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

Students should be able to run, skip, hop, and gallop with control, balance on one foot, and throw, catch, kick, and bounce a ball. They should also follow directions in a game, take turns, and know why moving their body is good for them.

How can I help my child practice these skills at home?

Ten minutes of active play makes a real difference. Toss a soft ball back and forth, set up a hopping line on the sidewalk, or play freeze tag in the yard. Walks, bike rides, and dance breaks all count.

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

At this age, skills are still forming and every student improves with practice. Keep the tone light, celebrate effort over outcome, and pick activities where there is no winner or loser, like jumping rope, climbing at the park, or kicking a ball around.

How should I sequence motor skills across the year?

Start with locomotor skills like walking, running, and hopping, then layer in balance and non-locomotor work like twisting and bending. Save manipulative skills like throwing, catching, and kicking for later units once body control is steadier.

Which skills tend to need the most reteaching?

Skipping, galloping, and catching a tossed ball are the usual sticking points. Plan to revisit them in short warm-ups across multiple units rather than teaching them once and moving on.

How do I build cooperation and fair play into lessons?

Use partner and small-group tasks early and often, with clear rules about taking turns and using kind words. Quick reset routines and named roles, like leader and helper, give students a concrete way to practice working together.

Does my child need special equipment or sports gear?

No. A soft ball, some sidewalk chalk, and a jump rope cover almost everything. The goal is regular movement, not a particular sport.

How do I know if students are ready for next year?

By spring, students should move through a simple obstacle course without losing balance, catch a gently tossed ball most of the time, and play a group game while following the rules. They should also be able to name one reason being active is good for them.

What does a student learn in ?

This is the year movement gets more deliberate. Students practice basic skills like running, jumping, skipping, hopping, throwing, catching, and kicking, and start noticing how their bodies feel during activity. They learn to take turns, follow simple game rules, and play fairly with classmates. By spring, students can perform a steady jog, toss and catch a ball, and play a group game without losing track of the rules.

Locomotor skills
Throwing and catching
Following rules
Cooperation
Active play

Source: Maryland Maryland College and Career-Ready 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 safely in shared space
Students learn how to move around a gym or play area without bumping into others. They practice walking, running, hopping, and skipping while paying attention to the people and equipment around them.
2
Body control and balance
Students work on stopping, starting, twisting, bending, and holding still on one foot. These skills help them stay steady during games and build the body awareness that supports almost every sport later on.
3
Throwing, catching, and kicking
Students start handling balls and other objects with their hands and feet. Expect lots of practice throwing underhand, catching a rolled or tossed ball, and kicking a ball toward a target.
4
Playing fair with classmates
Students play simple group games that ask them to take turns, follow rules, and cheer on a partner. They practice listening to a teacher, sharing equipment, and working through small disagreements.
5
Healthy habits and active play
Students notice what happens to their bodies during exercise, like a faster heartbeat or warmer skin. They talk about why moving every day feels good and try out activities they could do at home or at recess.

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

MD-PE.1.1

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

MD-PE.2.1

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during activities. Knowing why a skill works helps them do it better.
Develop social skills through movement, including respect for self and others…

MD-PE.3.1

Students practice getting along while they move. They take turns, listen to classmates, and treat others fairly during games and activities.
Develop personal skills, identify personal benefits of movement

MD-PE.4.1

Students practice basic movement skills and start to notice how being active makes them feel. They begin building the habit of choosing to move regularly, not just during PE class.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, balancing, and throwing or catching. Building these skills early helps them stay active and enjoy physical activities as they grow.	MD-PE.1.1
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during activities. Knowing why a skill works helps them do it better.	MD-PE.2.1
Develop social skills through movement, including respect for self and others…	Students practice getting along while they move. They take turns, listen to classmates, and treat others fairly during games and activities.	MD-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. They begin building the habit of choosing to move regularly, not just during PE class.	MD-PE.4.1

Physical Education

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

MD-PE.1.1

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

MD-PE.2.1

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during activities. Knowing why a skill works helps them do it better.
Develop social skills through movement, including respect for self and others…

MD-PE.3.1

Students practice getting along while they move. They take turns, listen to classmates, and treat others fairly during games and activities.
Develop personal skills, identify personal benefits of movement

MD-PE.4.1

Students practice basic movement skills and start to notice how being active makes them feel. They begin building the habit of choosing to move regularly, not just during PE class.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, balancing, and throwing or catching. Building these skills early helps them stay active and enjoy physical activities as they grow.	MD-PE.1.1
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during activities. Knowing why a skill works helps them do it better.	MD-PE.2.1
Develop social skills through movement, including respect for self and others…	Students practice getting along while they move. They take turns, listen to classmates, and treat others fairly during games and activities.	MD-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. They begin building the habit of choosing to move regularly, not just during PE class.	MD-PE.4.1

Common Questions

What should students be able to do in PE by the end of the year?
Students should be able to run, skip, hop, and gallop with control, balance on one foot, and throw, catch, kick, and bounce a ball. They should also follow directions in a game, take turns, and know why moving their body is good for them.
How can I help my child practice these skills at home?
Ten minutes of active play makes a real difference. Toss a soft ball back and forth, set up a hopping line on the sidewalk, or play freeze tag in the yard. Walks, bike rides, and dance breaks all count.
My child says they are bad at sports. What should I do?
At this age, skills are still forming and every student improves with practice. Keep the tone light, celebrate effort over outcome, and pick activities where there is no winner or loser, like jumping rope, climbing at the park, or kicking a ball around.
How should I sequence motor skills across the year?
Start with locomotor skills like walking, running, and hopping, then layer in balance and non-locomotor work like twisting and bending. Save manipulative skills like throwing, catching, and kicking for later units once body control is steadier.
Which skills tend to need the most reteaching?
Skipping, galloping, and catching a tossed ball are the usual sticking points. Plan to revisit them in short warm-ups across multiple units rather than teaching them once and moving on.
How do I build cooperation and fair play into lessons?
Use partner and small-group tasks early and often, with clear rules about taking turns and using kind words. Quick reset routines and named roles, like leader and helper, give students a concrete way to practice working together.
Does my child need special equipment or sports gear?
No. A soft ball, some sidewalk chalk, and a jump rope cover almost everything. The goal is regular movement, not a particular sport.
How do I know if students are ready for next year?
By spring, students should move through a simple obstacle course without losing balance, catch a gently tossed ball most of the time, and play a group game while following the rules. They should also be able to name one reason being active is good for them.