Moving safely together
Students learn how to use their bodies in a shared space. They walk, stop, and follow simple directions without bumping into classmates or the wall.
What does a student learn in
This is the year bodies learn to move with a little more control. Students practice running, jumping, hopping, and balancing without bumping into each other. They start to take turns, follow simple directions, and notice that moving around feels good. By spring, students can run, stop, and change direction on cue and play a simple group game without losing track of the rules.
- Running and jumping
- Balance
- Following directions
- Taking turns
- Active play
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
Running, jumping, and balancing
Students practice the big movements that build strong bodies. They run, hop, gallop, and balance on one foot, getting steadier each week.
- 3
Throwing, catching, and kicking
Students start working with balls and beanbags. They roll, toss, catch, and kick toward a target, learning what their hands and feet can do.
- 4
Playing and taking turns
Students join simple games with classmates. They take turns, follow the rules, and notice that moving their bodies feels good and is part of staying healthy.
Mastery Learning Standards
The required skills a student should display by the end of Pre-Kindergarten.
Physical Education
| Standard | Definition | Code |
|---|---|---|
| Moving and controlling your body | Students practice basic ways of moving their body: walking, jumping, throwing, and balancing. The goal is to get comfortable with many different movements, not just one or two. | NY-PE.1.pk |
| How your body moves and why | Students learn basic words for how their body moves, like fast or slow, high or low, and use those ideas to move with more control during games and activities. | NY-PE.2.pk |
| Staying active and healthy | Moving the body through play, running, and active games builds the habits that keep kids healthy. Students learn what their bodies can do and practice staying active throughout the day. | NY-PE.3.pk |
| Respecting yourself and others in gym class | Students practice taking turns, following directions, and treating classmates with kindness during physical activities. The focus is on being safe, respectful, and ready to participate. | NY-PE.4.pk |
| Why moving feels good | Moving your body feels good and helps you stay healthy. Students learn to notice how running, dancing, and playing make them feel strong, happy, and connected to others. | NY-PE.5.pk |
| Staying active and healthy in our community | Students begin to notice that some people, like coaches and gym teachers, have jobs that help others stay active and healthy. | NY-PE.6.pk |
Common Questions
What does physical education look like at this age?
Students practice the building blocks of movement: running, jumping, hopping, skipping, throwing, catching, and balancing. They also learn to take turns, share space, and follow simple directions during games. Most of the learning happens through play, not drills.
How can I help my child stay active at home?
Aim for short bursts of active play every day. Toss a soft ball back and forth, set up a pillow obstacle course, dance to music, or walk to the park. Ten to fifteen minutes of movement, a few times a day, adds up.
My child seems clumsy compared to other kids. Should I worry?
At this age, big differences in coordination are normal. Skills like catching and balancing develop on their own timeline. Keep offering chances to practice without pressure, and check in with the pediatrician if balance or walking concerns persist.
How should motor skills be sequenced across the year?
Start with locomotor basics like walking, running, and jumping in open space. Add object control later, such as rolling, tossing, and catching a large ball. Save more complex skills like skipping and one-handed throws for the back half of the year.
Which skills usually need the most reteaching?
Catching a ball, skipping, and galloping take the longest to develop. Sharing equipment and waiting for a turn also need steady practice. Plan to revisit these throughout the year rather than teaching them once and moving on.
Do students need to be in great shape by the end of the year?
No. The goal is steady, enjoyable activity, not fitness benchmarks. Students should be able to play actively for stretches of time, recognize when their heart is beating fast, and understand that moving their body feels good.
How will I know students are ready for kindergarten PE?
By spring, students should run and stop with control, jump with two feet, toss and catch a large ball at close range, and follow two-step movement directions. They should also play alongside classmates without constant adult prompting.
What about behavior and social skills during PE?
A big part of this year is learning to share space safely, keep hands to self, and listen for stop and go signals. Students also practice trying something hard without giving up. These habits matter as much as the physical skills.