What should students be able to do in PE by the end of the year?

Students should run, skip, hop, and gallop with control, and toss, catch, kick, and bounce a ball at a basic level. They should also follow directions during games, take turns, and play safely with classmates.

How can families support PE skills at home?

Spend ten minutes a day on simple active play. Toss a soft ball back and forth, balance on one foot while brushing teeth, or set up a hopping path with chalk or tape. Repetition matters more than fancy equipment.

My child seems clumsy compared to other kids. Should I worry?

At this age, coordination is still developing and there is a wide normal range. Daily active play helps far more than drills. If specific concerns come up, the PE teacher or pediatrician can offer guidance.

How should the year be sequenced?

Start with locomotor skills like running, skipping, and hopping while classroom routines are still being built. Move into ball-handling skills such as rolling, tossing, and catching in the middle of the year. Save partner games and small-group cooperation for once routines are solid.

Which skills usually need the most reteaching?

Skipping, galloping, and catching a tossed ball tend to lag behind running and throwing. Plan to revisit these every few weeks rather than treating them as one-and-done units. Short warm-up routines work well for this.

How do students learn to cooperate and play fairly?

Sharing equipment, taking turns, and using kind words during games are taught directly, not assumed. Short partner activities with clear rules build these habits faster than large group games early in the year.

What does mastery look like by the end of the year?

Students can name a few reasons movement is good for the body, pick activities they enjoy, and join in without needing constant reminders. They show basic control in common skills and can play a simple game with a partner.

How do families encourage a lifelong habit of being active?

Make movement part of normal family time. Walk to the park, dance in the kitchen, ride bikes on the weekend, or play tag in the yard. Students who see adults choosing to move are more likely to keep moving as they grow.

What does a student learn in ?

This is the year movement gets more deliberate. Students practice running, skipping, hopping, balancing, and tossing and catching with better control. They start learning the why behind moving, like how exercise speeds up their heart and why warming up matters, and they work on taking turns and following directions in group games. By spring, students can play a simple game with classmates, follow the rules, and name one reason staying active is good for them.

Locomotor skills
Throwing and catching
Balance
Cooperative games
Healthy habits

Source: New Jersey New Jersey Student Learning Standards

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
Moving safely in shared space
Students learn how to run, skip, and stop without bumping into classmates. They practice listening for signals, sharing space, and following directions during warm-ups and simple games.
2
Building basic movement skills
Students work on the building blocks of sports and play. They jump, hop, balance, twist, and reach in different ways, getting steadier and more confident with each try.
3
Throwing, catching, and kicking
Students practice tossing beanbags, rolling and catching balls, and kicking toward targets. Parents may notice better hand-eye coordination at home, like catching a ball with two hands.
4
Playing and cooperating with others
Students join simple group games and partner activities. They practice taking turns, encouraging classmates, and handling winning and losing without big upsets.
5
Healthy habits and active choices
Students notice how their body feels after moving, from a faster heartbeat to needing water. They start to see why daily activity matters and pick games they enjoy outside of class.

Mastery Learning Standards

The required skills a student should display by the end of Grade 1.

Physical Education

Develop a variety of motor skills, including locomotor, non-locomotor

NJ-PE.1.1

Students practice basic movements like running, jumping, throwing, and balancing. Building these skills gives students the physical foundation to stay active as they grow.
Apply knowledge related to movement, performance

NJ-PE.2.1

Students learn how their body moves during games and exercise, then use that knowledge to play harder and stay healthy. It connects the "why" behind warming up, running, and stretching to what they actually do in gym class.
Develop social skills through movement, including respect for self and others…

NJ-PE.3.1

Students practice taking turns, listening to classmates, and working together during games and activities. The focus is on treating others fairly and making good choices when things get competitive or frustrating.
Develop personal skills, identify personal benefits of movement

NJ-PE.4.1

Students practice basic movement skills like jumping, skipping, and throwing, then talk about how staying active makes them feel. The goal is to help students start choosing to move on their own, not just when told.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice basic movements like running, jumping, throwing, and balancing. Building these skills gives students the physical foundation to stay active as they grow.	NJ-PE.1.1
Apply knowledge related to movement, performance	Students learn how their body moves during games and exercise, then use that knowledge to play harder and stay healthy. It connects the "why" behind warming up, running, and stretching to what they actually do in gym class.	NJ-PE.2.1
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening to classmates, and working together during games and activities. The focus is on treating others fairly and making good choices when things get competitive or frustrating.	NJ-PE.3.1
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills like jumping, skipping, and throwing, then talk about how staying active makes them feel. The goal is to help students start choosing to move on their own, not just when told.	NJ-PE.4.1

Physical Education

Develop a variety of motor skills, including locomotor, non-locomotor

NJ-PE.1.1

Students practice basic movements like running, jumping, throwing, and balancing. Building these skills gives students the physical foundation to stay active as they grow.
Apply knowledge related to movement, performance

NJ-PE.2.1

Students learn how their body moves during games and exercise, then use that knowledge to play harder and stay healthy. It connects the "why" behind warming up, running, and stretching to what they actually do in gym class.
Develop social skills through movement, including respect for self and others…

NJ-PE.3.1

Students practice taking turns, listening to classmates, and working together during games and activities. The focus is on treating others fairly and making good choices when things get competitive or frustrating.
Develop personal skills, identify personal benefits of movement

NJ-PE.4.1

Students practice basic movement skills like jumping, skipping, and throwing, then talk about how staying active makes them feel. The goal is to help students start choosing to move on their own, not just when told.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice basic movements like running, jumping, throwing, and balancing. Building these skills gives students the physical foundation to stay active as they grow.	NJ-PE.1.1
Apply knowledge related to movement, performance	Students learn how their body moves during games and exercise, then use that knowledge to play harder and stay healthy. It connects the "why" behind warming up, running, and stretching to what they actually do in gym class.	NJ-PE.2.1
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening to classmates, and working together during games and activities. The focus is on treating others fairly and making good choices when things get competitive or frustrating.	NJ-PE.3.1
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills like jumping, skipping, and throwing, then talk about how staying active makes them feel. The goal is to help students start choosing to move on their own, not just when told.	NJ-PE.4.1

Common Questions

What should students be able to do in PE by the end of the year?
Students should run, skip, hop, and gallop with control, and toss, catch, kick, and bounce a ball at a basic level. They should also follow directions during games, take turns, and play safely with classmates.
How can families support PE skills at home?
Spend ten minutes a day on simple active play. Toss a soft ball back and forth, balance on one foot while brushing teeth, or set up a hopping path with chalk or tape. Repetition matters more than fancy equipment.
My child seems clumsy compared to other kids. Should I worry?
At this age, coordination is still developing and there is a wide normal range. Daily active play helps far more than drills. If specific concerns come up, the PE teacher or pediatrician can offer guidance.
How should the year be sequenced?
Start with locomotor skills like running, skipping, and hopping while classroom routines are still being built. Move into ball-handling skills such as rolling, tossing, and catching in the middle of the year. Save partner games and small-group cooperation for once routines are solid.
Which skills usually need the most reteaching?
Skipping, galloping, and catching a tossed ball tend to lag behind running and throwing. Plan to revisit these every few weeks rather than treating them as one-and-done units. Short warm-up routines work well for this.
How do students learn to cooperate and play fairly?
Sharing equipment, taking turns, and using kind words during games are taught directly, not assumed. Short partner activities with clear rules build these habits faster than large group games early in the year.
What does mastery look like by the end of the year?
Students can name a few reasons movement is good for the body, pick activities they enjoy, and join in without needing constant reminders. They show basic control in common skills and can play a simple game with a partner.
How do families encourage a lifelong habit of being active?
Make movement part of normal family time. Walk to the park, dance in the kitchen, ride bikes on the weekend, or play tag in the yard. Students who see adults choosing to move are more likely to keep moving as they grow.