What does physical education look like in kindergarten?

Students learn the building blocks of movement: running, skipping, jumping, hopping, balancing, throwing, catching, and kicking. They also practice taking turns, following directions, and playing safely with classmates. Most of the year is active play with a purpose, not formal sports.

How can I help my child be more active at home?

Aim for at least 60 minutes of active play a day. Set up simple games in the yard or living room: hop to the mailbox, toss a soft ball into a laundry basket, balance on a line of tape. Short bursts throughout the day count.

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

At this age, big differences in coordination are normal. Some students are still figuring out how their arms and legs work together. Practice helps more than anything, so keep offering chances to run, climb, and throw without making it a test.

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

By June, most students can run without falling, jump with two feet, hop on one foot for a few steps, and toss and catch a large ball at close range. They can also follow simple game rules and play near others without bumping or grabbing.

How should I sequence motor skills across the year?

Start with locomotor skills like walking, running, and jumping in open space, then layer in balance and body control. Bring in throwing, catching, and kicking once students can stop and start on cue. Save partner and small-group games for the second half of the year.

Which skills usually need the most reteaching?

Skipping, galloping, and catching a tossed ball are the slowest to develop. Personal space and stopping on a signal also need constant practice. Build short warm-ups that revisit these skills two or three times a week instead of teaching them once and moving on.

How do I handle students who refuse to participate or get upset during games?

Give a clear, low-pressure entry point: a job like passing out cones, a solo version of the activity, or a watch-then-try option. Most refusal at this age is about feeling unsure, not defiance. Praise effort and small attempts rather than skill.

Does my child need special shoes or equipment for PE?

Sneakers that stay on and clothes students can move in are enough. No cleats, no sandals, and nothing with long ties or hoods that catch on equipment. A water bottle on PE days helps.

How do I know my child is ready for first grade PE?

Students are ready when they can follow two-step directions in a game, share equipment without a meltdown, and try a new skill without giving up after one miss. Steady effort matters more than being the fastest or the strongest.

What does a student learn in ?

Kindergarten is the year students learn that their body is something they can control on purpose. They practice the basics of moving: running, jumping, hopping, skipping, and rolling or kicking a ball toward a target. Students also learn how to share space safely, take turns, and follow simple directions during games. By spring, they can move through a group activity without bumping into others and play a simple game with a partner.

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

Source: Connecticut Connecticut 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 how to start, stop, and travel without bumping into classmates. They practice listening for signals and using gym equipment the safe way.
2
Running, hopping, and jumping
Students try out the big ways the body moves on its feet. They walk, run, hop, skip, and gallop across the floor and start to notice which moves feel easy and which take practice.
3
Throwing, catching, and kicking
Students use their hands and feet to send and receive balls and beanbags. They aim at targets, roll to a partner, and try to catch something coming toward them.
4
Playing and cooperating with classmates
Students join group games and partner activities. They learn to take turns, share equipment, follow simple rules, and cheer on classmates who are still learning a skill.
5
Healthy habits and active choices
Students notice how their body feels when it moves, like a faster heartbeat or warmer skin. They talk about why moving every day matters and 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

CT-PE.1.k

Students practice moving their bodies in different ways: running, jumping, balancing, and throwing or catching a ball. These early movement skills help students stay active as they grow.
Apply knowledge related to movement, performance

CT-PE.2.k

Students learn basic ideas about how their body moves and stays healthy, then use those ideas when they play and exercise. Knowing why to bend their knees when jumping or why running gets their heart beating faster helps them move better.
Develop social skills through movement, including respect for self and others…

CT-PE.3.k

Students practice getting along with others during physical activities. They take turns, listen to classmates, and follow group rules while moving and playing.
Develop personal skills, identify personal benefits of movement

CT-PE.4.k

Students practice basic movement skills like jumping and balancing, and begin to notice how being active makes them feel. The goal is to build habits around moving regularly that carry into everyday 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, and throwing or catching a ball. These early movement skills help students stay active as they grow.	CT-PE.1.k
Apply knowledge related to movement, performance	Students learn basic ideas about how their body moves and stays healthy, then use those ideas when they play and exercise. Knowing why to bend their knees when jumping or why running gets their heart beating faster helps them move better.	CT-PE.2.k
Develop social skills through movement, including respect for self and others…	Students practice getting along with others during physical activities. They take turns, listen to classmates, and follow group rules while moving and playing.	CT-PE.3.k
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills like jumping and balancing, and begin to notice how being active makes them feel. The goal is to build habits around moving regularly that carry into everyday life.	CT-PE.4.k

Physical Education

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

CT-PE.1.k

Students practice moving their bodies in different ways: running, jumping, balancing, and throwing or catching a ball. These early movement skills help students stay active as they grow.
Apply knowledge related to movement, performance

CT-PE.2.k

Students learn basic ideas about how their body moves and stays healthy, then use those ideas when they play and exercise. Knowing why to bend their knees when jumping or why running gets their heart beating faster helps them move better.
Develop social skills through movement, including respect for self and others…

CT-PE.3.k

Students practice getting along with others during physical activities. They take turns, listen to classmates, and follow group rules while moving and playing.
Develop personal skills, identify personal benefits of movement

CT-PE.4.k

Students practice basic movement skills like jumping and balancing, and begin to notice how being active makes them feel. The goal is to build habits around moving regularly that carry into everyday 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, and throwing or catching a ball. These early movement skills help students stay active as they grow.	CT-PE.1.k
Apply knowledge related to movement, performance	Students learn basic ideas about how their body moves and stays healthy, then use those ideas when they play and exercise. Knowing why to bend their knees when jumping or why running gets their heart beating faster helps them move better.	CT-PE.2.k
Develop social skills through movement, including respect for self and others…	Students practice getting along with others during physical activities. They take turns, listen to classmates, and follow group rules while moving and playing.	CT-PE.3.k
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills like jumping and balancing, and begin to notice how being active makes them feel. The goal is to build habits around moving regularly that carry into everyday life.	CT-PE.4.k

Common Questions

What does physical education look like in kindergarten?
Students learn the building blocks of movement: running, skipping, jumping, hopping, balancing, throwing, catching, and kicking. They also practice taking turns, following directions, and playing safely with classmates. Most of the year is active play with a purpose, not formal sports.
How can I help my child be more active at home?
Aim for at least 60 minutes of active play a day. Set up simple games in the yard or living room: hop to the mailbox, toss a soft ball into a laundry basket, balance on a line of tape. Short bursts throughout the day count.
My child seems clumsy compared to other kids. Should I be worried?
At this age, big differences in coordination are normal. Some students are still figuring out how their arms and legs work together. Practice helps more than anything, so keep offering chances to run, climb, and throw without making it a test.
What skills should students be able to do by the end of the year?
By June, most students can run without falling, jump with two feet, hop on one foot for a few steps, and toss and catch a large ball at close range. They can also follow simple game rules and play near others without bumping or grabbing.
How should I sequence motor skills across the year?
Start with locomotor skills like walking, running, and jumping in open space, then layer in balance and body control. Bring in throwing, catching, and kicking once students can stop and start on cue. Save partner and small-group games for the second half of the year.
Which skills usually need the most reteaching?
Skipping, galloping, and catching a tossed ball are the slowest to develop. Personal space and stopping on a signal also need constant practice. Build short warm-ups that revisit these skills two or three times a week instead of teaching them once and moving on.
How do I handle students who refuse to participate or get upset during games?
Give a clear, low-pressure entry point: a job like passing out cones, a solo version of the activity, or a watch-then-try option. Most refusal at this age is about feeling unsure, not defiance. Praise effort and small attempts rather than skill.
Does my child need special shoes or equipment for PE?
Sneakers that stay on and clothes students can move in are enough. No cleats, no sandals, and nothing with long ties or hoods that catch on equipment. A water bottle on PE days helps.
How do I know my child is ready for first grade PE?
Students are ready when they can follow two-step directions in a game, share equipment without a meltdown, and try a new skill without giving up after one miss. Steady effort matters more than being the fastest or the strongest.