Moving safely in shared space
Students learn how to move around a gym or playground without bumping into others. They practice starting, stopping, and following simple directions from a teacher.
What does a student learn in
This is the year movement becomes its own subject. Students learn to run, hop, skip, and gallop with better balance, and they practice tossing, catching, and kicking a ball without losing control. They also learn how to share space safely, take turns, and follow simple directions during games. By spring, students can move around the gym without bumping into others and play a basic group game without sitting out.
- Running and hopping
- Throwing and catching
- Balance
- Following directions
- Taking turns
- Active play
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
Running, jumping, and balancing
Students build the basic ways bodies move. They run, hop, skip, gallop, and try to balance on one foot or freeze in a shape.
- 3
Throwing, catching, and kicking
Students start working with balls and beanbags. They practice tossing underhand, catching with two hands, and kicking a ball toward a target.
- 4
Playing and getting along
Students join simple games and group activities. They practice taking turns, sharing equipment, listening to a partner, and cheering classmates on.
- 5
Why moving feels good
Students notice what their bodies do during activity, like a faster heartbeat or warmer skin. They talk about why running around and playing helps them feel strong and happy.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Physical Education
Physical Education
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Develop a variety of motor skills, including locomotor, non-locomotor
Students practice basic ways to move their bodies: running, jumping, balancing, and throwing or catching. Building these skills early helps them stay active as they grow.
-
Apply knowledge related to movement, performance
Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during games and activities.
-
Develop social skills through movement, including respect for self and others…
Students practice getting along during movement activities. They take turns, follow group rules, and treat classmates with respect.
-
Develop personal skills, identify personal benefits of movement
Students practice basic movement skills like jumping, stretching, and balancing, then talk about why moving feels good. The goal is building the habit of staying active.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor | Students practice basic ways to move their bodies: running, jumping, balancing, and throwing or catching. Building these skills early helps them stay active as they grow. | OH-PE.1.k |
| Apply knowledge related to movement, performance | Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during games and activities. | OH-PE.2.k |
| Develop social skills through movement, including respect for self and others… | Students practice getting along during movement activities. They take turns, follow group rules, and treat classmates with respect. | OH-PE.3.k |
| Develop personal skills, identify personal benefits of movement | Students practice basic movement skills like jumping, stretching, and balancing, then talk about why moving feels good. The goal is building the habit of staying active. | OH-PE.4.k |
Common Questions
What does PE look like at this age?
Students spend most of class moving. They practice running, hopping, skipping, and galloping, along with throwing, catching, kicking, and bouncing balls. They also learn to share space safely, follow directions, and take turns with classmates.
How can I help my child build these skills at home?
Ten minutes of active play most days is plenty. Roll a ball back and forth, play tag in the yard, hop on one foot, or toss a soft ball into a laundry basket. The goal is steady practice, not perfection.
My child seems clumsy compared to friends. Should I worry?
Most students this age are still figuring out how their bodies work. Catching, skipping, and balancing improve a lot with simple daily play. If a student avoids movement entirely or seems to be falling far behind after a year of practice, mention it to the teacher or pediatrician.
How should I sequence motor skills across the year?
Start with locomotor basics like walking, running, and jumping in open space, then layer in non-locomotor skills like bending, twisting, and balancing. Introduce manipulative skills last, beginning with rolling and bouncing before moving to throwing, catching, and kicking. Revisit earlier skills often in warm-ups.
Which skills usually need the most reteaching?
Skipping, catching a tossed ball, and kicking a moving ball trip up the most students. Galloping with the non-dominant foot leading is also tricky. Build short stations that isolate these skills and revisit them every few weeks rather than expecting mastery the first time.
How do I handle students with very different skill levels in one class?
Offer two or three versions of the same task. For catching, some students can use a scarf, some a beach ball, and some a playground ball. Same skill, same lesson, different challenge.
What does the end of the year look like?
Students should be able to run, jump, hop, and gallop without falling, toss and catch a large ball at short distances, and kick a ball forward. They should also know how to share equipment, follow safety rules, and name one reason moving feels good.
Does my child need special equipment or sports lessons?
No. A playground ball, some sidewalk chalk, and open space cover almost everything. Organized sports are fine if a student enjoys them, but unstructured active play builds these skills just as well.