• Throw, catch, strike, and kick using correct form.

• Dribble and pass in basketball-related activities.

• Balance with control on a variety of objects (balance board, large

apparatus, skates, stilts).

• Develop and refine a gymnastics tumbling sequence demonstrating

smooth transitions.

• Develop a creative dance sequence and refine it into a repeatable

pattern.

• Jump and land for height/distance, using correct form.

• Transfer weight from feet to hands at fast and slow speeds, using

large extensions (e.g., mule kick, handstand, cartwheel).

The following are assignments and tasks that might be used to meet the

standard:

• Each student will receive and send a ball to a stationary partner. The

teacher observes the passing and uses a checklist to annotate the

performance. The student will receive the pass and send it in one

motion.

• Students will perform a combination of movement skills to complete

a gymnastics or dance routine.

• Recognize the critical elements of movements made by fellow

students and provide feedback.

• Understand that appropriate practice improves performance.

The following is a task that might be used to meet the standard:

• Students will practice the critical elements of movement, such as a

throw, in groups of three and share the roles of performer/thrower,

receiver, and coach/recorder. The recorder will tally the successful

completion of each task (opposition or step, for example) and give

feedback. Students will alter their throws based on recorded and oral

feedback.

• Engage in appropriate activity that results in the development of

muscular strength and endurance.

• Maintain continuous aerobic activity for a specified time and

activity (12–15 minutes).

• Support, lift, and control body weight in a variety of activities.

• Participate regularly in physical activity for the purpose of improving

physical fitness.

The following is a task that might be used to meet the standard:

• Students will record their after-school activities that are vigorous in

nature. They record the day on which the activities were done and

the length of time it took to do them. Students then identify the

fitness component related to each of the different activities. Their

parents or guardians are to sign the logs each day.

• Participate regularly in a physical activity that develops a healthy

lifestyle.

• Describe healthful benefits that result from their regular and appropriate

participation in physical activity.

• Identify at least one activity they enjoy that they participate in on a

regular basis (formal or informal).

• Identify opportunities for more formal participation in physical

activities in the community.

• Design games, gymnastics, and dance sequences in which they are

personally interested.

The following is a task that might be used to meet the standard:

• Students will design a simple or modified game with a partner or in a

group of three. Student groups will teach the game to the class and

have the class play the game. The game will be evaluated in the

following areas: (1) student participation; (2) skill level needed to

play (How skilled a player do you need to be?); (3) safety considerations

(Are all safe?); and (4) level of enjoyment (Was this game

fun?). Each area is ranked using a high-middle-low scale.

• Assess their own performance problems without blaming others.

• Accept decisions regarding a rule infraction without displaying a

negative reaction.

• Act in a safe manner during physical activity.

• Work independently and on task for small-group activities.

The following is an assignment that might be used to meet the

standard:

• Students are divided into small groups to work on pitching, batting,

and catching a Wiffle ball. Students will set up equipment and

practice each skill in a cooperative manner. After completion of the

activity, students will assess their own performance in (1) cooperating

in the group; (2) being helpful; and (3) ensuring equal practice time

for all.

• Demonstrate the ability to lead or follow while working cooperatively

with a partner or small group.

• Recognize the fundamental strategies in simple games.

• Recognize the attributes that individual differences can bring to group

activities.

The following is a task that might be used to meet the standard:

• Students in small groups decide, from a set of specific game skills,

which skills their groups will practice. Students will ensure that each

member of the group gets the appropriate amount of practice on the

skill to ensure group success. Members of each group will work to help

one another improve, and the group will stay focused on the task.

• Describe the physical education experience for students in California

during the last one hundred years and how their current physical

education experience is different.

• Describe and participate in activities of different national, cultural,

and ethnic origins.

The following is a task that might be used to meet the standard:

• Students will research physical activities performed during the California

gold rush period. They will demonstrate children’s games, adult

recreations, and ethnic activities.

Physical Education Standards—Grade Four