What does physical education look like at this grade?

Students practice running, jumping, throwing, catching, kicking, and striking with more control than in earlier grades. They also start putting those skills together in simple games and group activities, while learning to cooperate with classmates and follow rules.

How can families support physical activity at home?

Aim for an hour of active play most days. Tossing a ball in the yard, riding bikes, jumping rope, or walking the dog all count. The goal is steady, enjoyable movement, not drills.

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

Focus on practice, not talent. Pick one skill at a time, like catching a ball or dribbling, and spend five minutes a few times a week. Small, calm practice at home builds confidence without the pressure of a game.

How should the year be sequenced?

Start with a refresher on basic locomotor and ball skills, then move into small-sided games that ask students to combine skills. Fitness concepts and cooperative challenges can be woven through each unit rather than taught as a separate block.

What fitness concepts should students understand by the end of the year?

Students should know why warm-ups matter, recognize when their heart rate goes up, and name a few activities that build endurance, strength, or flexibility. They do not need to track numbers, just connect activity to how their body feels.

How is teamwork taught in PE at this age?

Through structured group activities with clear roles and quick debriefs. Students practice taking turns, encouraging teammates, settling disagreements, and accepting a call they disagree with. Expect this to need reteaching all year.

Does my child need to be good at team sports?

No. The focus is on building movement skills and healthy habits, not picking athletes. Students who prefer hiking, dancing, swimming, or martial arts are meeting the same goals as students who play soccer.

How do I know students are ready for next year?

By spring, students should move with control in a variety of activities, follow rules in small games, and explain why regular activity matters. Watch for students who still struggle with basic catching, throwing, or self-control during games, and give them extra practice in low-pressure settings.

What does a student learn in ?

This is the year movement starts to feel like a plan, not just play. Students sharpen running, jumping, throwing, and catching, and they begin to notice how warming up, pacing, and effort change how their bodies feel. They also practice the social side of games: taking turns, encouraging teammates, and handling wins and losses. By spring, students can join a group activity, follow the rules, and explain one thing they do to stay healthy outside of school.

Motor skills
Fitness basics
Teamwork
Sportsmanship
Healthy habits

Source: Maryland Maryland College and Career-Ready Standards

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 safely and together
Students review how to run, jump, skip, and stop with control while sharing space with classmates. They practice listening to directions and treating teammates with respect during warm-ups and group games.
2
Throwing, catching, and kicking
Students work on sending and receiving a ball with hands and feet. Expect more accurate throws, softer catches, and stronger kicks as they try these skills in small games.
3
Fitness and healthy habits
Students learn what makes the heart, lungs, and muscles stronger. They try activities that get them out of breath on purpose and start to notice how their bodies feel before, during, and after exercise.
4
Team games and fair play
Students put their skills into team games like small-sided soccer, basketball, or tag. They practice taking turns, encouraging teammates, and handling wins and losses without drama.
5
Active habits for life
Students reflect on which activities they enjoy and could do outside school. They set simple goals for staying active and talk about how movement fits into a healthy week 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

MD-PE.1.4

Students practice moving in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives them a wider range of games and activities they can join in for life.
Apply knowledge related to movement, performance

MD-PE.2.4

Students use what they know about how the body moves and stays healthy to take part in games, exercises, and activities with more skill and purpose.
Develop social skills through movement, including respect for self and others…

MD-PE.3.4

Students practice working with classmates during games and movement activities. They take turns, follow shared rules, and treat others the way they want to be treated.
Develop personal skills, identify personal benefits of movement

MD-PE.4.4

Students practice setting goals, name what regular movement does for their body and mood, and start building habits they can keep up for life.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives them a wider range of games and activities they can join in for life.	MD-PE.1.4
Apply knowledge related to movement, performance	Students use what they know about how the body moves and stays healthy to take part in games, exercises, and activities with more skill and purpose.	MD-PE.2.4
Develop social skills through movement, including respect for self and others…	Students practice working with classmates during games and movement activities. They take turns, follow shared rules, and treat others the way they want to be treated.	MD-PE.3.4
Develop personal skills, identify personal benefits of movement	Students practice setting goals, name what regular movement does for their body and mood, and start building habits they can keep up for life.	MD-PE.4.4

Physical Education

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

MD-PE.1.4

Students practice moving in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives them a wider range of games and activities they can join in for life.
Apply knowledge related to movement, performance

MD-PE.2.4

Students use what they know about how the body moves and stays healthy to take part in games, exercises, and activities with more skill and purpose.
Develop social skills through movement, including respect for self and others…

MD-PE.3.4

Students practice working with classmates during games and movement activities. They take turns, follow shared rules, and treat others the way they want to be treated.
Develop personal skills, identify personal benefits of movement

MD-PE.4.4

Students practice setting goals, name what regular movement does for their body and mood, and start building habits they can keep up for life.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives them a wider range of games and activities they can join in for life.	MD-PE.1.4
Apply knowledge related to movement, performance	Students use what they know about how the body moves and stays healthy to take part in games, exercises, and activities with more skill and purpose.	MD-PE.2.4
Develop social skills through movement, including respect for self and others…	Students practice working with classmates during games and movement activities. They take turns, follow shared rules, and treat others the way they want to be treated.	MD-PE.3.4
Develop personal skills, identify personal benefits of movement	Students practice setting goals, name what regular movement does for their body and mood, and start building habits they can keep up for life.	MD-PE.4.4

Common Questions

What does physical education look like at this grade?
Students practice running, jumping, throwing, catching, kicking, and striking with more control than in earlier grades. They also start putting those skills together in simple games and group activities, while learning to cooperate with classmates and follow rules.
How can families support physical activity at home?
Aim for an hour of active play most days. Tossing a ball in the yard, riding bikes, jumping rope, or walking the dog all count. The goal is steady, enjoyable movement, not drills.
My child says they are bad at sports. What should I do?
Focus on practice, not talent. Pick one skill at a time, like catching a ball or dribbling, and spend five minutes a few times a week. Small, calm practice at home builds confidence without the pressure of a game.
How should the year be sequenced?
Start with a refresher on basic locomotor and ball skills, then move into small-sided games that ask students to combine skills. Fitness concepts and cooperative challenges can be woven through each unit rather than taught as a separate block.
What fitness concepts should students understand by the end of the year?
Students should know why warm-ups matter, recognize when their heart rate goes up, and name a few activities that build endurance, strength, or flexibility. They do not need to track numbers, just connect activity to how their body feels.
How is teamwork taught in PE at this age?
Through structured group activities with clear roles and quick debriefs. Students practice taking turns, encouraging teammates, settling disagreements, and accepting a call they disagree with. Expect this to need reteaching all year.
Does my child need to be good at team sports?
No. The focus is on building movement skills and healthy habits, not picking athletes. Students who prefer hiking, dancing, swimming, or martial arts are meeting the same goals as students who play soccer.
How do I know students are ready for next year?
By spring, students should move with control in a variety of activities, follow rules in small games, and explain why regular activity matters. Watch for students who still struggle with basic catching, throwing, or self-control during games, and give them extra practice in low-pressure settings.