Moving with control
Students sharpen the basics like running, skipping, jumping, and catching. Parents will see steadier balance and smoother movement during games at recess and on the playground.
What does a student learn in
This is the year movement gets more deliberate. Students sharpen skills like throwing, catching, kicking, and jumping, then start using them in simple games with rules and teammates. They learn what regular activity does for their body and begin tracking habits like warming up and staying active. By spring, students can play a basic group game fairly, follow the rules, and explain why moving every day matters.
- Throwing and catching
- Movement skills
- Simple games
- Teamwork
- Fitness habits
- Healthy choices
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
Playing games and following rules
Students learn how to take turns, play fair, and work with a partner or small team. Parents may notice better sportsmanship after a tough loss or a close call.
- 3
Building strength and stamina
Students try activities that get the heart pumping and the muscles working. They start to notice how the body feels during exercise and why warm-ups matter.
- 4
Skills into real sports
Students put their movement skills together in simple versions of sports and group activities. They practice quick thinking, like where to pass or where to stand on the field.
- 5
Healthy habits for life
Students talk about why daily activity matters and how to find movement they enjoy. They start to see physical activity as something fun to keep doing outside of school.
Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Physical Education
| Standard | Definition | Code |
|---|---|---|
| Moving and controlling your body | Students practice running, jumping, throwing, and balancing so their bodies learn to move with control. The goal is to get comfortable with many different ways to move, not just one or two. | NY-PE.1.3 |
| How your body moves and why | Students learn how body position, speed, and space affect how well they move. They start using that thinking to make real choices during games and activities. | NY-PE.2.3 |
| Staying active and fit | Students practice staying active in ways that are good for their health, like running, jumping, or playing a game that gets their heart pumping. They learn why regular movement matters and how to keep it up on their own. | NY-PE.3.3 |
| Respect yourself and others in gym class | Students practice being a good sport and teammate: taking turns, following rules, and treating classmates with respect during games and activities. | NY-PE.4.3 |
| Why moving feels good | Students explain why being active matters, connecting exercise to feeling good, having fun, or working through a challenge. It's the "why move?" question put into words. | NY-PE.5.3 |
| Careers and resources in fitness and wellness | Students explore jobs in sports and fitness (like coaches or trainers) and learn how to use local parks, gyms, and community programs to stay active and healthy. | NY-PE.6.3 |
Common Questions
What does physical education look like at this age?
Students practice running, jumping, throwing, catching, kicking, and balancing in games and activities. They start using simple strategies, like spreading out on the field or aiming where a partner is not. Most of the year is about getting more coordinated and learning to play fairly with others.
How can families help build fitness at home?
Aim for an hour of active play most days. Walks, bike rides, tag in the yard, dancing in the living room, or playing catch all count. Students this age do better with short, fun bursts of movement than with long workouts.
What should a child be able to do by the end of the year?
By spring, students should run and dodge with control, throw and catch with a partner, jump rope for a stretch, and kick or strike a ball toward a target. They should also follow game rules, take turns, and keep moving during activity time without needing constant reminders.
How should the year be sequenced across units?
A common path is locomotor skills and spatial awareness in the fall, throwing and catching games in early winter, jump rope and fitness testing midyear, then striking and kicking units in spring. Mixing in cooperative games every few weeks keeps social skills sharp.
Which skills usually need the most reteaching?
Catching a ball with hands instead of trapping it against the chest, throwing with opposition, and striking a moving object all take extra practice. Plan to revisit these in short warm-ups across multiple units rather than teaching them once and moving on.
What if a child says they are bad at sports?
Focus on practice, not talent. Pick one skill, like catching a tennis ball or jumping rope, and spend five minutes a few nights a week working on it. Progress on one skill usually builds confidence in the rest.
How is fairness and good sportsmanship taught?
Use small groups, clear rules, and quick check-ins after games. Praise specific behavior, such as passing to a teammate who has not had a turn or shaking hands after a loss. Reteach expectations after holiday breaks, when routines tend to slip.
How do students learn about fitness and wellness?
Students start to notice why their heart beats faster, why they sweat, and which activities feel hardest. Short talks before or after activity, plus a simple fitness check a couple of times a year, help connect effort to how their body feels.
How do you know a student is ready for next year?
Look for students who can combine skills, like running and then throwing, or dribbling and then passing. They should also play simple games with light officiating, follow safety rules without prompts, and stay active for most of the class period.