Moving and warming up together
Students start the year refreshing how to run, jump, dodge, and stretch safely. They learn the routines of gym class and how to warm up their bodies before activity.
What does a student learn in
This is the year gym class starts to feel like training for real activities students might choose on their own. Students sharpen running, jumping, throwing, catching, and dribbling so they can hold their own in team games and fitness routines. They also practice working with classmates who handle winning and losing differently. By spring, students can explain why an activity keeps them healthy and pick one they actually want to stick with.
- Motor skills
- Team games
- Fitness habits
- Cooperation
- Healthy choices
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
- 2
Skills with balls and equipment
Students practice throwing, catching, kicking, dribbling, and striking with paddles or rackets. The focus is steady control, not winning, so each student gets better with repetition.
- 3
Teamwork and fair play
Students play small-sided games where they have to talk, share space, and follow rules. They learn to encourage teammates, handle losing, and include classmates who are still learning a skill.
- 4
Fitness and how the body works
Students try activities that build heart strength, muscle strength, and flexibility. They learn what makes the heart beat faster and why a good night of sleep, water, and movement matter.
- 5
Choosing activity for life
Students set small personal goals and try activities they might keep doing outside of school, such as biking, hiking, dance, or pickup games. They reflect on what they enjoy and why moving feels good.
Mastery Learning Standards
The required skills a student should display by the end of Grade 5.
Physical Education
Physical Education
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Develop a variety of motor skills, including locomotor, non-locomotor
Students practice moving their bodies in different ways, like running, balancing, and throwing or catching a ball. These skills build the foundation for sports, games, and staying active throughout life.
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Apply knowledge related to movement, performance
Students use what they know about how the body moves and stays fit to make better choices during exercise and activity. That might mean adjusting their pace, form, or effort based on what the workout actually demands.
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Develop social skills through movement, including respect for self and others…
Students practice working with classmates during physical activities, taking turns, listening to others, and handling wins and losses with good sportsmanship.
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Develop personal skills, identify personal benefits of movement
Students reflect on which physical activities they enjoy and why, then make choices about moving regularly. The goal is finding habits that feel good enough to stick with long after fifth grade.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor | Students practice moving their bodies in different ways, like running, balancing, and throwing or catching a ball. These skills build the foundation for sports, games, and staying active throughout life. | NH-PE.1.5 |
| Apply knowledge related to movement, performance | Students use what they know about how the body moves and stays fit to make better choices during exercise and activity. That might mean adjusting their pace, form, or effort based on what the workout actually demands. | NH-PE.2.5 |
| Develop social skills through movement, including respect for self and others… | Students practice working with classmates during physical activities, taking turns, listening to others, and handling wins and losses with good sportsmanship. | NH-PE.3.5 |
| Develop personal skills, identify personal benefits of movement | Students reflect on which physical activities they enjoy and why, then make choices about moving regularly. The goal is finding habits that feel good enough to stick with long after fifth grade. | NH-PE.4.5 |
Common Questions
What does fifth grade PE actually look like over the year?
Students keep building basic movement skills like running, jumping, throwing, catching, kicking, and striking, and start using them in real games and activities. They also learn why exercise matters and how to work well with teammates. By spring, most students can play a simple game with rules and stay active for longer stretches.
How can I help my child stay active at home?
Aim for about 60 minutes of movement a day, split into chunks if needed. Walks, bike rides, playing catch in the yard, dance videos, or shooting hoops all count. The goal at this age is for students to find a few things they actually enjoy doing.
My child says they are bad at sports. What should I do?
Focus on effort and one small skill at a time instead of who wins. Toss a ball back and forth, practice dribbling, or time how long they can hold a plank. Steady practice in a low-pressure setting builds confidence faster than organized games.
What fitness ideas should students understand by the end of the year?
Students should know the difference between activities that build heart and lung strength, muscle strength, and flexibility. They should also be able to check their own heart rate and notice how their body feels during exercise. Connecting these ideas to choices outside of class is the bigger goal.
How should I sequence skills across the year?
Spend the early units refining movement basics in simple drills, then layer in small-sided games where students apply those skills under pressure. Cooperative and team units work well in the middle of the year once group norms are set. Save fitness self-assessment and goal setting for windows in fall and spring so progress is visible.
Which skills usually need the most reteaching?
Striking with an implement, overhand throwing form, and defensive positioning tend to lag behind catching and dribbling. Many students also need reteaching on game rules and spacing, not just the physical skill. Short skill stations before a game often fix more than a full lesson reteach.
How do I handle students who refuse to participate or argue with teammates?
Build a short, predictable routine for conflict: stop, listen, restate the rule, restart. Use small groups so one student cannot derail a whole class, and rotate roles like captain, scorekeeper, and equipment manager. Most behavior issues at this age ease up once students trust the routine.
How do I know my child is ready for middle school PE?
By the end of the year, students should be able to join a game, follow the rules, work with different partners, and keep moving without giving up quickly. They should also be able to name a couple of activities they like and explain why exercise is good for them.
Does my child need special clothes or shoes for PE?
Sneakers that tie or strap on securely and clothes they can move in are enough. Avoid sandals, boots, or jeans on PE days. A water bottle and hair tie, if needed, make class go more smoothly.