What does a year of PE look like at this age?

Students practice running, jumping, throwing, catching, kicking, and striking across games and fitness activities. They learn the rules of common sports, work on teamwork, and start tracking their own fitness. The goal is building habits that lead to an active life, not picking one sport.

How can I support physical activity at home?

Aim for 60 minutes of movement most days. A walk after dinner, shooting hoops in the driveway, or a bike ride all count. Let students pick the activity when possible so they build a habit they actually enjoy.

My child says they are bad at sports. What should I do?

Focus on effort and improvement, not winning. Play catch, kick a ball around, or try a new activity together so practice feels low-pressure. Most skills at this age improve quickly with regular, friendly practice.

How should I sequence units across the year?

A common rhythm is fitness concepts early, then invasion games like soccer and basketball, net and wall games like volleyball, target and striking activities, and a personal fitness unit to close. Revisit cooperative and individual activities throughout so students who dislike team sports stay engaged.

Which skills usually need the most reteaching?

Overhand throwing mechanics, striking with an implement, and pacing during sustained activity tend to need the most work. Many students also need direct instruction on game rules and positioning, since prior exposure varies a lot.

How do I handle students with very different fitness levels?

Offer choice in intensity and modify rules so everyone gets meaningful practice. Track personal improvement rather than absolute scores on fitness assessments. Pair students thoughtfully so stronger movers help rather than dominate.

What does mastery look like by the end of the year?

Students should move confidently in several sports, apply basic strategy in games, and explain how warm-ups, heart rate, and rest affect performance. They should also cooperate with teammates, follow rules, and set a simple personal fitness goal.

How do I know my child is ready for the next grade in PE?

Students should be able to join a game without being lost, take feedback without shutting down, and stay active for sustained periods without quitting. Comfort with a few different sports matters more than being great at any one.

What does a student learn in ?

This is the year P.E. shifts from playing games to understanding why the body moves the way it does. Students practice skills like throwing, kicking, and dribbling in real game situations, and they start tracking their own fitness. Working with teammates becomes a bigger focus, including handling wins, losses, and disagreements. By spring, students can explain how a workout improves strength or endurance and set a simple fitness goal for themselves.

Motor skills
Fitness concepts
Teamwork
Goal setting
Healthy habits

Source: Florida B.E.S.T. 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
Movement skills and safety
Students start the year refreshing how they run, jump, throw, catch, and balance. They learn gym rules, warm-ups, and how to move safely around classmates during games and drills.
2
Team games and cooperation
Students practice passing, dribbling, and striking through team sports and small group games. They work on taking turns, following rules, and supporting teammates who are still learning a skill.
3
Fitness and healthy habits
Students check their own fitness in areas like endurance, strength, and flexibility. They learn how heart rate, breathing, and rest connect to staying healthy, and they set small personal goals.
4
Lifelong activity choices
Students try a wider mix of activities, from dance to fitness circuits to individual sports. They reflect on what they enjoy and how to keep moving outside of school.

Mastery Learning Standards

The required skills a student should display by the end of Grade 6.

Physical Education

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

FL-PE.1.6

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives them a base for sports, games, and staying active as they get older.
Apply knowledge related to movement, performance

FL-PE.2.6

Students connect what they know about how the body moves and stays fit to make smarter choices during physical activity. This means understanding why warm-ups matter, how effort affects performance, and how to adjust when something isn't working.
Develop social skills through movement, including respect for self and others…

FL-PE.3.6

Students practice getting along during physical activity: listening to teammates, taking turns, solving disagreements calmly, and following the rules even when the game gets competitive.
Develop personal skills, identify personal benefits of movement

FL-PE.4.6

Students reflect on why moving regularly feels good and matters long-term, then make their own choices about staying active. The focus is on building habits that hold up outside of school, not just passing a fitness test.

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. Building these skills gives them a base for sports, games, and staying active as they get older.	FL-PE.1.6
Apply knowledge related to movement, performance	Students connect what they know about how the body moves and stays fit to make smarter choices during physical activity. This means understanding why warm-ups matter, how effort affects performance, and how to adjust when something isn't working.	FL-PE.2.6
Develop social skills through movement, including respect for self and others…	Students practice getting along during physical activity: listening to teammates, taking turns, solving disagreements calmly, and following the rules even when the game gets competitive.	FL-PE.3.6
Develop personal skills, identify personal benefits of movement	Students reflect on why moving regularly feels good and matters long-term, then make their own choices about staying active. The focus is on building habits that hold up outside of school, not just passing a fitness test.	FL-PE.4.6

Physical Education

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

FL-PE.1.6

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives them a base for sports, games, and staying active as they get older.
Apply knowledge related to movement, performance

FL-PE.2.6

Students connect what they know about how the body moves and stays fit to make smarter choices during physical activity. This means understanding why warm-ups matter, how effort affects performance, and how to adjust when something isn't working.
Develop social skills through movement, including respect for self and others…

FL-PE.3.6

Students practice getting along during physical activity: listening to teammates, taking turns, solving disagreements calmly, and following the rules even when the game gets competitive.
Develop personal skills, identify personal benefits of movement

FL-PE.4.6

Students reflect on why moving regularly feels good and matters long-term, then make their own choices about staying active. The focus is on building habits that hold up outside of school, not just passing a fitness test.

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. Building these skills gives them a base for sports, games, and staying active as they get older.	FL-PE.1.6
Apply knowledge related to movement, performance	Students connect what they know about how the body moves and stays fit to make smarter choices during physical activity. This means understanding why warm-ups matter, how effort affects performance, and how to adjust when something isn't working.	FL-PE.2.6
Develop social skills through movement, including respect for self and others…	Students practice getting along during physical activity: listening to teammates, taking turns, solving disagreements calmly, and following the rules even when the game gets competitive.	FL-PE.3.6
Develop personal skills, identify personal benefits of movement	Students reflect on why moving regularly feels good and matters long-term, then make their own choices about staying active. The focus is on building habits that hold up outside of school, not just passing a fitness test.	FL-PE.4.6

Common Questions

What does a year of PE look like at this age?
Students practice running, jumping, throwing, catching, kicking, and striking across games and fitness activities. They learn the rules of common sports, work on teamwork, and start tracking their own fitness. The goal is building habits that lead to an active life, not picking one sport.
How can I support physical activity at home?
Aim for 60 minutes of movement most days. A walk after dinner, shooting hoops in the driveway, or a bike ride all count. Let students pick the activity when possible so they build a habit they actually enjoy.
My child says they are bad at sports. What should I do?
Focus on effort and improvement, not winning. Play catch, kick a ball around, or try a new activity together so practice feels low-pressure. Most skills at this age improve quickly with regular, friendly practice.
How should I sequence units across the year?
A common rhythm is fitness concepts early, then invasion games like soccer and basketball, net and wall games like volleyball, target and striking activities, and a personal fitness unit to close. Revisit cooperative and individual activities throughout so students who dislike team sports stay engaged.
Which skills usually need the most reteaching?
Overhand throwing mechanics, striking with an implement, and pacing during sustained activity tend to need the most work. Many students also need direct instruction on game rules and positioning, since prior exposure varies a lot.
How do I handle students with very different fitness levels?
Offer choice in intensity and modify rules so everyone gets meaningful practice. Track personal improvement rather than absolute scores on fitness assessments. Pair students thoughtfully so stronger movers help rather than dominate.
What does mastery look like by the end of the year?
Students should move confidently in several sports, apply basic strategy in games, and explain how warm-ups, heart rate, and rest affect performance. They should also cooperate with teammates, follow rules, and set a simple personal fitness goal.
How do I know my child is ready for the next grade in PE?
Students should be able to join a game without being lost, take feedback without shutting down, and stay active for sustained periods without quitting. Comfort with a few different sports matters more than being great at any one.