.
The students will begin to understand offensive,
defensive, and other game strategies. They will be
able to identify the critical elements, analyze their
performance, and provide feedback to others.
The student will apply basic offensive and defensive
principles and concepts to basic game strategies that
create chances to score (offense) and prevent being
scored upon (defense).
The student will use movement principles to improve
personal performance and provide feedback to others.

Apply principles of learning to refine
and improve movement skills in
modified versions of physical
activities.
The student will self assess performance verbally, in
writing, through demonstration, or with technology for
the purpose of improvement.

Use tools, techniques, and technology
resources to improve skill
performance.
The student will provide feedback to peers that may
include:

Positive specific feedback

Positive general feedback

Recommendations for improvement
Assessments: performance application rubrics, cognitive
assessment for concepts, self and peer performance
assessments with recommendations for improvement
Skill-related fitness concepts may include agility,
balance, coordination, power, reaction, speed
Movement concepts may include:

Body awareness - in skill-related components

Spatial awareness - personal and general

Relationship - to movement

Effort - heavy or light, hard or soft

Environment - boundaries, obstacles,
equipment
Trajectory - increasing accuracy by changing the
curved path of an object through space
Force - increasing the range of body segment
movement imparting force
Speed – quickness in movement or action
Physical Education Grade 4
Physical Education Curriculum Framework
Strand: Personal Fitness
Grade Level 4
Describe The Benefits Of Engaging In Regular Physical Activity
Standard: 4.3 The student will correlate regular participation in physical activity with various components of fitness and improvement in fitness and
skill development.
a. Identify the components of health-related fitness (e.g., aerobic capacity, muscular strength and endurance, flexibility, body
composition).
b. Apply data from a standardized health-related fitness assessment to determine personal fitness goals.
c. Apply the FITT (Frequency, Intensity, Time, Type) principle of training to implement personal fitness goals.
Essential Knowledge and Skills
The student will be able to:


Describe the health-related
components needed to maintain a
physically active lifestyle.
Assess personal fitness levels using
Virginia Wellness tests.

Develop a SMART goal for at least
one component of health-related
fitness.

Develop a FITT action plan to address
the developed SMART goal.
Indicators for Success/ Opportunities for
Assessment
The student will identify the health-related components
of fitness and list examples of physical activities that
address each component.
The student will Identify safe practices of proper warmup and cool-down for improving flexibility.
The student will explain the differences between static
and ballistic/dynamic stretching.
The student will apply data from Virginia Wellness
testing to develop a SMART goal for at least one
component to improve or maintain personal fitness
levels.
The student will Identify and apply methods for
evaluating and improving personal fitness such as heart
rate monitor, pedometer, and/or physical activity logs or
journals.
Understanding the Standard/Essential
Understanding
The intent of the standard is to identify the
components of fitness, apply data from fitness
assessments and utilize the FITT principle to
monitor personal fitness.
Health-related components of fitness include
cardiorespiratory endurance, muscular strength
and endurance, flexibility, and body composition
The FITT principle may be defined as:

Frequency – the number of times needed
to perform the activity

Intensity - how hard to exercise - light,
moderate, vigorous

Time – how long for activity, how many
minutes

Type – the kind of activity, name of
specific activity
The students will apply the Frequency, Intensity, Time,
Type (FITT) principle of training to implement personal
fitness goals.
Apply the FITT principle to a personal fitness activity
plan.
Assessments: cognitive assessments for knowledge and
skills (goal setting), rubric to evaluate personal fitness
plan
Physical Education Grade 4
Physical Education Curriculum Framework
Strand: Responsible Behaviors
Grade Level 4
Demonstrate Positive Interactions With Others During Activities
Standard: 4.4 The student will demonstrate positive interactions with others in cooperative and competitive physical activities.
a. Work productively and respectfully with others in achieving a common group goal.
b. Work toward positive solutions in resolving disagreements.
Essential Knowledge and Skills
Indicators for Success/ Opportunities for
Assessment
The student will be able to:

Work productively and be respectful to
others in achieving a common group
goal.

Work toward positive solutions in
resolving disagreements.
The student will identify and demonstrate the
cooperative skills necessary to achieve a common
goal in modified games and activities that may
include sharing equipment and space, listening to
and following teacher’s instructions, and using
materials and equipment safely.
The students will demonstrate conflict resolution
skills needed to work cooperatively with others that
may include:

Try to see their point of view

Listen carefully

Use “I” messages

Look for compromise

Ask for help if you need it

Take a time-out
Assessments: performance rubric for application of
skills; cognitive assessment for skills and
knowledge
Understanding the Standard/Essential
Understanding
The intent of the standard is to provide the
opportunity to use sport and problem-solving
skills in game situations and appreciate how
culture
contributes to physical activities. The standard
provides the opportunity to identify the
contributions of different cultures to sports, dance
and recreation.
Cooperative skills set:

Taking turns

Active listening

Ask clarifying questions

Consider all opinions

Everyone participates
Problem solving skill set:

Clarify problem

Analyze causes

Identify alternatives

Assess alternatives

Choose and implement an alternative

Evaluate choice
Conflict Resolution skill set:

Talk about problem without assigning blame

Use active listening

Identify and clarify issues and needs

Brainstorm solutions

Choose and apply solution

Evaluate solution
Physical Education Grade 4
Demonstrate Positive Interactions With Others During Activities
Standard: 4.4 The student will demonstrate positive interactions with others in cooperative and competitive physical activities.
c. Demonstrate appropriate etiquette and application of rules and procedures.
d. Identify the contributions various cultures have made to sport, dance, and recreational pursuits.
Essential Knowledge and Skills
The student will be able to:
Indicators for Success/ Opportunities for
Assessment
The student will explain the rules and procedures
for selected games and activities.

Describe and demonstrate appropriate
etiquette and application of rules and
procedures.
The student will Identify ways to resolve disputes
specific to rule violations during modified games
and activities.

Identify the contributions different
cultures have made to sport, dance,
and recreational pursuits.
The student will identify and explain etiquette
specific to selected games and activities.
Understanding the Standard/Essential
Understanding
The intent of the standard is to provide the
opportunity to use sport and problem-solving
skills in game situations and appreciate how
culture contributes to physical activities. The
standard provides the opportunity to identify the
contributions of different cultures to sports, dance
and recreation.
The student will explain how sports etiquette can
lead to solutions for disagreements.
The student will identify a variety of activities and
their cultural origins to include:

Sport

Dance

Recreational pursuits
The student will explain the contributions of
individuals from different cultures.
Assessments: performance rubric for application of
skills; cognitive assessment for skills and
knowledge
Physical Education Grade 4
Physical Education Curriculum Framework
Strand: Physically Active Lifestyle
Grade Level 4
Identify/Participate In Physical Activities Based On Personal Interest
Standard: 4.5 The student will identify opportunities to participate in regular physical activity at school, at home, and in the community.
Essential Knowledge and Skills
The student will be able to:


Identify programs, clubs, and
organizations that provide
opportunities for participation in
physical activity.
Establish a plan for participation in
regular physical activities at home,
school, and in the community.
Indicators for Success/ Opportunities for
Assessment
The student will identify programs, clubs, and
organizations that provide opportunities for
participation in physical activity.
Understanding the Standard/Essential
Understanding
The intent of the standard is to explore ways to
participate in physical activities in and out of the
school setting.
The student will develop a plan for participation in
regular physical activities at home, school, and in
the community.
Assessments: rubric for physical activity plan,
rubric to evaluate student project for community
audit
Physical Education Grade 4