Grade 4: Movement
(Individual and Dual Activities)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

demonstrate the activity-specific motor skills involved in individual, dual, and group activities
aim and project an object at a target with increasing accuracy

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Suggested Instructional Strategies

Learning to run, jump, and throw correctly is the basis for many individual and dual activities. Students practise the correct techniques to safely handle equipment and to develop manipulative skills related to target activities, athletics (track and field), juggling, and skipping.

Strategies:

Have students practise jumping for distance and height on mats, in the sand, or on other appropriate surfaces.
Select a track and field event, and practise running and jumping using appropriate takeoff and landing (e.g., long jump, high jump).
Use softballs or light-weight shot to practise putting techniques.
Use a relay to practise shot-put. (e.g., Mark a finish line. Have each person throw the shot; then run and tag the next person. Continue until the team can throw the shot past the finish line.)
In groups, have students practise the correct technique for passing a baton. Set a course, and mark spots for the pass-off.
Have students practise the correct technique to throw the discus (using Frisbees).
Use scarves to practise juggling patterns.
Practise juggling using a small sack (e.g., hacky sack) and using different body parts.
Have students practise skipping forwards, backwards, alone, and with partners.
Use stations to provide practice in different skills (e.g., throwing the shot, Frisbee, or discus; jumping over benches (hurdles); running relays).
Have students use pins or clubs for targets, and benches for alleys. Use softballs or quoits to play horseshoes, bowling, and so on.

Suggested Assessment Strategies

Look for evidence that students are able to:
- put the shot or softball using the correct technique, and from a standing position
- jump for distance (e.g., knees bent, arms out for balance) and land with weight forward
- jump for height using correct foot to take off, raising the knee to gain height
- describe running form (e.g., arm motion, shoulder position)
Have students select one throwing (e.g., discus or shotput), running (e.g., 50m, 100m, 400m, 800m), and jumping event (e.g., high jump or long jump), and set a personal goal. Help them develop an individual action plan to achieve the goal. In their activity learning logs, have students record their progress over several weeks. Set target dates to time or measure progress.
Have students create time lines to represent their growth and development. Look for evidence that students are:
- using the correct form
- improving their results
- able to complete the event correctly
- working towards achieving their goal
- enjoying the events and the process of goal setting