Common Planner
K–12 Standards

Grade 4

Other Louisiana Physical Education sets

Demonstrates competency in many movement forms and proficiency in a few movement forms.

  • 1-E-1.

    Demonstrates mature form in locomotor, non-locomotor, movement concepts and manipulative skills.1-E-1

    1. 1.

      Demonstrate spatial awareness movement concepts for location (e.g., personal space, general space and boundaries) individual/partner, and group activities.1-E-1.1

    2. 2.

      Apply space awareness movement concepts of direction and pathways (e.g., up/down, forward/backward, right/left, and clockwise/counterclockwise, diagonal, zigzag, curved, straight and) in individual/partner and group activities.1-E-1.2

    3. 3.

      Apply combinations of directional awareness movement concepts and pathways (i.e., up/down, forward/backward, right/left, and clockwise/counterclockwise, diagonal, zigzag, curved, straight and) in individual/partner, and group activities1-E-1.3

    4. 4.

      Apply all spatial awareness movement concepts for levels (i.e., low, medium, and high) with mature forms of selected fundamental motor skills.1-E-1.4

    5. 5.

      Apply relationship awareness concepts (i.e., large/small, far/near, over/under, above/below, behind, in-front, in/out, between/through, front/back) in individual and small group settings using people and objects.1-E-1.5

  • 1-E-2.

    Combines a variety of motor skills for specific sports with a stationary and/or moving partner.1-E-2

    1. 1.

      Demonstrate a combination of movement concepts while performing various skills (e.g., sliding while dribbling a ball in a curved pathway in general space, trap and pass, catch and pivot, volley ball with racquet/paddle while moving)1-E-2.1

    2. 2.

      Demonstrate chasing, dodging and fleeing skills from individuals and objects during games/activities.1-E-2.2

  • 1-E-3.

    Exhibits ability to manipulate objects in games and lead-up activities (e.g., engages in simple games requiring manipulative skills).1-E-3

    1. 1.

      Apply knowledge of selected critical elements while performing movement concepts and selected manipulative skills: catch, kick, foot dribble, strike with a short handled implement and with the hand, chest pass, bounce pass, hand dribble, throw and volley in individual and group settings.1-E-3.1

    2. 2.

      Manipulate a variety of objects with different sizes, shape and weights while in partners or small group settings.1-E-3.2

    3. 3.

      Develop combinations of movements into sequences with a partner or small group.1-E-3.3

    4. 4.

      Balance with control on a variety of objects (e.g., balance boards, skates, scooters, beams, exercise balls, hoppity-hop).1-E-3.4

  • 1-E-4.

    Demonstrates the ability to perform rhythmic movement patterns and dances (e.g., performs rhythmic body movements and communicates ideas and feelings with and without music).1-E-4

    1. 1.

      Demonstrate simple repeating rhythmic sequence, with a partner or small group, by combining a variety of mature movement skills.1-E-4.1

    2. 2.

      Perform simple rhythmic patterns using body movements and manipulative skills with a partner or small group (e.g., balls, ribbons, Lummi sticks, parachute, panel chute).1-E-4.2

    3. 3.

      Apply a variety of rhythmic beats while using different body parts (e.g. hand clapping, foot stomping, finger snapping, hands and legs) with a partner or small group.1-E-4.3

Applies movement concepts and principles to the learning and development of motor skills.

  • 2-E-1.

    Integrates movement concepts with other content areas (e.g., measuring distances and timing races or events).2-E-1

    1. 1.

      Participate in low organized games/activities that include movement concepts and integrate with grade-appropriate language arts (e.g., action stories, movement vocabulary, body spelling).2-E-1.1

    2. 2.

      Participate in low organized games/activities that include movement and integrate with appropriate math skills (e.g., skip counting, time, clock skills, addition, subtraction, multiplication, division).2-E-1.2

    3. 3.

      Participate in low organized games/activities that include movement concepts and integrate with grade appropriate science concepts (e.g., force, friction, heart rate, body parts, body systems, center of gravity, leverage, nutrition).2-E-1.3

    4. 4.

      Participate in low organizational games/activities that include movement concepts and integrate with grade-appropriate social studies skills (e.g., states, capitols, land forms, longitude, latitude).2-E-1.4

  • 2-E-2.

    Applies critical elements to improve personal performance in fundamental and selected specialized motor skills (e.g., describes and demonstrates body positions for each part of an overhand throw).2-E-2

    1. 1.

      Understand and demonstrate mature form for manipulative skills: throwing, catching, kicking, and dribbling with hands and feet (e.g., step forward opposite foot, arm position, step and follow through).2-E-2.1

    2. 2.

      Understand and demonstrate proper techniques for a variety of fundamental skills while practicing with a partner (e.g., realize there was too much force when a ball was overthrown).2-E-2.2

    3. 3.

      Demonstrate transferring weight (e.g. hands to feet, feet to hands, foot to foot, hand to hand) while maintaining balance at fast and slow speeds.2-E-2.3

  • 2-E-3.

    Recognizes and describes critical elements of more complex movement patterns (e.g., describes the use of the arms, as well as the legs, in performing jumping for distance and height).2-E-3

    1. 1.

      Critique one's own strengths and weaknesses when performing complex movement patterns (e.g., kicking a stationary ball, kicking a moving ball, dribbling a ball with dominant and non-dominant hand, punting a football, kicking a soccer ball with the inside of the foot), using a checklist/rubric.2-E-3.1

    2. 2.

      Critique a peer's strengths and weaknesses when performing movement patterns listed above, using a checklist/rubric.2-E-3.2

    3. 3.

      Illustrate correct movement patterns for punting a football, kicking a stationary ball, dribbling a basketball while moving (e.g., draw a picture, find pictures in magazines, and use technology to locate graphics).2-E-3.3

    4. 4.

      Record in journal about the student's observation of personal and classmate activity.2-E-3.4

  • 2-E-4.

    Employs the concept of efficient and effective practice to improve skills in appropriate settings (e.g., repeating the skill of basketball lay-ups in a gym or playground setting).2-E-4

    1. 1.

      Identify three key components (e.g., self-discipline, determination) for improving skills2-E-4.1

    2. 2.

      Recognize and explain inefficient movement for specific kicking, throwing, catching, and dribbling skills (e.g., arm/leg movement pattern).2-E-4.2

    3. 3.

      Identify and practice skills for which improvement is needed in lead-up game settings.2-E-4.3

Exhibits a physically active lifestyle.

  • 3-E-1.

    Describes the physical benefits of participation in health-related activities.3-E-1

    1. 1.

      Discuss the components of health-related fitness (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition).3-E-1.1

    2. 2.

      Identify the long-term impact of physical activity to one's physical health.3-E-1.2

    3. 3.

      Identify the long-term impact of physical activity to one's emotional and psychological health (e.g., stress and mental health, depression, hurt feelings, anxiety, ability to concentrate).3-E-1.3

  • 3-E-2.

    Identifies several moderate to vigorous physical activities that provide personal pleasure and participates in them (e.g., participates in youth league soccer after school, or joins in a pick-up game of basketball).3-E-2

    1. 1.

      Students will participate in moderate and vigorous activity (e.g., journal, discussion, illustrations of contrasting pictures).3-E-2.1

    2. 2.

      Document positive and negative feelings that result from different levels of participation in physical activities.3-E-2.2

    3. 3.

      Document opportunities for individual and group/team physical activity within the school and community.3-E-2.3

  • 3-E-3.

    Selects and participates regularly in physical activities for the purpose of improving skill and health (engages in activities that promote cardiovascular fitness).3-E-3

    1. 1.

      Participate in physical activities that are moderate in intensity level outside of physical education for 30 minutes everyday of the week and document (activity log, journal).3-E-3.1

    2. 2.

      Participate in, and log, games, sports, dance, and outdoor pursuits, both in and outside of school, based on individual interests and capabilities.3-E-3.2

Achieves and maintains a health-enhancing level of physical fitness.

  • 4-E-1.

    Identifies several activities related to each component of health related fitness.4-E-1

    1. 1.

      Distinguish between aerobic and anaerobic activities when given a list of selected activities (e.g., 50 yard dash vs. 1 mile run, diving in pool vs. swimming laps).4-E-1.1

    2. 2.

      Identify flexibility activities when given a list of activities (e.g., yoga, dance, gymnastics, martial arts).4-E-1.2

    3. 3.

      Distinguish between muscular strength and endurance activities when given a list of activities (e.g., push-ups, pull-ups, crunches, changing a tire, walking up a hill, rock climbing).4-E-1.3

    4. 4.

      Identify factors that affect body composition when given a list (e.g., nutritional choices, physical activity, hereditary traits, culture).4-E-1.4

  • 4-E-2.

    Participates in self-assessment for health-related fitness.4-E-2

    1. 1.

      Participate in health-related fitness assessments and interpret personal results (i.e.; Fitness gram/Activitygram or comparable assessment tool).4-E-2.1

  • 4-E-3.

    Selects an activity program that is designed to improve health-related fitness.4-E-3

    1. 1.

      Regularly participate in teacher designed physical education program.4-E-3.1

    2. 2.

      Participate in and log extra-curricular activity either at school or in the community.4-E-3.2

  • 4-E-4.

    Adopts personal goals based upon results of fitness assessments.4-E-4

    1. 1.

      Identify health-related fitness components to enhance throughout the school year.4-E-4.1

    2. 2.

      Perform and log activities or exercises that relate to one or more of the fitness components.4-E-4.2

Demonstrates responsible personal and social behavior in physical activity settings.

  • 5-E-1.

    Demonstrates good sportsmanship and fair play in a variety of settings.5-E-1

    1. 1.

      Identify and model examples of good sportsmanship and fair play.5-E-1.1

    2. 2.

      Demonstrate respect for all students regardless of individual differences in skills and abilities during individual and group activities. (e.g., taking turns, sharing equipment, encouraging others, making positive comments).5-E-1.2

  • 5-E-2.

    Recognizes and avoids unsafe practices and situations.5-E-2

    1. 1.

      Remain on task and model responsible behavior in individual and group settings.5-E-2.1

    2. 2.

      Use equipment properly and safely.5-E-2.2

    3. 3.

      Play within the rules of the game or activity.5-E-2.3

    4. 4.

      Model self-control by accepting controversial decisions.5-E-2.4

    5. 5.

      Exhibit good sportsmanship and fair play during games/activities.5-E-2.5

  • 5-E-3.

    Works cooperatively with teachers and peers to reach a common goal.5-E-3

    1. 1.

      Follow directions and rules during school hours (e.g. line behavior, entering and exiting play area).5-E-3.1

    2. 2.

      Describe key behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in isolated settings5-E-3.2

    3. 3.

      Demonstrate self-control in physical activity settings (e.g., sportsmanship, cooperation, diversity).5-E-3.3

  • 5-E-4.

    Exhibits independence and ability to succeed in groups.5-E-4

    1. 1.

      Demonstrate a willingness to achieve success when participating in physical education class (gives best effort, displays enjoyment, improves skill development).5-E-4.1

    2. 2.

      Demonstrate cooperation with a partner in order to achieve successful participation in a game or activity.5-E-4.2

    3. 3.

      Apply problem-solving strategies to work with a group in order to achieve a pre-determined outcome.5-E-4.3

  • 5-E-5.

    Accepts and gives constructive feedback.5-E-5

    1. 1.

      Identify critical elements of a skill5-E-5.1

    2. 2.

      Provide appropriate feedback of skill demonstration (e.g., throwing, catching kicking dribbling) to teacher or partner in a positive manner.5-E-5.2

    3. 3.

      Apply feedback given by teacher or peer to a skill by practicing to improve skill.5-E-5.3

Demonstrates an understanding and respect for differences among people in physical activity settings.

  • 6-E-1.

    Displays positive attitudes toward self and others through physical activity.6-E-1

    1. 1.

      Demonstrate respect of classmates with or without disabilities that may affect one's participation in physical activity.6-E-1.1

    2. 2.

      Demonstrate respect for the ideas of others, attempting to compromise and communicate appropriately.6-E-1.2

    3. 3.

      Demonstrate responsibility for practicing fair play by using socially appropriate behavior and accepting decisions of the person in charge.6-E-1.3

  • 6-E-2.

    Demonstrates tolerance for individual differences.6-E-2

    1. 1.

      Cooperate with any child in the class as a partner or in group settings.6-E-2.1

    2. 2.

      Demonstrate cooperation by supporting and encouraging others of different abilities/skill levels and ethnicity.6-E-2.2

    3. 3.

      Continue to work willingly with a partner when initially unsuccessful.6-E-2.3

  • 6-E-3.

    Explores the role of history in physical activities/games, sports of United States and other countries.6-E-3

    1. 1.

      Report on the history and origin of games and activities played by children in the United States and other countries cooperatively share findings.6-E-3.1

    2. 2.

      Research and report the history and origin of popular games played by children in other countries and report findings to a group.6-E-3.2

    3. 3.

      Compare/contrast how games and activities are played by children in the United States and other countries (Use graphic organizer or thinking map).6-E-3.3

Understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.7:

  • 7-E-1.

    Exhibits positive feelings about participation in physical activity.7-E-1

    1. 1.

      Identify activities that are enjoyable and that provide success with students of similar skill levels.7-E-1.1

    2. 2.

      Identify two positive feelings experienced during physical activity (e.g. satisfaction, enjoyment, happiness, energetic, etc.).7-E-1.2

  • 7-E-2.

    Engages in the challenge of new activities.7-E-2

    1. 1.

      Log and journal new and personal challenging physical activity.7-E-2.1

  • 7-E-3.

    Participates enthusiastically in independent and interactive physical activities.7-E-3

    1. 1.

      During physical education class, actively participates in individual and group games and activities.7-E-3.1

  • 7-E-4.

    Participates in and designs games, gymnastics, and/or dance to increase participation and enjoyment of activities.7-E-4

    1. 1.

      Satisfactorily complete assignments for activities requiring game design, gymnastics performance (tumbling combination, series of 3 balances, partner balances), and dance (aerobic routine, student selected form of dance, line dance, etc.).7-E-4.1

  • 7-E-5.

    Acknowledges the role of games, sports, and dance in getting to know and understand self and others.7-E-5

    1. 1.

      Identify two things learned about oneself and two things learned about others during participation in games, sports, and dance.7-E-5.1

    2. 2.

      Describe how cooperation, understanding strengths and weaknesses in self and others, can be used in problem-solving strategies in order to achieve success.7-E-5.2

Frequently asked questions

What grade levels do these standards cover?
Grade 4
When were these standards adopted?
2009
Where can I read the official document?
Louisiana Physical Education Grade-Level Expectations

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Keep exploring Physical Education standards

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