What does Grade 4 PE actually cover?

Students practice running, jumping, skipping, throwing, catching, kicking, and striking with more control than they had in earlier grades. They also learn the basics of fitness, how to play fairly with a group, and why regular activity matters.

How can I help my child stay active at home?

Aim for about an hour of movement a day, broken into chunks. A walk after dinner, tossing a ball in the yard, riding a bike, or a quick dance break all count. Let students pick the activity sometimes so they build their own habits.

My child says they are bad at sports. What should I do?

Skill at this age comes from repetition, not talent. Play catch in the driveway, kick a ball around the park, or shoot baskets together. Keep it low pressure and focus on getting a little better each week rather than winning.

How should I sequence skills across the year?

Start with locomotor and non-locomotor review in the fall, then layer in manipulative skills like throwing, catching, and striking through the winter. Spring is a good time for small-sided games where students apply those skills with teammates.

What does mastery look like by June?

By the end of the year, students should move with control, combine skills in a game (run and catch, dribble and pass), explain why warm-ups and rest matter, and work with a partner or small group without constant adult prompting.

Which skills usually need the most reteaching?

Overhand throwing form, catching above the waist, and striking a moving object trip up most fourth graders. Build in short skill stations each week instead of one long unit so students get repeated practice over the year.

How do I help with the social side of PE?

Cooperation and good sportsmanship are part of the grade, not extras. At home, talk through moments when a game felt unfair or frustrating, and praise effort and kindness as much as the score. Family games are great practice.

How do I know my child is ready for Grade 5 PE?

Ready students can join a group game, follow the rules, handle winning and losing, and stay active for a sustained stretch without quitting. If any of those are shaky, a local sports class or after-school activity over the summer helps.

What does a student learn in ?

This is the year movement gets more skilled and more social. Students sharpen running, jumping, throwing, and catching, and start using those skills inside real games and routines. They learn how fitness works: why a warm-up matters, how the heart speeds up, what counts as a good effort. By spring, students can play cooperatively on a team, follow the rules, and explain one habit that keeps their body healthy.

Motor skills
Team games
Fitness basics
Cooperation
Healthy habits

Source: Massachusetts Massachusetts Curriculum Frameworks

Year at a glance

How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.

1
Moving with control
Students sharpen the basics of running, jumping, skipping, and balancing. They learn to start, stop, and change direction with better control, which shows up on the playground and in team games.
2
Throwing, catching, and kicking
Students practice handling balls and other equipment with more accuracy. Parents may see steadier throws, cleaner catches, and more confident kicks during backyard games and recess.
3
Playing fair as a team
Students work in small groups and partner games, learning to share space, take turns, and encourage teammates. They practice listening to others and handling wins and losses without drama.
4
Fitness and healthy habits
Students learn why their heart beats faster during exercise and how to warm up safely. They start to notice which activities they enjoy and how regular movement helps them feel better at school and at home.

Mastery Learning Standards

The required skills a student should display by the end of Grade 4.

Physical Education

Develop a variety of motor skills, including locomotor, non-locomotor

MA-PE.1.4

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills makes it easier to stay active in sports, games, and everyday play.
Apply knowledge related to movement, performance

MA-PE.2.4

Students use what they know about how the body moves and stays fit to make better choices during physical activity. That might mean adjusting their pace, form, or effort based on what the activity demands.
Develop social skills through movement, including respect for self and others…

MA-PE.3.4

Students practice working with classmates during movement activities, taking turns, listening, and following group rules. The focus is on how to treat others well and act responsibly when playing or exercising together.
Develop personal skills, identify personal benefits of movement

MA-PE.4.4

Students practice setting goals around movement and start connecting regular activity to how they feel and function day to day. The focus is on building habits, not just skills.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills makes it easier to stay active in sports, games, and everyday play.	MA-PE.1.4
Apply knowledge related to movement, performance	Students use what they know about how the body moves and stays fit to make better choices during physical activity. That might mean adjusting their pace, form, or effort based on what the activity demands.	MA-PE.2.4
Develop social skills through movement, including respect for self and others…	Students practice working with classmates during movement activities, taking turns, listening, and following group rules. The focus is on how to treat others well and act responsibly when playing or exercising together.	MA-PE.3.4
Develop personal skills, identify personal benefits of movement	Students practice setting goals around movement and start connecting regular activity to how they feel and function day to day. The focus is on building habits, not just skills.	MA-PE.4.4

Physical Education

Develop a variety of motor skills, including locomotor, non-locomotor

MA-PE.1.4

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills makes it easier to stay active in sports, games, and everyday play.
Apply knowledge related to movement, performance

MA-PE.2.4

Students use what they know about how the body moves and stays fit to make better choices during physical activity. That might mean adjusting their pace, form, or effort based on what the activity demands.
Develop social skills through movement, including respect for self and others…

MA-PE.3.4

Students practice working with classmates during movement activities, taking turns, listening, and following group rules. The focus is on how to treat others well and act responsibly when playing or exercising together.
Develop personal skills, identify personal benefits of movement

MA-PE.4.4

Students practice setting goals around movement and start connecting regular activity to how they feel and function day to day. The focus is on building habits, not just skills.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills makes it easier to stay active in sports, games, and everyday play.	MA-PE.1.4
Apply knowledge related to movement, performance	Students use what they know about how the body moves and stays fit to make better choices during physical activity. That might mean adjusting their pace, form, or effort based on what the activity demands.	MA-PE.2.4
Develop social skills through movement, including respect for self and others…	Students practice working with classmates during movement activities, taking turns, listening, and following group rules. The focus is on how to treat others well and act responsibly when playing or exercising together.	MA-PE.3.4
Develop personal skills, identify personal benefits of movement	Students practice setting goals around movement and start connecting regular activity to how they feel and function day to day. The focus is on building habits, not just skills.	MA-PE.4.4

Common Questions

What does Grade 4 PE actually cover?
Students practice running, jumping, skipping, throwing, catching, kicking, and striking with more control than they had in earlier grades. They also learn the basics of fitness, how to play fairly with a group, and why regular activity matters.
How can I help my child stay active at home?
Aim for about an hour of movement a day, broken into chunks. A walk after dinner, tossing a ball in the yard, riding a bike, or a quick dance break all count. Let students pick the activity sometimes so they build their own habits.
My child says they are bad at sports. What should I do?
Skill at this age comes from repetition, not talent. Play catch in the driveway, kick a ball around the park, or shoot baskets together. Keep it low pressure and focus on getting a little better each week rather than winning.
How should I sequence skills across the year?
Start with locomotor and non-locomotor review in the fall, then layer in manipulative skills like throwing, catching, and striking through the winter. Spring is a good time for small-sided games where students apply those skills with teammates.
What does mastery look like by June?
By the end of the year, students should move with control, combine skills in a game (run and catch, dribble and pass), explain why warm-ups and rest matter, and work with a partner or small group without constant adult prompting.
Which skills usually need the most reteaching?
Overhand throwing form, catching above the waist, and striking a moving object trip up most fourth graders. Build in short skill stations each week instead of one long unit so students get repeated practice over the year.
How do I help with the social side of PE?
Cooperation and good sportsmanship are part of the grade, not extras. At home, talk through moments when a game felt unfair or frustrating, and praise effort and kindness as much as the score. Family games are great practice.
How do I know my child is ready for Grade 5 PE?
Ready students can join a group game, follow the rules, handle winning and losing, and stay active for a sustained stretch without quitting. If any of those are shaky, a local sports class or after-school activity over the summer helps.