What does a year of P.E. look like at this age?

Students practice running, skipping, jumping, balancing, and throwing and catching with hands and feet. They learn to follow safety rules, share equipment, and play simple games. By spring, most students can move through a busy gym without bumping into others.

How can I help my child stay active at home?

Aim for 30 to 60 minutes of active play a day. Quick games of catch, tag, hopping races, or jumping rope all count. Walks to the park or short bike rides also build the same skills students practice in class.

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

Skip the word sports and focus on one skill at a time. Roll a ball back and forth, then bounce it, then toss it underhand. Small wins build confidence faster than playing a full game.

How do I sequence skills across the year?

Start with locomotor skills like walking, running, and skipping so students learn to move safely in shared space. Add non-locomotor skills such as balancing and twisting, then build to throwing, catching, kicking, and striking. Save partner and small-group games for later units once routines are solid.

Which skills usually need the most reteaching?

Skipping, galloping, and catching a tossed ball trip up the most students at this age. Underhand throwing with the opposite foot forward also needs steady practice. Build in short skill stations every week rather than one long unit.

Does my child need to be good at a specific sport?

No. The goal is broad movement skills, not a sport. Students who can run, jump, balance, throw, and catch will pick up any sport later with much less frustration.

How do I build cooperation and good behavior into class?

Teach a short set of gym rules in the first two weeks and practice them in every lesson. Use partner tasks before small groups, and name specific behaviors when students get it right. Quick reset routines keep the class moving when things get loud.

How do I know students are ready for second grade P.E.?

By the end of the year, most students can run, skip, and gallop with control, balance on one foot for several seconds, and toss and catch a ball with a partner. They should also follow gym rules, take turns, and join group games without needing constant reminders.

What does a student learn in ?

This is the year movement gets more deliberate. Students practice running, jumping, skipping, throwing, catching, and kicking with better control, and they start to notice how their body feels when it warms up or works hard. They also learn how to share space, take turns, and follow simple rules during games. By spring, they can join a group activity, play fairly with classmates, and name one reason exercise is good for them.

Running and jumping
Throwing and catching
Body awareness
Taking turns
Healthy habits

Source: Texas Texas Essential Knowledge and Skills

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 together
Students learn how to share space in the gym without bumping into classmates. They practice listening for signals, lining up, and following the rules that keep everyone safe during active play.
2
Running, jumping, and balance
Students work on the basic ways the body moves. They run, hop, skip, gallop, and hold steady on one foot, building the coordination that shows up later on the playground and in sports.
3
Throwing, catching, and kicking
Students start handling balls and other equipment. They practice tossing underhand, catching with two hands, kicking a rolling ball, and bouncing or striking with control.
4
Playing fair with classmates
Students play simple games in pairs and small groups. They take turns, encourage teammates, and learn how to handle winning and losing without giving up or putting others down.
5
Active habits for life
Students notice what their body feels like after exercise, like a faster heartbeat and warmer skin. They talk about why moving every day matters and pick activities they enjoy outside of school.

Mastery Learning Standards

The required skills a student should display by the end of Grade 1.

Physical Education

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

TX-PE.1.1

Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. Building these skills early helps students stay active as they grow.
Apply knowledge related to movement, performance

TX-PE.2.1

Students use what they know about their body and how it moves to join in physical activities and take care of their fitness. This includes understanding why staying active matters for their health.
Develop social skills through movement, including respect for self and others…

TX-PE.3.1

Students practice taking turns, following rules, and working with classmates during games and movement activities. The focus is on treating others well and being a responsible part of the group.
Develop personal skills, identify personal benefits of movement

TX-PE.4.1

Students practice basic movement skills and start to notice how being active makes them feel better. They also begin making simple choices to move more, like playing outside or joining group games.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. Building these skills early helps students stay active as they grow.	TX-PE.1.1
Apply knowledge related to movement, performance	Students use what they know about their body and how it moves to join in physical activities and take care of their fitness. This includes understanding why staying active matters for their health.	TX-PE.2.1
Develop social skills through movement, including respect for self and others…	Students practice taking turns, following rules, and working with classmates during games and movement activities. The focus is on treating others well and being a responsible part of the group.	TX-PE.3.1
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills and start to notice how being active makes them feel better. They also begin making simple choices to move more, like playing outside or joining group games.	TX-PE.4.1

Physical Education

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

TX-PE.1.1

Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. Building these skills early helps students stay active as they grow.
Apply knowledge related to movement, performance

TX-PE.2.1

Students use what they know about their body and how it moves to join in physical activities and take care of their fitness. This includes understanding why staying active matters for their health.
Develop social skills through movement, including respect for self and others…

TX-PE.3.1

Students practice taking turns, following rules, and working with classmates during games and movement activities. The focus is on treating others well and being a responsible part of the group.
Develop personal skills, identify personal benefits of movement

TX-PE.4.1

Students practice basic movement skills and start to notice how being active makes them feel better. They also begin making simple choices to move more, like playing outside or joining group games.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. Building these skills early helps students stay active as they grow.	TX-PE.1.1
Apply knowledge related to movement, performance	Students use what they know about their body and how it moves to join in physical activities and take care of their fitness. This includes understanding why staying active matters for their health.	TX-PE.2.1
Develop social skills through movement, including respect for self and others…	Students practice taking turns, following rules, and working with classmates during games and movement activities. The focus is on treating others well and being a responsible part of the group.	TX-PE.3.1
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills and start to notice how being active makes them feel better. They also begin making simple choices to move more, like playing outside or joining group games.	TX-PE.4.1

Common Questions

What does a year of P.E. look like at this age?
Students practice running, skipping, jumping, balancing, and throwing and catching with hands and feet. They learn to follow safety rules, share equipment, and play simple games. By spring, most students can move through a busy gym without bumping into others.
How can I help my child stay active at home?
Aim for 30 to 60 minutes of active play a day. Quick games of catch, tag, hopping races, or jumping rope all count. Walks to the park or short bike rides also build the same skills students practice in class.
My child says they're bad at sports. What should I do?
Skip the word sports and focus on one skill at a time. Roll a ball back and forth, then bounce it, then toss it underhand. Small wins build confidence faster than playing a full game.
How do I sequence skills across the year?
Start with locomotor skills like walking, running, and skipping so students learn to move safely in shared space. Add non-locomotor skills such as balancing and twisting, then build to throwing, catching, kicking, and striking. Save partner and small-group games for later units once routines are solid.
Which skills usually need the most reteaching?
Skipping, galloping, and catching a tossed ball trip up the most students at this age. Underhand throwing with the opposite foot forward also needs steady practice. Build in short skill stations every week rather than one long unit.
Does my child need to be good at a specific sport?
No. The goal is broad movement skills, not a sport. Students who can run, jump, balance, throw, and catch will pick up any sport later with much less frustration.
How do I build cooperation and good behavior into class?
Teach a short set of gym rules in the first two weeks and practice them in every lesson. Use partner tasks before small groups, and name specific behaviors when students get it right. Quick reset routines keep the class moving when things get loud.
How do I know students are ready for second grade P.E.?
By the end of the year, most students can run, skip, and gallop with control, balance on one foot for several seconds, and toss and catch a ball with a partner. They should also follow gym rules, take turns, and join group games without needing constant reminders.