Common Planner
K–12 Standards

Grade 4

Other Minnesota Physical Education sets

Demonstrates competency in a variety of motor skills and movement patterns.

  • 1.

    Use various locomotor skills in educational games, educational dance, and educational gymnastics.4.1.1.1

  • 2.

    Jump and land in the horizontal plane using spring-and-step take-off and landing as used in educational games, educational dance, and educational gymnastics.4.1.1.2

  • 3.

    Jump and land in the vertical plane using spring step take-off and landing as used in educational games, educational dance, and educational gymnastics.4.1.1.3

  • 4.

    Combine and sequence locomotor and non-locomotor skills transitioning from one skill to another smoothly without hesitation and with correct response to various rhythms.4.1.1.4

  • 1.

    Maintain balance on different bases of support combining levels and shapes on an apparatus. For example: balance beam, dome cones, stepping stones, mats, balance ball, aerobic step benches.4.1.2.1

  • 2.

    Transfer weight from feet to hands varying speed and using large extensions. For example: mule kick, handstand, cartwheel.4.1.2.2

  • 3.

    Perform rolling as part of an educational gymnastic sequence, with fluidity and balanced transition into and out of rolls.4.1.2.3

  • 4.

    Perform non-locomotor skills as the body moves into and out of balances on apparatus.4.1.2.4

  • 5.

    Combine balances, non-locomotor skills, locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, and flow) to perform an educational dance and an educational gymnastic sequence with a partner.4.1.2.5

  • 1.

    Roll and throw underhand with accuracy in practice tasks.4.1.3.1

  • 2.

    Throw overhand within a task that requires force for distance, demonstrating four of the five critical elements of a maturing pattern, in closed environments4.1.3.2

  • 3.

    Throw overhand with accuracy to a moving target.4.1.3.3

  • 4.

    Catch a thrown ball, above the head, at chest or waist level and below the waist, in practice tasks.4.1.3.4

  • 5.

    Dribble with both the preferred and non-preferred hand while traveling through general space, increasing and decreasing speed in practice tasks.4.1.3.5

  • 6.

    Dribble with the feet while traveling through general space, increasing and decreasing speed in practice tasks.4.1.3.6

  • 7.

    Pass and receive a ball with the feet in practice tasks.4.1.3.7

  • 8.

    Dribble with hands or feet in combination with other skills, while controlling the ball and the body in practice tasks. For example: passing, receiving, shooting.4.1.3.8

  • 9.

    Kick a moving ball along the ground and in the air demonstrating in practice tasks.4.1.3.9

  • 10.

    Punt contacting the ball with shoelaces or top of the foot.4.1.3.10

  • 11.

    Volley underhand in practice tasks.4.1.3.11

  • 12.

    Volley using a two-hand overhead pattern in practice tasks.4.1.3.12

  • 13.

    Strike using a short-handled implement in practice tasks.4.1.3.13

  • 14.

    Strike using a long-handled implement in practice tasks.4.1.3.14

  • 15.

    Combine traveling with the manipulative skills of dribbling, throwing, catching and striking in practice tasks.4.1.3.15

  • 16.

    Combine jump rope skills to perform a routine using either a short or long rope.4.1.3.16

  • 17.

    Enter, jump continuously, and exit a long rope with teacher-assisted turning.4.1.3.17

Apply knowledge of concepts, principles, strategies and tactics to movement and performance.

  • 1.

    Apply the space awareness concepts of directions, pathways, levels and extensions in practice tasks and educational dance or educational gymnastics.4.2.1.1

  • 2.

    Apply the relationship awareness concepts in practice tasks and educational dance or educational gymnastics.4.2.1.2

  • 3.

    Travel using varying degrees of flow. For example: bound, free.4.2.1.3

  • 4.

    Apply offensive and defensive tactics in chasing and fleeing practice tasks.4.2.1.4

  • 5.

    Apply offensive and defensive tactics in net and wall game practice tasks.4.2.1.5

  • 6.

    Apply distance and direction tactics in target game practice tasks.4.2.1.6

Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

  • 1.

    Chart and analyze personal participation in physical activity outside of physical education class, and compare it to the physical activity recommendations.4.3.1.1

  • 1.

    Actively participates in practice tasks without teacher prompting.4.3.2.1

  • 1.

    Identify the components of the F.I.T.T. principle for cardiorespiratory fitness.4.3.3.1

  • 2.

    Identify the components of the F.I.T.T. principle for muscular endurance, muscular strength, and flexibility.4.3.3.2

  • 1.

    Describe pre- and post-fitness assessment results, making connections to the health-related fitness components and the recommendations for good health.4.3.4.1

  • 1.

    Explain the importance of hydration and hydration choices relative to physical activity participation.4.3.5.1

Exhibit responsible personal and social behavior that respects self and others.

  • 1.

    Reflect on personal behaviors in physical activity and identify impact on self and others.4.4.1.1

  • 1.

    Give and receive feedback respectfully to and from peers.4.4.2.1

  • 1.

    Reflect on personal behaviors within group physical activities and identify the impact on others.4.4.3.1

  • 1.

    Follow rules and etiquette in practice tasks, educational dance, and educational gymnastics.4.4.4.1

  • 1.

    Move safely in practice tasks, educational dance, and educational gymnastics.4.4.5.1

Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

  • 1.

    Recognize the relationship between participation in physical activity and its impact on mental-emotional health, physical health, social health, and cognitive health.4.5.1.1

  • 1.

    Rate various physical activities according to personal levels of challenge.4.5.2.1

  • 1.

    Describe and provide examples of how participation in personally enjoyable physical activities allows for self-expression and social interaction.4.5.3.1

Frequently asked questions

What grade levels do these standards cover?
Grade 4
When were these standards adopted?
2018
Where can I read the official document?
Minnesota K-12 Academic Standards Physical Education

Keep exploring

Keep exploring Physical Education standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

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