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Learning Standards Standards

What does a student learn in ?

This is the year movement gets more deliberate. Students sharpen running, jumping, throwing, and catching, and start paying attention to how their bodies move and why exercise matters. They also practice sharing space, taking turns, and being a good teammate during games. By spring, students can play a simple group game with classmates, follow the rules, and explain one reason staying active is good for them.

  • Running and jumping
  • Throwing and catching
  • Teamwork
  • Following game rules
  • Healthy habits
Source: Ohio Ohio's 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. 1

    Moving safely and together

    Students practice running, skipping, and hopping in a shared space without bumping into classmates. They learn the routines that make gym class work, like listening for signals and sharing equipment.

  2. 2

    Balance, stretch, and control

    Students work on movements that stay in one spot, like balancing on one foot, stretching, twisting, and freezing on cue. They start to notice how their body feels when it warms up and when it works hard.

  3. 3

    Throwing, catching, and kicking

    Students practice tossing a ball underhand, catching with two hands, and kicking a rolling ball. Skills get steadier with repetition, and games start to feel less random and more fair.

  4. 4

    Playing fair with classmates

    Students take turns, follow simple rules, and cheer on partners during small group games. They practice handling a missed catch or a lost round without giving up or putting others down.

  5. 5

    Moving for a healthy life

    Students try a range of activities and talk about which ones feel fun, which make their heart beat faster, and how movement fits into the day at home. The goal is finding reasons to keep moving outside of class.

Mastery Learning Standards
The required skills a student should display by the end of Grade 2.
Physical Education

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

    OH-PE.1.2

    Students practice moving in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives students the foundation to stay active now and as they grow.

  • Apply knowledge related to movement, performance

    OH-PE.2.2

    Students learn why warming up, moving with control, and staying active matters for their health. They use that knowledge while playing games and doing exercises in class.

  • Develop social skills through movement, including respect for self and others…

    OH-PE.3.2

    Students practice getting along while they move. That means taking turns, listening to teammates, and making choices that keep the group working well together.

  • Develop personal skills, identify personal benefits of movement

    OH-PE.4.2

    Students practice physical skills like jumping, balancing, and throwing, then talk about why moving feels good. The goal is building habits that make staying active a normal part of life.

Common Questions
  • What should students be able to do in PE by the end of the year?

    Students should run, jump, hop, skip, and gallop with control. They should also throw, catch, kick, and bounce a ball with steadier aim and follow simple game rules. Working with a partner and taking turns without arguing is part of the picture too.

  • How can families help students stay active at home?

    Aim for 30 to 60 minutes of active play most days. Toss a ball back and forth, jump rope in the driveway, or play tag at the park. The activity matters more than the equipment, and joining in for even 10 minutes makes a real difference.

  • What skills usually need the most reteaching this year?

    Catching with hands instead of trapping against the chest, kicking a moving ball, and skipping with smooth opposition tend to need extra reps. Plan short skill stations across several weeks rather than one long unit, and revisit the basics during warm-ups.

  • How do I sequence motor skills across the year?

    Start with locomotor patterns like running, hopping, and skipping in the first quarter. Move into non-locomotor work such as balancing, twisting, and stretching, then layer manipulative skills like throwing, catching, and kicking through the spring. Revisit earlier skills in games so they do not fade.

  • What if a student is shy or struggles with team games?

    Start with partner activities before small-group games. Practicing a few catches in the backyard or trying a balance challenge builds confidence away from a crowd. Praise effort and improvement rather than winning, and give it a few weeks before expecting comfort in larger groups.

  • Does PE this year include fitness concepts?

    Yes. Students learn that exercise makes the heart beat faster, that muscles get stronger with use, and that water and rest matter. They are not training for fitness tests, but they are building the vocabulary and habits that support a healthy life.

  • How do I know a student is ready for third grade PE?

    Look for steady locomotor patterns, the ability to throw and catch with a partner across a short distance, and basic kicking control. Just as important: following directions, sharing equipment, and playing fairly without an adult standing right there.