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

Students should be able to run, hop, skip, gallop, and jump with reasonable control. They should also be able to toss, catch, kick, and bounce a ball at a basic level, and follow simple movement directions like stop, go, fast, and slow.

How can families practice these skills at home?

Short bursts of active play do the work. Set up a hallway hop, a backyard ball toss, or a kitchen dance break for ten minutes a day. Anything that gets students moving, balancing, throwing, or catching counts as practice.

What if a student seems clumsy or behind in movement?

At this age, big gaps in coordination are normal and usually close with practice. Focus on fun, low-pressure activities like balloon volleys, walking on a line of tape, or stepping over pillows. Avoid drills that feel like a test.

How should the year be sequenced?

Start with locomotor skills like walking, running, and jumping in open space, since they build body awareness and class routines. Move into non-locomotor skills such as balancing and twisting, then layer in manipulative skills with beanbags and large balls once students can share space safely.

Which skills usually need the most reteaching?

Skipping, galloping, and catching tend to lag behind running and jumping. Plan to revisit these in short doses across the year rather than teaching them once. Underhand tossing with a beanbag is often easier to build than catching, so lead with that.

How much does social behavior matter at this grade?

A lot. Sharing equipment, taking turns, and stopping on a signal are part of the grade-level work, not just classroom management. Build short cooperative games early so students learn to play near and with each other before games get competitive.

Does fitness vocabulary really belong in kindergarten PE?

Yes, in simple terms. Students should notice when their heart beats faster, when they feel out of breath, and when muscles feel tired. Naming these out loud during activity is enough at this stage.

How do families know a student is ready for first grade PE?

Students should move confidently in a group without bumping into others, follow two-step movement directions, and try new activities without giving up quickly. Being willing to keep trying after a missed catch or a fall matters more than perfect form.

What does a student learn in ?

This is the year students learn that their bodies can do a lot of different things on purpose. Students practice running, hopping, skipping, balancing, and throwing and catching a ball. They start to follow directions in a group, take turns, and play fairly with classmates. By spring, students can move safely around a gym, play a simple game with others, and name a few ways that being active feels good.

Running and hopping
Throwing and catching
Balance
Taking turns
Following directions
Active play

Source: Rhode Island Rhode Island 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 in shared space
Students learn to walk, run, and stop without bumping into classmates. They practice listening for signals and following directions during active games.
2
Balancing and body control
Students try standing on one foot, twisting, bending, and freezing in different shapes. Parents may see better balance and steadier movement at the playground.
3
Throwing, catching, and kicking
Students practice tossing, rolling, catching, and kicking with balls and beanbags. The goal is comfort with the basics, not accuracy.
4
Playing fair with classmates
Students take turns, share equipment, and cheer on partners during simple games. They learn what good sportsmanship looks like in a gym.
5
Building healthy habits
Students notice their heart beating faster after running and learn why moving every day feels good. They start to pick activities they enjoy.

Mastery Learning Standards

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

Physical Education

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

RI-PE.1.k

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. These are the building blocks for staying active and joining in games and sports as they grow.
Apply knowledge related to movement, performance

RI-PE.2.k

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during physical activity. They practice skills like balancing, running, and jumping with purpose, not just for fun.
Develop social skills through movement, including respect for self and others…

RI-PE.3.k

Students practice taking turns, listening to classmates, and working together during movement activities. Games and group exercises build the habits of getting along that carry into every part of school.
Develop personal skills, identify personal benefits of movement

RI-PE.4.k

Students learn that moving their body every day feels good and builds healthy habits. They practice basic skills and start choosing activities they enjoy.

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 are the building blocks for staying active and joining in games and sports as they grow.	RI-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 physical activity. They practice skills like balancing, running, and jumping with purpose, not just for fun.	RI-PE.2.k
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening to classmates, and working together during movement activities. Games and group exercises build the habits of getting along that carry into every part of school.	RI-PE.3.k
Develop personal skills, identify personal benefits of movement	Students learn that moving their body every day feels good and builds healthy habits. They practice basic skills and start choosing activities they enjoy.	RI-PE.4.k

Physical Education

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

RI-PE.1.k

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. These are the building blocks for staying active and joining in games and sports as they grow.
Apply knowledge related to movement, performance

RI-PE.2.k

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during physical activity. They practice skills like balancing, running, and jumping with purpose, not just for fun.
Develop social skills through movement, including respect for self and others…

RI-PE.3.k

Students practice taking turns, listening to classmates, and working together during movement activities. Games and group exercises build the habits of getting along that carry into every part of school.
Develop personal skills, identify personal benefits of movement

RI-PE.4.k

Students learn that moving their body every day feels good and builds healthy habits. They practice basic skills and start choosing activities they enjoy.

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 are the building blocks for staying active and joining in games and sports as they grow.	RI-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 physical activity. They practice skills like balancing, running, and jumping with purpose, not just for fun.	RI-PE.2.k
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening to classmates, and working together during movement activities. Games and group exercises build the habits of getting along that carry into every part of school.	RI-PE.3.k
Develop personal skills, identify personal benefits of movement	Students learn that moving their body every day feels good and builds healthy habits. They practice basic skills and start choosing activities they enjoy.	RI-PE.4.k

Common Questions

What should students be able to do in PE by the end of the year?
Students should be able to run, hop, skip, gallop, and jump with reasonable control. They should also be able to toss, catch, kick, and bounce a ball at a basic level, and follow simple movement directions like stop, go, fast, and slow.
How can families practice these skills at home?
Short bursts of active play do the work. Set up a hallway hop, a backyard ball toss, or a kitchen dance break for ten minutes a day. Anything that gets students moving, balancing, throwing, or catching counts as practice.
What if a student seems clumsy or behind in movement?
At this age, big gaps in coordination are normal and usually close with practice. Focus on fun, low-pressure activities like balloon volleys, walking on a line of tape, or stepping over pillows. Avoid drills that feel like a test.
How should the year be sequenced?
Start with locomotor skills like walking, running, and jumping in open space, since they build body awareness and class routines. Move into non-locomotor skills such as balancing and twisting, then layer in manipulative skills with beanbags and large balls once students can share space safely.
Which skills usually need the most reteaching?
Skipping, galloping, and catching tend to lag behind running and jumping. Plan to revisit these in short doses across the year rather than teaching them once. Underhand tossing with a beanbag is often easier to build than catching, so lead with that.
How much does social behavior matter at this grade?
A lot. Sharing equipment, taking turns, and stopping on a signal are part of the grade-level work, not just classroom management. Build short cooperative games early so students learn to play near and with each other before games get competitive.
Does fitness vocabulary really belong in kindergarten PE?
Yes, in simple terms. Students should notice when their heart beats faster, when they feel out of breath, and when muscles feel tired. Naming these out loud during activity is enough at this stage.
How do families know a student is ready for first grade PE?
Students should move confidently in a group without bumping into others, follow two-step movement directions, and try new activities without giving up quickly. Being willing to keep trying after a missed catch or a fall matters more than perfect form.