What does physical education look like this year?

Students get better at running, jumping, skipping, throwing, catching, kicking, and dribbling. They learn how their body moves and why exercise matters. They also practice playing fair, taking turns, and working with a partner or small group.

How can families support physical activity at home?

Aim for an hour of active play most days. Toss a ball in the yard, take a walk after dinner, or put on music and dance. The goal is moving and having fun, not drilling skills.

My child says they are not good at sports. How do I help?

Skills at this age are still developing, so keep it low pressure. Practice one thing at a time, like catching a soft ball from a few feet away, and add distance as it gets easier. Praise effort and small wins instead of comparing students to siblings or classmates.

What motor skills should students have by the end of the year?

Students should run, hop, skip, and gallop with control. They should throw and catch a ball, kick a moving ball, and dribble with hands and feet at a basic level. Movements should look smoother and more coordinated than they did in second grade.

How should units be sequenced across the year?

A common arc starts with locomotor skills and personal space, moves into manipulative skills like throwing, catching, and kicking, then builds into small-sided games and cooperative challenges. Fitness concepts and social skills can be woven into every unit rather than taught as a separate block.

What fitness ideas should students understand?

Students should know that exercise makes the heart and lungs stronger, that warming up gets the body ready, and that stretching helps muscles. They should be able to find their pulse and notice when their breathing speeds up during activity.

Which skills usually need the most reteaching?

Catching with hands only (not trapping against the chest), overhand throwing with opposition, and dribbling with the non-dominant hand or foot tend to lag. Sharing space safely during fast-moving games is the other common sticking point. Plan short skill stations to revisit these throughout the year.

How do I know students are ready for fourth grade PE?

They can combine skills in a simple game, like dribbling and then passing to a partner. They follow rules, accept calls they disagree with, and cooperate in small groups without an adult standing over them. They can also name one or two activities they enjoy and would do on their own.

What if my child does not like team sports?

Team sports are only one path. Biking, swimming, dance, martial arts, hiking, and playground games all build the same skills and habits. Help students find one or two active things they actually look forward to.

What does a student learn in ?

This is the year gym class shifts from learning single moves to combining them in real games and routines. Students skip, dodge, throw, catch, and jump rope with more control, and they start using simple strategies during team play. They also learn to cooperate, take turns, and play fairly when things get competitive. By spring, students can follow the rules of a small-sided game and explain why regular exercise keeps the body healthy.

Motor skills
Team games
Fitness basics
Cooperation
Healthy habits

Source: New Jersey New Jersey Student Learning 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 with control
Students practice the basics of moving safely in shared space. They work on running, skipping, jumping, and stopping with better balance and body control.
2
Throwing, catching, and kicking
Students build hand and foot skills with balls and other equipment. Parents may see steadier catches, more accurate throws, and kicks aimed at a target.
3
Playing fair with others
Students join small group games and learn how to take turns, share equipment, and include classmates. They practice settling disagreements without shutting down the game.
4
Fitness and healthy habits
Students learn why their heart beats faster during activity and how movement keeps the body strong. They try different activities and start noticing which ones they enjoy outside of school.

Mastery Learning Standards

The required skills a student should display by the end of Grade 3.

Physical Education

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

NJ-PE.1.3

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills early makes it easier to stay active in sports and games throughout life.
Apply knowledge related to movement, performance

NJ-PE.2.3

Students connect what they know about how their body works to how they move, practice skills, and stay active. They use that understanding to take part in activities with more control and purpose.
Develop social skills through movement, including respect for self and others…

NJ-PE.3.3

Students practice getting along with classmates during games and movement activities. That means taking turns, listening, and treating others the way they want to be treated.
Develop personal skills, identify personal benefits of movement

NJ-PE.4.3

Students practice movement skills and start to notice how being active makes them feel. They begin making choices about physical activity that they can keep up for 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, throwing, and catching. Building these skills early makes it easier to stay active in sports and games throughout life.	NJ-PE.1.3
Apply knowledge related to movement, performance	Students connect what they know about how their body works to how they move, practice skills, and stay active. They use that understanding to take part in activities with more control and purpose.	NJ-PE.2.3
Develop social skills through movement, including respect for self and others…	Students practice getting along with classmates during games and movement activities. That means taking turns, listening, and treating others the way they want to be treated.	NJ-PE.3.3
Develop personal skills, identify personal benefits of movement	Students practice movement skills and start to notice how being active makes them feel. They begin making choices about physical activity that they can keep up for life.	NJ-PE.4.3

Physical Education

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

NJ-PE.1.3

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills early makes it easier to stay active in sports and games throughout life.
Apply knowledge related to movement, performance

NJ-PE.2.3

Students connect what they know about how their body works to how they move, practice skills, and stay active. They use that understanding to take part in activities with more control and purpose.
Develop social skills through movement, including respect for self and others…

NJ-PE.3.3

Students practice getting along with classmates during games and movement activities. That means taking turns, listening, and treating others the way they want to be treated.
Develop personal skills, identify personal benefits of movement

NJ-PE.4.3

Students practice movement skills and start to notice how being active makes them feel. They begin making choices about physical activity that they can keep up for 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, throwing, and catching. Building these skills early makes it easier to stay active in sports and games throughout life.	NJ-PE.1.3
Apply knowledge related to movement, performance	Students connect what they know about how their body works to how they move, practice skills, and stay active. They use that understanding to take part in activities with more control and purpose.	NJ-PE.2.3
Develop social skills through movement, including respect for self and others…	Students practice getting along with classmates during games and movement activities. That means taking turns, listening, and treating others the way they want to be treated.	NJ-PE.3.3
Develop personal skills, identify personal benefits of movement	Students practice movement skills and start to notice how being active makes them feel. They begin making choices about physical activity that they can keep up for life.	NJ-PE.4.3

Common Questions

What does physical education look like this year?
Students get better at running, jumping, skipping, throwing, catching, kicking, and dribbling. They learn how their body moves and why exercise matters. They also practice playing fair, taking turns, and working with a partner or small group.
How can families support physical activity at home?
Aim for an hour of active play most days. Toss a ball in the yard, take a walk after dinner, or put on music and dance. The goal is moving and having fun, not drilling skills.
My child says they are not good at sports. How do I help?
Skills at this age are still developing, so keep it low pressure. Practice one thing at a time, like catching a soft ball from a few feet away, and add distance as it gets easier. Praise effort and small wins instead of comparing students to siblings or classmates.
What motor skills should students have by the end of the year?
Students should run, hop, skip, and gallop with control. They should throw and catch a ball, kick a moving ball, and dribble with hands and feet at a basic level. Movements should look smoother and more coordinated than they did in second grade.
How should units be sequenced across the year?
A common arc starts with locomotor skills and personal space, moves into manipulative skills like throwing, catching, and kicking, then builds into small-sided games and cooperative challenges. Fitness concepts and social skills can be woven into every unit rather than taught as a separate block.
What fitness ideas should students understand?
Students should know that exercise makes the heart and lungs stronger, that warming up gets the body ready, and that stretching helps muscles. They should be able to find their pulse and notice when their breathing speeds up during activity.
Which skills usually need the most reteaching?
Catching with hands only (not trapping against the chest), overhand throwing with opposition, and dribbling with the non-dominant hand or foot tend to lag. Sharing space safely during fast-moving games is the other common sticking point. Plan short skill stations to revisit these throughout the year.
How do I know students are ready for fourth grade PE?
They can combine skills in a simple game, like dribbling and then passing to a partner. They follow rules, accept calls they disagree with, and cooperate in small groups without an adult standing over them. They can also name one or two activities they enjoy and would do on their own.
What if my child does not like team sports?
Team sports are only one path. Biking, swimming, dance, martial arts, hiking, and playground games all build the same skills and habits. Help students find one or two active things they actually look forward to.