What does physical education look like at this age?

Most of the year is about moving in lots of different ways. Students practice running, jumping, hopping, balancing, and skipping. They also learn to roll, throw, catch, and kick balls of different sizes. A lot of this happens through games and active play.

How can I help my child build these skills at home?

Give students time to move every day. Play catch with a soft ball, set up a simple obstacle course with pillows, or turn on music and dance. Ten or fifteen minutes of active play outside the house counts too. The variety matters more than the equipment.

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

Big differences are normal at this age. Some students grow into coordination later than others. Keep offering chances to run, climb, and play catch without pressure. If a real concern comes up, the pediatrician is the right person to ask.

How should I sequence motor skills across the year?

Start with locomotor skills like walking, running, and jumping, since students need those to play any game. Add non-locomotor skills like balancing and bending next. Save manipulative skills like throwing, catching, and kicking for later in the year, when students have steadier bodies to work from.

Which skills usually need the most reteaching?

Catching and skipping take the longest to develop. Many students can throw before they can catch, and most cannot skip on both feet until late in the year. Plan to revisit both skills in short bursts across multiple units rather than teaching them once.

How much of class time should be cooperative play?

Plan for social skills in almost every lesson. Students at this age are still learning to take turns, share equipment, and listen to a signal. Short partner activities and small group games build those habits faster than whole-class instruction.

Does my child need to be good at sports by the end of the year?

No. The goal is comfort with movement, not skill in any specific sport. Students should enjoy being active, try new movements without fear, and play with other children. That foundation matters far more than scoring goals or hitting a target.

How do I know if students are ready for the next year?

By spring, most students can run and stop with control, jump with two feet, balance on one foot for a few seconds, and throw a ball overhand. They can also follow a simple rule in a group game and take turns with equipment.

What does a student learn in ?

This is the year movement becomes its own kind of learning. Students practice big motions like running, hopping, and jumping, and try smaller skills like rolling, catching, and balancing. They learn to take turns, share space, and follow simple directions during games. By spring, students can move safely around a room, play a group game without bumping into friends, and name a few ways exercise helps the body.

Running and jumping
Balance
Catching and rolling
Taking turns
Following directions
Healthy habits

Source: Pennsylvania Pennsylvania Core 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 together
Students learn to move through a shared space without bumping into friends or furniture. They practice walking, running, and stopping when the teacher gives a signal.
2
Basic movement skills
Students try out the big ways bodies move: hopping, jumping, skipping, and galloping. They also bend, stretch, and balance in place.
3
Playing with balls and beanbags
Students roll, toss, catch, and kick with light equipment. Parents may notice better hand-eye coordination at home with balls and small toys.
4
Playing and sharing with others
Students take turns, follow simple game rules, and cheer on classmates. They practice listening to the teacher and working with a partner.
5
Active habits for life
Students notice how their bodies feel after moving, like a faster heartbeat or being out of breath. They start to see that being active is fun and good for them.

Mastery Learning Standards

The required skills a student should display by the end of Pre-Kindergarten.

Physical Education

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

PA-PE.1.pk

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. These early movement skills form the habits that keep kids active as they grow.
Apply knowledge related to movement, performance

PA-PE.2.pk

Students learn basic ideas about how bodies move and stay healthy, then put those ideas to use during physical activity. Think of it as connecting the "why" to the "what" in gym class.
Develop social skills through movement, including respect for self and others…

PA-PE.3.pk

Students practice taking turns, sharing space, and working with others during movement activities. They learn to follow group rules and treat classmates with respect.
Develop personal skills, identify personal benefits of movement

PA-PE.4.pk

Students practice basic movement skills and start to notice how moving their body feels good. This sets the habit of staying active for life.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. These early movement skills form the habits that keep kids active as they grow.	PA-PE.1.pk
Apply knowledge related to movement, performance	Students learn basic ideas about how bodies move and stay healthy, then put those ideas to use during physical activity. Think of it as connecting the "why" to the "what" in gym class.	PA-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice taking turns, sharing space, and working with others during movement activities. They learn to follow group rules and treat classmates with respect.	PA-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills and start to notice how moving their body feels good. This sets the habit of staying active for life.	PA-PE.4.pk

Physical Education

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

PA-PE.1.pk

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. These early movement skills form the habits that keep kids active as they grow.
Apply knowledge related to movement, performance

PA-PE.2.pk

Students learn basic ideas about how bodies move and stay healthy, then put those ideas to use during physical activity. Think of it as connecting the "why" to the "what" in gym class.
Develop social skills through movement, including respect for self and others…

PA-PE.3.pk

Students practice taking turns, sharing space, and working with others during movement activities. They learn to follow group rules and treat classmates with respect.
Develop personal skills, identify personal benefits of movement

PA-PE.4.pk

Students practice basic movement skills and start to notice how moving their body feels good. This sets the habit of staying active for life.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. These early movement skills form the habits that keep kids active as they grow.	PA-PE.1.pk
Apply knowledge related to movement, performance	Students learn basic ideas about how bodies move and stay healthy, then put those ideas to use during physical activity. Think of it as connecting the "why" to the "what" in gym class.	PA-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice taking turns, sharing space, and working with others during movement activities. They learn to follow group rules and treat classmates with respect.	PA-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills and start to notice how moving their body feels good. This sets the habit of staying active for life.	PA-PE.4.pk

Common Questions

What does physical education look like at this age?
Most of the year is about moving in lots of different ways. Students practice running, jumping, hopping, balancing, and skipping. They also learn to roll, throw, catch, and kick balls of different sizes. A lot of this happens through games and active play.
How can I help my child build these skills at home?
Give students time to move every day. Play catch with a soft ball, set up a simple obstacle course with pillows, or turn on music and dance. Ten or fifteen minutes of active play outside the house counts too. The variety matters more than the equipment.
My child seems clumsy compared to other kids. Should I worry?
Big differences are normal at this age. Some students grow into coordination later than others. Keep offering chances to run, climb, and play catch without pressure. If a real concern comes up, the pediatrician is the right person to ask.
How should I sequence motor skills across the year?
Start with locomotor skills like walking, running, and jumping, since students need those to play any game. Add non-locomotor skills like balancing and bending next. Save manipulative skills like throwing, catching, and kicking for later in the year, when students have steadier bodies to work from.
Which skills usually need the most reteaching?
Catching and skipping take the longest to develop. Many students can throw before they can catch, and most cannot skip on both feet until late in the year. Plan to revisit both skills in short bursts across multiple units rather than teaching them once.
How much of class time should be cooperative play?
Plan for social skills in almost every lesson. Students at this age are still learning to take turns, share equipment, and listen to a signal. Short partner activities and small group games build those habits faster than whole-class instruction.
Does my child need to be good at sports by the end of the year?
No. The goal is comfort with movement, not skill in any specific sport. Students should enjoy being active, try new movements without fear, and play with other children. That foundation matters far more than scoring goals or hitting a target.
How do I know if students are ready for the next year?
By spring, most students can run and stop with control, jump with two feet, balance on one foot for a few seconds, and throw a ball overhand. They can also follow a simple rule in a group game and take turns with equipment.