Grade 4: Movement (Games)

Prescribed Learning Outcomes

It is expected that students will:

• demonstrate ways to send, project, and receive an object with control, individually and with others, using a variety of body parts and implements
• demonstrate ways to retain possession of an object with control
• demonstrate body and space awareness when performing game activities
• select and combine locomotor and non-locomotor skills when creating and participating in game activities
• use critical-thinking and problem-solving skills to create competitive and co-operative games

To view the prescribed learning outcomes for Movement (Games) in other grades click on an icon below.

Suggested Instructional Strategies

Strategies:

• Have students participate in simple running games, or complete a fitness circuit related to game skills being taught.
• Have students perform locomotor movements (e.g., run and stop in various directions and pathways) to develop the footwork used in specific game activities (e.g., side slide, pivot).
• Use a variety of equipment (e.g., sticks, bats, balls, scoops, beanbags, rackets) to practise skills of sending, projecting, and receiving to a stationary or moving target.
• Have students work in small groups to practise throwing and catching skills, using modified game activities (e.g., keep away, guard-the-pin).
• Working in groups, have students invent a new co-operative or competitive game using two pieces of equipment for sending, receiving, and moving (e.g., ball and beanbag, Frisbee and quoit).
• Have students write a description of a competitive or co-operative game or activity, with illustrations. Then have them teach the game to others, including a warm-up and cool-down activity.
• Have students research games from other cultures and plan a multicultural festival.
• Have students use various pieces of equipment to practise, individually and with a partner, activity-specific motor skills (e.g., dribbling, passing, shooting).
• Have students use a parachute to create shapes (e.g., mushroom, umbrella, bubble), movements (e.g., waves, merry-go-round), and co-operative games (e.g., Popcorn).

Suggested Assessment Strategies

• Note the extent to which students:
  • use the task requirements established by the teacher to demonstrate body and space awareness when performing game activities
  • persevere and use critical-thinking and problem-solving skills to create games
  • are able to accurately use language, orally or in writing, that explains rules, purposes, and strategies
• Have students work in groups to create their own game. The game might include a skill (e.g., kicking, throwing, striking), designated equipment, a specific number of players, opportunities for all participants to be actively involved, rules, strategies, and a name. In groups, have students develop criteria to assess and evaluate their games, listing what makes a good game. Students can refer to the criteria as they are creating their game.
• Have students in groups assess how well they met the criteria for developing a good game.
• Have students record their experiences in their journals (e.g., how they designed and demonstrated the game) and explain their own assessment of their group's game.
• Examine responses for evidence of critical-thinking and problem-solving skills.

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• Inclusion of Students with Special Needs in Physical Education
• Innovative Games
• Premier's Sport Awards Program

• Teaching Game Activities

• Moving to Inclusion

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Physical Education Coordinator

Revised: March 1996

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