Grade Four. At a Glance

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1 Grade Four Fourth-grade students are at a transitional stage between childhood and youth. There is still very little difference in motor skill performance between boys and girls, and there should be equal expectations for both in terms of physical performance. Eye hand coordination is improving, fine-motor activities are becoming more skillful, and the greatest gain in strength begins at this stage. Students are also experiencing improvements in reaction time and balance, although the center of gravity is still located in the midsection of the body, making balance a challenge. In kindergarten through third grade, students should have mastered the proper form for locomotor and nonlocomotor skills and can manipulate objects in a variety of ways. The focus now shifts to using the proper form for manipulating (e.g., kicking, throwing, striking) objects. Fourth grade marks a period of increased curiosity and rapid mental growth. Attention spans increase so that students can focus for longer periods of time on learning movement concepts and principles. Specific principles and concepts for this grade level include basic offensive and defensive strategies and the correct way to perform motor skills. Fourth graders are continuing to grow in self-confidence that leads to a newfound sense of freedom. They are likely to test rules during play and challenge how rules apply to them. Winning becomes important, so teachers will need to emphasize self-competition over team competition. Conflicts can erupt easily but are also quelled quickly. Explaining the purpose of rules is important at this stage of development and will help to eliminate many unnecessary conflicts. Belonging is still important at this stage, so learning opportunities that involve small group activities and modified team games are appropriate. At a Glance Standard 1 Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Fourth-grade students apply nonlocomotor skills to the performance of balancing stunts with a partner. They apply locomotor skills to the performance of basic square dance steps and learn dances performed during early California times to connect with the history/social science curriculum. They also apply locomotor skills to individual offensive and defensive moves (e.g., a slide in basketball defense) and to jumping a self-turned rope. Manipulative skill practice takes on a much greater role in fourth-grade physical education as students improve their form for throwing, catching, kicking, punting, striking, serving, hand-dribbling, foot-dribbling, trapping, and volleying using a forearm pass in a variety of situations.

2 Standard 2 Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard 2 represents the cognitive knowledge that supports the locomotor, nonlocomotor, and manipulative skills learned in fourth grade. Often, the physical education lesson is able to address Standards 1 and 2 simultaneously; the teacher explains the information to the students and then has them experience it. For example, Standard 2.2 states, Describe ways to create more space between an offensive player and a defensive player ; and Standard 1.3 states, Change direction quickly to increase the spacing between two players. The teacher explains that changing direction quickly is one way to create more space between an offensive and defensive player. Then, in partners the students practice changing direction to create more space between players. Fourth graders continue to learn more about the correct technique for manipulative skills (e.g., body orientation when serving and striking a ball, body position for volleying a ball). They can describe the similarities and differences between similar skills (e.g., underhand throw and underhand serve, punting and kicking, striking with a long-handled implement and striking with a short-handled implement) as well as the correct technique for the use of skills in different situations (e.g., dribbling without a defender, dribbling with a defender, ). Fourth graders also continue their rhythms education by designing routines to music that include even and uneven locomotor patterns. Standard 3 Students assess and maintain a level of physical fitness to improve health and performance. Fourth graders continue to perform moderate to vigorous physical activities three to four days each week for increasing periods of time. The students also demonstrate warm-up and cool-down exercises prior to and at the completion of the activity period. Muscular strength and endurance are still developing, but students are expected to perform an increasing number of abdominal curl-ups, oblique curl-ups on each side of the body, modified push-ups or traditional pushups, and triceps push-ups as well as hanging by the hands from an overhead bar with hips and knees at a 90-degree angle. In addition, students demonstrate the correct body position for pushing and pulling large objects. In terms of flexibility, students demonstrate basic stretches using proper body alignment for the hamstrings, quadriceps, hip flexors, triceps, back, shoulders, hip adductors, hip abductors, and calves. Fourth graders continue to measure and record individual changes in aerobic capacity and muscular strength by using scientifically based health-related physical fitness tests. By the end of the school year, students are expected to meet minimum standards on the fitness test items.

3 Standard 4 Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Similar to the relationship between Standards 1 and 2, Standard 4 provides the cognitive information to support the fitness activities described in Standard 3. For Standard 4, students are learning the correct body positions for performing lowerbody stretches to prevent injuries. In addition, they are setting personal shortterm goals for aerobic endurance, muscular strength and endurance, and flexibility and monitoring their progress toward their goals throughout the year. Fourth graders, in preparation for creating a personal fitness plan in later grade levels, learn the principles of physical fitness (frequency, intensity, time, and type); the purpose of warm-up and cool-down periods; how to calculate heart rate and the importance of a strong heart; the value of muscular endurance, muscular strength, aerobic, and flexibility exercises; and the correct form to use for pushing and pulling heavy objects properly to prevent back injuries. They also continue their nutrition education by learning the role that food (especially carbohydrates) and water play in helping to improve physical performance. Standard 5 Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Fourth graders assume greater responsibility for setting goals, working toward the goals, and monitoring their progress during nonschool time. They accept responsibility for their performance on fitness tests and in activity settings and learn to respond to winning or losing with dignity and respect. Fourth graders continue to include others in physical activities and respect individual differences in skill and motivation levels. Learning Snapshots Standard Strike, with a paddle or racket, a lightweight object that has been tossed by a partner. Striking with a paddle or racket is a skill used in sports such as tennis, badminton, pickleball, and paddle tennis. The goal is for students to demonstrate the forehand, backhand, overhand, and underhand striking patterns by using the proper form. The proper form for forehand striking is: Use a handshake grip. Watch the ball. Swing the racket or paddle back.* Turn side to the target.*

4 Step with the foot opposite the striking hand.* Swing the racket or paddle forward. Contact the ball with a straight arm. Follow through in the direction of the target. [insert graphic] During the lesson, the teacher demonstrates the correct technique for striking a lightweight object with a paddle or racket. The teacher also describes two or three cues that students should focus on first (see those items with an asterisk). The students work in pairs with one student tossing the ball (a skill first learned in grade one) and the second student striking the ball. The teacher circulates through the class, providing positive or corrective specific feedback on the two or three specific cues. As students performances improve, the teacher focuses on additional cues. It is important that students focus on generating a forceful strike rather than strive for accuracy and that they perform the skill in one smooth motion rather than practice the cues separately. For example, a forceful strike requires the paddle travel at a high speed, which requires not only increasing the speed of the arm with respect to the body, but at the same time the speed of the body with respect to the ground, so students need to swing the arm forward and step forward at the same time. During lesson closure, the teacher asks students to name the cues for performing a strike. Emphasis should be placed on students noting the correct body orientation when striking a ball to link with Standard 2.4 (Describe the appropriate body orientation to strike a ball, using the forehand movement pattern). The teacher reviews and students practice striking skills throughout the school year Perform a series of basic square-dance steps. During a square-dance unit the students are divided into four groups. All students in each group receive one of the four cards listed below. Card #1 Circle left All students join hands, forming a circle, and walk to the left. Card #2 Circle right All students join hands, forming a circle, and walk to the right. Card #3 Alemande left Students turn to their corners. Students join left hands. Students walk counterclockwise once around their corners, returning to the starting position.

5 Card #4 Do sa do Students face their partners. Students walk forward toward their partners passing right shoulders. Students walk around their partners back to back. Students walk backward away from their partners passing left shoulders. [insert graphics] Each group walks through the dance step on their card. Then, new groups are formed with one student from each of the original groups. Students teach their new group the dance step they learned in their original group, so that everyone learns all four steps. The teacher then asks the students to perform all four steps in sequence. The teacher rotates throughout the class providing feedback. Standard Distinguish between punting and kicking and describe the similarities and differences. Kicking and punting are similar skills. Both involve striking a ball with the foot. The critical steps for a punt are as follows: Hold one side of the ball with each hand. Tip front end of the ball up (if it is a football). Watch the ball. Take a short step with the kicking foot. Take a long step with the nonkicking foot. Drop the ball. Use arms for balance. Swing the kicking foot forward and upward. Contact the ball with the instep of the kicking foot. Follow through with the kicking foot. The critical steps for a kick are as follows: Place the ball on the ground. Stand behind the ball. Step forward on the nonkicking foot. Swing the kicking leg back. Use arms for balance. Swing the kicking leg forward. Straighten the knee. Contact the ball with the instep of the foot. Follow through with the kicking foot. As the teacher introduces each skill with an explanation and demonstration, he or she also notes the differences between the two skills. After a lesson when the students practice kicking and punting, the teacher asks each student to complete

6 a Venn diagram for class work or homework that illustrates the similarities and differences between kicking and punting. Standard Perform increasing numbers of each: abdominal curl-ups, oblique curl-ups on each side, modified push-ups or traditional push-ups, and triceps push-ups. For students to perform increasing numbers of an exercise, they must increase their muscular endurance. Muscular endurance is improved by performing each exercise two to three days per week. Students perform each exercise for 6 to 15 repetitions. Once the students can perform the exercise for 15 repetitions, then they should work toward two sets. A set is a group of repetitions (15 for endurance) performed without rest. So, two sets involve performing 15 repetitions, resting or performing a different exercise, and performing 15 more repetitions (Physical Education for Lifelong Fitness 2005, pp ). The illustrations below illustrate each of the exercises addressed in this standard. [insert graphics] Abdominal Curl-Ups Oblique Curl-Ups Modified Push-Ups Triceps Push-Ups Traditional Push-Ups Standard Explain the principles of physical fitness: frequency, intensity, time, and type. Students must follow a protocol that includes a specific frequency, intensity, time, and type (of exercise) to improve their fitness. The table below shows the protocol for each component of fitness: Frequency Intensity Time Type Cardiorespiratory Endurance (times per week) Developmentally appropriate physical activity on all or most days of the week. Several bouts of physical activity lasting 15 min. or more daily. Mixture of moderate and vigorous intermittent activity. Moderate includes lowintensity games, lowactivity positions, some Accumulation of at least 60 minutes and up to several hours of activity. Up to 50% of accumulated minutes should be accumulated in bouts of 15 minutes or more. Variety of activities. Activities should be selected from the first 3 levels of the activity pyramid. Continuous activity should

7 Muscular Strength Muscular Endurance Flexibility 2 or 3 days per week. 2 or 3 days per week. Three times per week, preferably daily and after a warm-up to raise muscle temperature. chores, and yard work. Vigorous includes games involving running or chasing and playing sports. Very light weight. Very light weight. Slow elongation of the muscle to the point of mild discomfort and back off slightly. At least one set (may do two sets), 6-15 reps, at least minutes. At least one set (may do two sets), 6-15 reps, at least minutes. Up to 4-5 stretches per muscle or muscle group. Hold each stretch seconds. Always warm-up properly prior to stretching. not be expected for most students. Major muscle groups, 1 exercise per muscle of muscle group. Major muscle groups, 1 exercise per muscle of muscle group. The preferred stretch for the classroom is slow static stretching for all muscles or muscle groups. From Physical Education for Lifelong Fitness: The Physical Best Teacher s Guide, 2 nd edition, page 69, table 5.1, page 90, table 6.1, and page 116, table by National Association for Sport and Physical Education. Reprinted with permission from Human Kinetics (Champaign, IL). Body Composition 3-6 days, daily preferred. Light aerobic activity % of maximum heart rate. "Talk test": talking should be relatively easy minutes. Light aerobic exercise Source: Charles B. Corbin, et al. Concepts of Fitness and Wellness: A Comprehensive Lifestyle Approach p. 285(Seventh edition). New York: McGraw-Hill, If students are asked to follow these protocols when exercising during physical education, they will learn the principles quickly. Specific learning activities can also be provided. For example, students are given 3-inch by 5-inch cards with the

8 information that goes in each cell of the chart. Students are then asked to create the chart shown above. Students review this information throughout the year during the warm-up and cool-down. Standard Include others in physical activities and respect individual differences in skill and motivation. Students, in groups of six, are participating in a tag game wearing football flags. The teacher asks students to design a way of playing this tag game with students who are in wheelchairs or who use crutches. The students decide that these students can participate in the game of tag with a few modifications: (1) Each student in a wheelchair or with crutches has an able-bodied partner she or he must stay in contact with. (2) Everyone walks instead of runs. Students may suggest other modifications, such as everyone has a partner, not just the students who have to use aids to walk or move. To meet this standard, students need to actually demonstrate inclusion of others in the activities.

9 Grade Four Physical Education Model Content Standards Standard 1 Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Body Management 1.1 Perform simple balance stunts with a partner while sharing a common base of support. 1.2 Change direction quickly to maintain the spacing between two players. 1.3 Change direction quickly to increase the spacing between two players. 1.4 Determine the spacing between offensive and defensive players based on the speed of the players. Locomotor Movement 1.5 Jump a self-turned rope. Manipulative Skills 1.6 Throw and catch an object with a partner while both partners are moving. 1.7 Throw overhand at increasingly smaller targets, using proper followthrough. 1.8 Throw a flying disc for distance, using the backhand movement pattern. 1.9 Catch a fly ball above the head, below the waist, and away from the body Kick a ball to a moving partner, using the inside of the foot Kick a stationary ball from the ground into the air Punt a ball dropped from the hands Strike, with a paddle or racket, a lightweight object that has been tossed by a partner Serve a lightweight ball to a partner, using the underhand movement pattern Strike a gently tossed ball with a bat, using a side orientation Keep a foot-dribbled ball away from a defensive partner Keep a hand-dribbled ball away from a defensive partner Manipulate an object by using a long-handled implement Stop a kicked ball by trapping it with the foot while standing still Volley a tossed lightweight ball, using the forearm pass. Rhythmic Skills 1.21 Perform a series of basic square-dance steps Perform a routine to music that includes even and uneven locomotor patterns. Standard 2

10 Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Movement Concepts 2.1 Explain the difference between offense and defense. 2.2 Describe ways to create more space between an offensive player and a defensive player. Body Management 2.3 Describe the appropriate body orientation to serve a ball, using the underhand movement pattern. 2.4 Describe the appropriate body orientation to strike a ball, using the forehand movement pattern. Manipulative Skills 2.5 Explain the similar movement elements of the underhand throw and the underhand volleyball serve. 2.6 Distinguish between punting and kicking and describe the similarities and differences. 2.7 Compare and contrast dribbling a ball without a defender and with a defender. 2.8 Explain the differences in manipulating an object when using a longhandled implement and when using a short-handled implement. 2.9 Identify key body positions used for volleying a ball. Rhythmic Skills 2.10 Design a routine to music that includes even and uneven locomotor patterns. Standard 3 Students assess and maintain a level of physical fitness to improve health and performance. Fitness Concepts 3.1 Participate in appropriate warm-up and cool-down exercises for particular physical activities. 3.2 Demonstrate the correct body position for pushing and pulling large objects. Aerobic Capacity 3.3 Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities at the appropriate intensity to increase aerobic capacity. Muscular Strength/Endurance 3.4 Perform increasing numbers of each: abdominal curl-ups, oblique curl-ups on each side, modified push-ups or traditional push-ups, and triceps pushups. 3.5 Hang by the hands from an overhead bar with the hips and knees each at a 90-degree angle.

11 Flexibility 3.6 Demonstrate basic stretches using proper alignment for hamstrings, quadriceps, hip flexors, triceps, back, shoulders, hip adductors, hip abductors, and calves. Body Composition 3.7 Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity. Assessment 3.8 Measure and record changes in aerobic capacity and muscular strength, using scientifically based health-related physical fitness assessments. 3.9 Meet minimum requirements for health-related physical fitness, using scientifically based health-related physical fitness assessments. Standard 4 Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Fitness Concepts 4.1 Identify the correct body alignment for performing lower-body stretches. 4.2 Explain the principles of physical fitness: frequency, intensity, time, and type. 4.3 Set personal short-term goals for aerobic endurance, muscular strength and endurance, and flexibility and monitor progress by measuring and recording personal fitness scores. 4.4 Identify healthful choices for meals and snacks that help improve physical performance. 4.5 Explain why the body needs water before, during, and after physical activity. 4.6 Explain why the body uses a higher percentage of carbohydrates for fuel during high-intensity physical activity and a higher percentage of fat for fuel during low-intensity physical activity. 4.7 Explain the purpose of warm-up and cool-down periods. Aerobic Capacity 4.8 Calculate personal heart rate per minute by recording heartbeats for tensecond intervals and 15-second intervals. 4.9 Explain why a strong heart is able to return quickly to its resting rate after exertion Identify two characteristics of physical activity that build aerobic capacity Determine the intensity of personal physical activity by using the concept of perceived exertion. Muscular Strength/Endurance 4.12 Describe the difference between muscular strength and muscular endurance Explain why muscular endurance or muscular strength activities do not increase muscle mass in preadolescent children.

12 4.14 Recognize how strengthening major muscles can improve performance at work and play Describe the correct form to push and pull heavy objects. Flexibility 4.16 Explain the value of increased flexibility when participating in physical activity. Body Composition 4.17 Explain the effect of regular, sustained physical activity on the body s ability to consume calories and burn fat for energy. Standard 5 Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Self-Responsibility 5.1 Set a personal goal to improve an area of health-related physical fitness and work toward that goal in nonschool time. 5.2 Collect data and record progress toward attainment of a personal fitness goal. 5.3 Accept responsibility for one s own performance without blaming others. 5.4 Respond to winning and losing with dignity and respect. Social Interaction 5.5 Include others in physical activities and respect individual differences in skill and motivation. Group Dynamics 5.6 Accept an opponent s outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities.