Physical Education Grades 3-4 Grade Expectations

Knowledge/Motor Skills

PE3-4:1

Students will apply problem-solving skills in movement-related

activities by …

· a. Solving simple movement challenges in a group (3 – 4

people).

· b. Solving increasingly complex challenges involving several

movement concepts.

· c. Selecting an appropriate piece of equipment to be challenged

yet successful at a task.

· d. Adjusting movement to work successfully with a partner.

PE3-4:2

Students will show an understanding of body awareness concepts

by…

· a. Identifying body parts and their actions when describing a

movement (e.g., When I land from a jump I need to flex my

knees).

· b. Identifying basic muscle groups, and their movements

(e.g., biceps, triceps).

· e. Demonstrating an awareness of the relationship of body

parts (e.g., unison, opposition, in sequence).

· f. Demonstrating competency in the mature form of a leap,

alternating the leading foot.

PE3-4:3

Students show an understanding of space concepts by…

· a. Solving more complex movement challenges (e.g., moving

in general space changing direction and pathways).

· b. Moving with others (e.g., do-si-do).

· c. Applying space concepts in simple games and other activities

(e.g., closes space to opponents).

PE3-4:4

BALANCE

Students show an understanding of quality of movement concepts

and apply them to psycho-motor skills by…

· a. Balancing with control on a variety of pieces of equipment

(e.g., large apparatus, skates, stilts).

· b. Demonstrating an understanding of static and dynamic

balance.

FORCE / ENERGY

Students show an understanding of movement concepts and

apply them to psycho-motor skills by…

· a. Demonstrating an understanding of how the body creates

and absorbs force.

· b. Selecting an appropriate force for the task (e.g., passing).

· c. Controlling force of personal movement and while moving

objects (e.g., dribbling while moving).

 

TIME

Students show an understanding of movement concepts, and

apply them to psycho-motor skills by…

· a. Demonstrating contrast between fast, medium, and slow

movement.

· b. Incorporating a variety of equipment with rhythmic

movements and patterns (e.g., balls, ribbons, sticks, parachute).

· c. Developing a movement sequence that incorporates a

change in tempo.

FLOW

Students show an understanding of movement concepts, and

applying movement concepts to psycho-motor skills by…

· a. Combining up to three movements with or without equipment

(e.g., a repeating rope jump routine).

· b. Demonstrating smooth transitions between sequential motor

skills (e.g., smoothly running into a jump).

· c. Combining quality of movement concepts (balance, force,

and time) in solving movement challenges (e.g., a gymnastics

routine).

Knowledge/Motor Skills

PE3-4:5

Students will demonstrate competency in a variety of skills

used in dance, gymnastics, sports, and other physical activities

by…

· a. Demonstrating progress toward mature form by performing

two critical elements of basic skills used in leadups and other activities.

No PE3-4:6 at this level.

PE3-4:7

Students will show competency in aquatic activities and water

survival skills when facilities allow by…

· a. Demonstrating the Level III Skill requirements of the

American Red Cross Swimming Standards.

· b. Demonstrating a coordinated front and back crawl.

· c. Demonstrating the fundamentals of the elementary

backstroke, treading water, and safe diving from the side

of the pool in deep water.

Physical Fitness

PE3-4:8

Students show knowledge of four health-related fitness components

(cardio-respiratory endurance, flexibility, muscular

strength and endurance, and body composition) and identifies

a variety of activities to develop each component by…

· a. Defining, applying and assessing, the four health-related

fitness components (e.g., introduction of Fitnessgram or

other national accredited fitness testing).

· b. Identifying additional physiological effects of the different

levels of exercise (e.g., increased perspiration and body

temperature).

PE3-4:9

Students show awareness of personal responsibility for individual

wellness by….

· a. Identifying a wider range of activities and benefits associated

with the four health-related fitness components.

Affective Qualities

PE3-4:10

Students promote individual success and self-confidence

by…

· a. Identifying personal strengths and weaknesses.

· b. Selecting a challenging but attainable physical activity

goal.

· c. Continuing to work with a partner when initially unsuccessful.

PE3-4:11

Students show safe behavior for self and others by…...

· a. Practicing personal and group safety by applying class

rules, procedures, and safe practices.

Social Interaction

PE3-4:12

Students show appropriate social interactions by . . .

· a. Demonstrating responsibility for applying an awareness

of personal and group safety.

· b. Demonstrating responsibility for practicing fair play by

using socially appropriate behavior and accepting decisions

of the person in charge.

· c. Staying on task while working with partner(s) or in a

small group.

· d. Speaking at an appropriate time and in an appropriate

manner.

· e. Demonstrating a willingness to work with individuals

of different gender, race, body type, and varying abilities.

· f. Demonstrating respect for the ideas of others, attempting

to compromise and communicate appropriately.

· g. Demonstrating cooperation by adjusting skills to ensure

success of partner(s).

Glossary of Terms for Physical Education Assessment

Mature Form: Consistent successful execution of a psycho-motor skill in the most efficient manner with a technique considered to be the best form.

Proficiency: The ability to perform successfully at an advanced level of skill and knowledge: an individual demonstrating proficiency in psycho- motor skills is able to adjust the skill smoothly under activity conditions.

Competency: The development of sufficient skill and knowledge to enjoy participation in the activity at a recreational level: a person is considered competent in performing psycho-motor skills when he/she can perform them consistently with good technique.

Critical Elements: Aspects of skill or knowledge considered essential to successful performance. e.g.: Are examples but not limited to the example shown.

Tactics: The adjustments players make in relation to the ball, and other players, teammates and opponents, in the ever-changing relationships as play ensues. (Grehaigne and Godbout)

Strategy: The general organization or structure of the game and position play assignments. ( Grehaigne and Godbout)

Movement Challenge: A movement problem posed that involves problem solving with a focus on a movement concept. ( Nichols)