Speed & Direction Fast, Slow, Stop, Forward, Backward, Sideways, Turn
Massachusetts 2023 CHPE Framework • Motor Skill & Movement Concepts Integration Page 1 of 2 • K-2 Alignment
Curriculum Framework Alignment Massachusetts CHPE 2023 • Physical Education
Upper Elementary (Grades 3–4)
Upper elementary alignment focusing on tactical decision-making, biomechanical cues, and analytical discourse.
Linguistic Focus: Explaining tactical intent, analyzing opponent body language (hips/shoulders), and justifying spatial pathways.
Complex Syntax & Discourse
MA 2023 PE Standard
Tactical Movement Skill
Receptive Language Objective
Expressive Language Objective
2.2.3.1 • 2.2.3.2 Recognize and travel into open space in dynamic game environments.
Anticipation & Space Creation Vocabulary: open space, congested, lane, perimeter, switch
Comprehend strategic verbal calls from teammates (e.g., “Switch! Open lane on left!”) during active invasion games.
Articulate space selection using cause-effect frames: “I cut to the perimeter because the center was congested.”
2.1.4.1 • 2.2.4.2 Execute dodging maneuvers (feints, changes of speed, fakes) to evade defenders.
Deceptive Moves & Agility Vocabulary: fake, feint, pivot, plant foot, explode, center of gravity
Interpret visual deceptive cues (defender shifting weight) and teacher analytical prompts.
Explain tactical evasion mechanics: “I faked right, planted my outside foot, and accelerated left.”
2.2.4.3 Apply acceleration and deceleration effectively in invasion and tag contexts.
Tempo & Pacing Modulation Vocabulary: accelerate, decelerate, burst, momentum, maintain pace
Process analytical feedback on speed management from teacher observations and video/demonstration.
Justify pace shifts in debriefs: “I decelerated to bait the tagger, then accelerated into open turf.”
2.4.3-4.2 • 2.5.3-4.1 Provide constructive peer feedback and recognize strategic problem solving.
Constructive Peer Feedback Vocabulary: feedback, strategy, effective, anticipate, adjustment
Listen actively to a partner's self-critique and formulate a constructive refinement suggestion.
Deliver specific peer critique: “Your zigzag was sharp, but if you drop your hips lower, you can explode faster.”
Level 1–2 (Emerging)
Single movement words, gestural pointing, and cloze frames: “I ran [zigzag].” “Tagger came [fast].”
Level 3–4 (Expanding)
Compound sentences with conjunctions: “I faked right and accelerated into open space so I wouldn't get tagged.”
Level 5–6 (Bridging)
Complex tactical explanations with biomechanical vocabulary: “By sinking my center of gravity, I decelerated quickly and pivoted.”
Gym Best Practice Pair visual flashcards with whistle signals to reinforce receptive language before verbal debriefs.
MA Framework 2023 Compliant
Massachusetts 2023 CHPE Framework • Motor Skill & Movement Concepts Integration Page 2 of 2 • Grades 3-4 Alignment
Tier 1 • Emerging (K-1) Focus: Labeling space and pathway with single movement words
“I ran in a [straight / curved / zigzag] pathway to stay in [open space].”
Tier 2 • Expanding (Grades 2-3) Focus: Describing tactical response to an approaching defender
“When the tagger chased me, I [decelerated / faked] and moved [sideways] so I could escape.”
Tier 3 • Bridging (Grades 3-4) Focus: Complex tactical analysis and biomechanical justification
“I recognized the lane was closed, so I [sank into a low level], executed a [pivot], and [accelerated] into open general space.”
Dart and Dash • Physical Education Language Objective Series Page 1 of 2 • Instructional Reference
Student Debrief & Teacher Assessment Formative PE Check
60-Second Movement Check-In
Card A: The Dodger (Fleeing) Partner 1
Ask Your Partner:
“How did you avoid getting tagged in that round?”
Answer Starter:
• “I saw open space and ran in a [curved / zigzag] line.”
• “I [decelerated], dropped low, and faked left!”
Card B: The Chaser (Tagging) Partner 2
Ask Your Partner:
“How did you close the gap safely to make a tag?”
Answer Starter:
• “I watched your [hips] and followed your pathway.”
• “I [accelerated] when you reached a closed corner.”
Complete before lining up for dismissal
Name: Date:
1. Pathway I used most often today:
Straight pathway (fast straightaway sprint)
Curved pathway (wide arching loops)
Zigzag pathway (quick diagonal cuts)
2. Speed adjustment I made:
Accelerated (speed burst to escape)
Decelerated (slowed on balance to change direction)
Maintained steady pace while scanning open space
3. Movement Sentence: Explain how you dodged or tagged someone today using your PE vocabulary:
Teacher Observational Language Rubric (During Gym Rounds) Score: 3 = Proficient, 2 = Developing, 1 = Emerging
Criterion
3 - Proficient
2 - Developing
1 - Emerging
Spatial Concepts (General vs. Personal)
Accurately names and moves into open general space; maintains personal space bubble.
Identifies open space with teacher prompts; occasionally crowds boundaries.
Requires continuous reminders to avoid crowding and define personal space.
Pathways & Speed Articulation
Clearly identifies straight, curved, or zigzag; correctly uses accelerate / decelerate.
Names pathways using sentence starters; identifies fast vs. slow accurately.
Relies on gestures or physical demonstration without verbal labeling.
Peer Communication & Sportsmanship
Engages actively in debriefs; articulates tactics (fakes, pivots) respectfully.
Answers partner questions when prompted using word banks.
Listens passively; needs 1-on-1 support to share thoughts with peers.
Dart and Dash • Physical Education Language Objective Series Page 2 of 2 • Assessment & Debrief Tools
