What does physical education look like at this age?

Most of the year is active play with a purpose. Students practice running, jumping, hopping, balancing, throwing, catching, and kicking. They also learn how to share space safely, take turns, and follow simple directions during games.

How can I help build these skills at home?

Give students 30 to 60 minutes of active play each day. Roll a ball back and forth, play tag in the yard, jump over a stick on the ground, or balance on one foot while brushing teeth. Short bursts count.

My child seems clumsy. Should I be worried?

Big body skills develop on different timelines at this age, and clumsiness is common. The fix is practice, not drills. Climbing at the playground, dancing to music, and carrying light objects all build the same coordination.

How should I sequence motor skills across the year?

Start with locomotor skills like walking, running, and jumping in open space. Move to non-locomotor skills like balancing, twisting, and stretching. Save manipulative skills like throwing, catching, and kicking for later, once students can control their own bodies first.

Which skills usually need the most reteaching?

Catching and skipping are the two that lag for most students this age. Both need many short practice sessions with low stakes. Use scarves or balloons before tennis balls, and let students try skipping in short bursts rather than across the whole gym.

How much screen-free movement does a student this age need?

Aim for at least three hours of active movement spread across the day. That includes outdoor play, walking to the car, dancing in the kitchen, and helping carry groceries. It does not need to happen all at once.

How do I handle students who do not want to participate?

Offer a smaller version of the task and a way in that feels safe. A student who will not run a lap might walk it with a partner, or roll a ball instead of throwing it. Participation grows once students feel competent.

How do I know a student is ready for kindergarten PE?

By the end of the year, students should run without falling, jump with both feet, balance briefly on one foot, and toss a ball toward a target. They should also share equipment, wait for a turn, and follow a two-step direction.

What does a student learn in ?

This is the year movement becomes the main classroom. Students learn to run, hop, jump, and balance with more control, and they practice rolling, tossing, and catching with their hands and feet. They also learn how to share space, take turns, and listen to a teacher in a gym or on a playground. By spring, students can move safely around classmates and play a simple group game without falling apart.

Running and jumping
Balance
Throwing and catching
Taking turns
Active play

Source: Maine Maine Learning Results

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 in shared space
Students learn to walk, run, and stop without bumping into classmates. They practice listening for signals and using the gym or playground space safely.
2
Basic movement skills
Students try hopping, jumping, skipping, and galloping. They also practice bending, twisting, and balancing on one foot, building the body control they use at recess and at home.
3
Throwing, catching, and kicking
Students roll, toss, and catch balls of different sizes. They kick a ball toward a target and start to notice what helps them aim better.
4
Playing and getting along
Students play simple games with partners and small groups. They practice taking turns, sharing equipment, and cheering on classmates.
5
Active habits for life
Students notice how their heart beats faster and their body warms up when they move. They talk about why being active feels good and pick games they want to play again.

Mastery Learning Standards

The required skills a student should display by the end of Pre-Kindergarten.

Physical Education

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

ME-PE.1.pk

Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. These early movement skills build the habits that keep kids active as they grow.
Apply knowledge related to movement, performance

ME-PE.2.pk

Students learn the basics of how their body moves, like bending, balancing, and running, and use that understanding to join in games and activities with more confidence and control.
Develop social skills through movement, including respect for self and others…

ME-PE.3.pk

Students practice taking turns, listening to classmates, and moving safely with a group. These movement activities build habits like sharing space, following directions, and treating others with care.
Develop personal skills, identify personal benefits of movement

ME-PE.4.pk

Students practice basic movement skills like jumping, stretching, and balancing, and start to notice how moving their body feels good. The goal is to build habits that make staying active a natural part of daily life.

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. These early movement skills build the habits that keep kids active as they grow.	ME-PE.1.pk
Apply knowledge related to movement, performance	Students learn the basics of how their body moves, like bending, balancing, and running, and use that understanding to join in games and activities with more confidence and control.	ME-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening to classmates, and moving safely with a group. These movement activities build habits like sharing space, following directions, and treating others with care.	ME-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills like jumping, stretching, and balancing, and start to notice how moving their body feels good. The goal is to build habits that make staying active a natural part of daily life.	ME-PE.4.pk

Physical Education

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

ME-PE.1.pk

Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. These early movement skills build the habits that keep kids active as they grow.
Apply knowledge related to movement, performance

ME-PE.2.pk

Students learn the basics of how their body moves, like bending, balancing, and running, and use that understanding to join in games and activities with more confidence and control.
Develop social skills through movement, including respect for self and others…

ME-PE.3.pk

Students practice taking turns, listening to classmates, and moving safely with a group. These movement activities build habits like sharing space, following directions, and treating others with care.
Develop personal skills, identify personal benefits of movement

ME-PE.4.pk

Students practice basic movement skills like jumping, stretching, and balancing, and start to notice how moving their body feels good. The goal is to build habits that make staying active a natural part of daily life.

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. These early movement skills build the habits that keep kids active as they grow.	ME-PE.1.pk
Apply knowledge related to movement, performance	Students learn the basics of how their body moves, like bending, balancing, and running, and use that understanding to join in games and activities with more confidence and control.	ME-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening to classmates, and moving safely with a group. These movement activities build habits like sharing space, following directions, and treating others with care.	ME-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills like jumping, stretching, and balancing, and start to notice how moving their body feels good. The goal is to build habits that make staying active a natural part of daily life.	ME-PE.4.pk

Common Questions

What does physical education look like at this age?
Most of the year is active play with a purpose. Students practice running, jumping, hopping, balancing, throwing, catching, and kicking. They also learn how to share space safely, take turns, and follow simple directions during games.
How can I help build these skills at home?
Give students 30 to 60 minutes of active play each day. Roll a ball back and forth, play tag in the yard, jump over a stick on the ground, or balance on one foot while brushing teeth. Short bursts count.
My child seems clumsy. Should I be worried?
Big body skills develop on different timelines at this age, and clumsiness is common. The fix is practice, not drills. Climbing at the playground, dancing to music, and carrying light objects all build the same coordination.
How should I sequence motor skills across the year?
Start with locomotor skills like walking, running, and jumping in open space. Move to non-locomotor skills like balancing, twisting, and stretching. Save manipulative skills like throwing, catching, and kicking for later, once students can control their own bodies first.
Which skills usually need the most reteaching?
Catching and skipping are the two that lag for most students this age. Both need many short practice sessions with low stakes. Use scarves or balloons before tennis balls, and let students try skipping in short bursts rather than across the whole gym.
How much screen-free movement does a student this age need?
Aim for at least three hours of active movement spread across the day. That includes outdoor play, walking to the car, dancing in the kitchen, and helping carry groceries. It does not need to happen all at once.
How do I handle students who do not want to participate?
Offer a smaller version of the task and a way in that feels safe. A student who will not run a lap might walk it with a partner, or roll a ball instead of throwing it. Participation grows once students feel competent.
How do I know a student is ready for kindergarten PE?
By the end of the year, students should run without falling, jump with both feet, balance briefly on one foot, and toss a ball toward a target. They should also share equipment, wait for a turn, and follow a two-step direction.