Moving with skill and control
Students sharpen the building blocks of movement: running, jumping, throwing, catching, and balancing. Parents may notice steadier coordination during games of catch or backyard play.
What does a student learn in
This is the year gym class shifts from learning skills to using them in real games and team play. Students sharpen running, jumping, throwing, and catching, then apply those moves in activities that demand strategy and quick decisions. They also learn to warm up, work with teammates, and notice how exercise affects their bodies. By spring, students can join a team game, follow the rules, and explain why staying active matters.
- Team games
- Movement skills
- Fitness habits
- Sportsmanship
- 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
Games, teamwork, and fair play
Students play group games and small-sided sports where taking turns, listening to teammates, and including everyone matter as much as the score. Disagreements become chances to practice solving problems out loud.
- 3
Fitness and how the body works
Students learn what gets the heart pumping, what builds strength, and what stretching does. They start to recognize how warm-ups, water, and rest affect how they feel during activity.
- 4
Healthy habits for life
Students reflect on activities they enjoy and set small personal goals, from biking after school to joining a team. The aim is finding movement that feels good enough to keep doing outside of class.
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 in different ways, such as running, balancing, and throwing or catching a ball. These skills build the physical confidence students need to stay active in sports, games, and everyday 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 smarter choices during exercise and games. This is less about memorizing rules and more about applying what they've learned to move better and stay active.
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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, and handling wins and losses with respect.
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Develop personal skills, identify personal benefits of movement
Students practice setting fitness goals and recognizing how regular movement makes them feel stronger and healthier. The focus is on building habits they can carry into adulthood, not just meeting a class requirement.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor | Students practice moving in different ways, such as running, balancing, and throwing or catching a ball. These skills build the physical confidence students need to stay active in sports, games, and everyday life. | NJ-PE.1.5 |
| Apply knowledge related to movement, performance | Students use what they know about how the body moves and stays fit to make smarter choices during exercise and games. This is less about memorizing rules and more about applying what they've learned to move better and stay active. | NJ-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, and handling wins and losses with respect. | NJ-PE.3.5 |
| Develop personal skills, identify personal benefits of movement | Students practice setting fitness goals and recognizing how regular movement makes them feel stronger and healthier. The focus is on building habits they can carry into adulthood, not just meeting a class requirement. | NJ-PE.4.5 |
Common Questions
What should students be able to do in PE by the end of this year?
Students should run, skip, jump, throw, catch, kick, and strike a ball with reasonable control. They should also play group games fairly, follow rules, and explain why moving every day matters for their health.
How can families support PE skills at home?
Play catch in the yard, shoot baskets, jump rope, ride bikes, or go on family walks a few times a week. Ten to twenty minutes of active play after school builds the same skills students practice in class.
My child says they are bad at sports. What can I do?
Pick one skill at a time, like catching or dribbling, and practice it in short bursts. Praise effort and small improvements rather than wins. Confidence grows when students feel safe trying without being judged.
How should the year be sequenced across skills and fitness concepts?
Start with locomotor and basic ball-handling skills in the fall, move into team games and cooperation units in winter, and finish with fitness testing and lifetime activities in spring. Revisit fair play and effort in every unit.
What does mastery of manipulative skills look like at this age?
Students should throw overhand to a target, catch a thrown ball with their hands, dribble with either hand while moving, and strike a ball with a bat or racket. Form should be consistent, not perfect.
How much physical activity should students get outside of school?
Aim for about 60 minutes of active play most days. It does not have to happen all at once. Walking the dog, playing tag, riding a bike, or shooting hoops all count.
Which social skills usually need the most reteaching?
Losing gracefully, including quieter students, and disagreeing without arguing tend to need steady reinforcement. Build short team-building tasks into warm-ups and debrief them in two minutes at the end of class.
How do I know students are ready for middle school PE?
They should join team games without much coaching, know basic rules for common sports, and explain what warm-ups, heart rate, and stretching are for. They should also pick activities they enjoy and stick with them.