What does Pre-K physical education actually look like?

It looks like a lot of running, jumping, hopping, skipping, throwing, catching, and kicking. Students also learn to share space safely, take turns, and follow simple directions during games. The goal is to build comfort and confidence with moving the body, not to win or compete.

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

Play simple movement games for ten minutes a day. Toss a soft ball back and forth, hop across the kitchen floor, balance on one foot while brushing teeth, or kick a ball in the yard. Daily movement matters more than fancy equipment.

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

Students should run, jump, and hop with reasonable balance, toss and catch a large ball at close range, and kick a ball that is sitting still. They should also be able to follow a simple game with a partner or small group without giving up after one try.

How do I sequence motor skills across the year?

Start with locomotor skills like walking, running, and jumping, since students need those to move safely in shared space. Add non-locomotor skills like balancing, twisting, and bending next. Save manipulative skills like throwing, catching, and kicking for later in the year, when body control is steadier.

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

Probably not. Motor skills develop on very different timelines at this age, and a few months of practice usually closes the gap. If a child still avoids running, climbing, or using both hands together by the end of the year, it is worth mentioning to the pediatrician.

Which skills usually need the most reteaching?

Catching, skipping, and anything that crosses the body midline tend to lag behind running and jumping. Plan to revisit catching with larger, slower balls throughout the year. Skipping often does not click until late in Pre-K or early kindergarten, so keep expectations realistic.

How do I know my child is ready for kindergarten PE?

A ready student can move through a gym without bumping into others, follow two-step directions in a game, and try again after missing a catch or losing a race. Cooperation with classmates matters as much as the physical skills themselves.

How much of class should be games versus skill practice?

At this age, almost everything works better as a game. Embed skill practice inside tag variations, animal walks, obstacle courses, and partner tosses. Short, frequent turns keep students engaged longer than drills.

What does a student learn in ?

This is the year bodies learn the basics of moving on purpose. Students practice running, jumping, hopping, and skipping, and they try out throwing, catching, and kicking with simple targets. They also learn how to share space, take turns, and listen during games. By spring, students can move safely around a playground, follow a few simple game rules, and join in active play without needing constant reminders.

Running and jumping
Throwing and catching
Taking turns
Following directions
Active play

Source: Vermont Common Core State 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 a group
Students learn how to move around a shared space without bumping into each other. They practice starting, stopping, and listening for directions during active play.
2
Running, jumping, and balancing
Students try out different ways their bodies can move. They run, hop, skip, balance on one foot, and stretch tall or curl small.
3
Throwing, catching, and kicking
Students start handling balls and beanbags. They roll, toss, catch, and kick with growing control, often working with a partner.
4
Playing and sharing with others
Students join simple games and group activities. They practice taking turns, following rules, and cheering on classmates.
5
Choosing to be active
Students notice how their bodies feel after moving, like a faster heartbeat or warm muscles. They start to see active play as something fun they want to do.

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

VT-PE.1.pk

Students practice basic ways of moving: running, jumping, balancing, and tossing or catching objects. These early movement skills build the physical confidence kids carry into sports and active play.
Apply knowledge related to movement, performance

VT-PE.2.pk

Students learn how their body works during movement, like why bending their knees helps them balance or why exercise makes them breathe faster. That understanding helps them join in games and activities with more confidence.
Develop social skills through movement, including respect for self and others…

VT-PE.3.pk

Students practice taking turns, sharing space, and working alongside classmates during movement activities. The focus is on being kind, listening, and behaving responsibly with others.
Develop personal skills, identify personal benefits of movement

VT-PE.4.pk

Students learn why moving their body feels good and start choosing to be active on their own. This is the beginning of a healthy habit they can carry through life.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice basic ways of moving: running, jumping, balancing, and tossing or catching objects. These early movement skills build the physical confidence kids carry into sports and active play.	VT-PE.1.pk
Apply knowledge related to movement, performance	Students learn how their body works during movement, like why bending their knees helps them balance or why exercise makes them breathe faster. That understanding helps them join in games and activities with more confidence.	VT-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice taking turns, sharing space, and working alongside classmates during movement activities. The focus is on being kind, listening, and behaving responsibly with others.	VT-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students learn why moving their body feels good and start choosing to be active on their own. This is the beginning of a healthy habit they can carry through life.	VT-PE.4.pk

Physical Education

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

VT-PE.1.pk

Students practice basic ways of moving: running, jumping, balancing, and tossing or catching objects. These early movement skills build the physical confidence kids carry into sports and active play.
Apply knowledge related to movement, performance

VT-PE.2.pk

Students learn how their body works during movement, like why bending their knees helps them balance or why exercise makes them breathe faster. That understanding helps them join in games and activities with more confidence.
Develop social skills through movement, including respect for self and others…

VT-PE.3.pk

Students practice taking turns, sharing space, and working alongside classmates during movement activities. The focus is on being kind, listening, and behaving responsibly with others.
Develop personal skills, identify personal benefits of movement

VT-PE.4.pk

Students learn why moving their body feels good and start choosing to be active on their own. This is the beginning of a healthy habit they can carry through life.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice basic ways of moving: running, jumping, balancing, and tossing or catching objects. These early movement skills build the physical confidence kids carry into sports and active play.	VT-PE.1.pk
Apply knowledge related to movement, performance	Students learn how their body works during movement, like why bending their knees helps them balance or why exercise makes them breathe faster. That understanding helps them join in games and activities with more confidence.	VT-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice taking turns, sharing space, and working alongside classmates during movement activities. The focus is on being kind, listening, and behaving responsibly with others.	VT-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students learn why moving their body feels good and start choosing to be active on their own. This is the beginning of a healthy habit they can carry through life.	VT-PE.4.pk

Common Questions

What does Pre-K physical education actually look like?
It looks like a lot of running, jumping, hopping, skipping, throwing, catching, and kicking. Students also learn to share space safely, take turns, and follow simple directions during games. The goal is to build comfort and confidence with moving the body, not to win or compete.
How can I help my child build these skills at home?
Play simple movement games for ten minutes a day. Toss a soft ball back and forth, hop across the kitchen floor, balance on one foot while brushing teeth, or kick a ball in the yard. Daily movement matters more than fancy equipment.
What should students be able to do by the end of the year?
Students should run, jump, and hop with reasonable balance, toss and catch a large ball at close range, and kick a ball that is sitting still. They should also be able to follow a simple game with a partner or small group without giving up after one try.
How do I sequence motor skills across the year?
Start with locomotor skills like walking, running, and jumping, since students need those to move safely in shared space. Add non-locomotor skills like balancing, twisting, and bending next. Save manipulative skills like throwing, catching, and kicking for later in the year, when body control is steadier.
My child seems clumsy compared to other kids. Should I worry?
Probably not. Motor skills develop on very different timelines at this age, and a few months of practice usually closes the gap. If a child still avoids running, climbing, or using both hands together by the end of the year, it is worth mentioning to the pediatrician.
Which skills usually need the most reteaching?
Catching, skipping, and anything that crosses the body midline tend to lag behind running and jumping. Plan to revisit catching with larger, slower balls throughout the year. Skipping often does not click until late in Pre-K or early kindergarten, so keep expectations realistic.
How do I know my child is ready for kindergarten PE?
A ready student can move through a gym without bumping into others, follow two-step directions in a game, and try again after missing a catch or losing a race. Cooperation with classmates matters as much as the physical skills themselves.
How much of class should be games versus skill practice?
At this age, almost everything works better as a game. Embed skill practice inside tag variations, animal walks, obstacle courses, and partner tosses. Short, frequent turns keep students engaged longer than drills.