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

Students should run, jump, skip, hop, and gallop without falling, and toss, catch, kick, and bounce a ball with some control. They should also follow simple game rules, take turns, and play safely near other students.

How can families practice these skills at home?

Ten minutes of active play in the yard or a park covers most of it. Roll a ball back and forth, play tag, hop on one foot, balance on a curb, or kick a ball at a target. Anything that gets students moving and laughing counts.

Does my child need special equipment or sports gear?

No. A soft ball, a jump rope, and some open space are plenty. Sidewalk chalk for hopscotch and a few household objects to step over or around work just as well.

How should I sequence motor skills across the year?

Start with locomotor skills like walking, running, and jumping in the fall. Layer in balance and non-locomotor work next, then move to throwing, catching, kicking, and striking in the spring once students have steadier bodies and better spatial awareness.

What usually needs the most reteaching at this age?

Skipping, galloping, and catching a tossed ball trip up the most students. Personal space is the other big one. Plan to revisit these every few weeks rather than teaching them once and moving on.

My child says PE is too hard or they are bad at sports. What should I do?

Keep it playful and skip the scorekeeping. Praise effort, not results, and pick activities where students can succeed quickly, like jumping over a line or hitting a big target. Confidence at this age comes from repetition in a low-pressure setting.

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

They can move through a space without bumping into others, perform basic locomotor skills on cue, and toss and catch a large ball at short distances. They should also follow two-step directions in a game and cooperate with a partner without an adult standing over them.

How much physical activity should students get outside of school?

Aim for about an hour of active play a day, broken into shorter chunks. It does not have to be structured. Bike rides, playground time, dancing in the living room, and helping carry groceries all add up.

What does a student learn in ?

This is the year students learn that their body is something they can train. Students practice the basics of moving well: running, hopping, balancing, and tossing or catching a ball. They also start playing alongside classmates, taking turns and following directions during games. By spring, students can move safely in a shared space and join a simple group activity without falling apart.

Running and hopping
Throwing and catching
Balance
Taking turns
Following directions
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 walk, run, and stop without bumping into classmates. They practice listening for signals and using the gym or playground without getting hurt.
2
Basic body movements
Students try out skills like hopping, skipping, jumping, and galloping. They also practice movements that stay in one spot, such as bending, twisting, and balancing on one foot.
3
Playing with balls and equipment
Students start to throw, catch, kick, roll, and bounce. The goal is comfort with the equipment, not accuracy, so parents may see lots of practice tosses at home.
4
Playing well with others
Students practice taking turns, sharing equipment, and following directions in small group games. They learn what it looks like to be a good partner and a good sport.
5
Active habits for life
Students notice how their bodies feel after moving, like a faster heartbeat or being out of breath. They talk about why being active feels good and pick activities they enjoy.

Mastery Learning Standards

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

Physical Education

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

MD-PE.1.k

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

MD-PE.2.k

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use when they run, jump, or play. Knowing why movement matters helps them get more out of every activity.
Develop social skills through movement, including respect for self and others…

MD-PE.3.k

Students practice taking turns, following rules, and working with classmates during movement activities. They learn to treat others fairly and be responsible in a group.
Develop personal skills, identify personal benefits of movement

MD-PE.4.k

Students learn why moving their bodies feels good and practice making choices to stay active. This standard is about building the habit of choosing to play and move, not just doing it when told.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice basic ways to move their bodies: running, jumping, balancing, throwing, and catching. Building these skills early helps students stay active as they grow.	MD-PE.1.k
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use when they run, jump, or play. Knowing why movement matters helps them get more out of every activity.	MD-PE.2.k
Develop social skills through movement, including respect for self and others…	Students practice taking turns, following rules, and working with classmates during movement activities. They learn to treat others fairly and be responsible in a group.	MD-PE.3.k
Develop personal skills, identify personal benefits of movement	Students learn why moving their bodies feels good and practice making choices to stay active. This standard is about building the habit of choosing to play and move, not just doing it when told.	MD-PE.4.k

Physical Education

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

MD-PE.1.k

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

MD-PE.2.k

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use when they run, jump, or play. Knowing why movement matters helps them get more out of every activity.
Develop social skills through movement, including respect for self and others…

MD-PE.3.k

Students practice taking turns, following rules, and working with classmates during movement activities. They learn to treat others fairly and be responsible in a group.
Develop personal skills, identify personal benefits of movement

MD-PE.4.k

Students learn why moving their bodies feels good and practice making choices to stay active. This standard is about building the habit of choosing to play and move, not just doing it when told.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice basic ways to move their bodies: running, jumping, balancing, throwing, and catching. Building these skills early helps students stay active as they grow.	MD-PE.1.k
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use when they run, jump, or play. Knowing why movement matters helps them get more out of every activity.	MD-PE.2.k
Develop social skills through movement, including respect for self and others…	Students practice taking turns, following rules, and working with classmates during movement activities. They learn to treat others fairly and be responsible in a group.	MD-PE.3.k
Develop personal skills, identify personal benefits of movement	Students learn why moving their bodies feels good and practice making choices to stay active. This standard is about building the habit of choosing to play and move, not just doing it when told.	MD-PE.4.k

Common Questions

What should students be able to do in PE by the end of the year?
Students should run, jump, skip, hop, and gallop without falling, and toss, catch, kick, and bounce a ball with some control. They should also follow simple game rules, take turns, and play safely near other students.
How can families practice these skills at home?
Ten minutes of active play in the yard or a park covers most of it. Roll a ball back and forth, play tag, hop on one foot, balance on a curb, or kick a ball at a target. Anything that gets students moving and laughing counts.
Does my child need special equipment or sports gear?
No. A soft ball, a jump rope, and some open space are plenty. Sidewalk chalk for hopscotch and a few household objects to step over or around work just as well.
How should I sequence motor skills across the year?
Start with locomotor skills like walking, running, and jumping in the fall. Layer in balance and non-locomotor work next, then move to throwing, catching, kicking, and striking in the spring once students have steadier bodies and better spatial awareness.
What usually needs the most reteaching at this age?
Skipping, galloping, and catching a tossed ball trip up the most students. Personal space is the other big one. Plan to revisit these every few weeks rather than teaching them once and moving on.
My child says PE is too hard or they are bad at sports. What should I do?
Keep it playful and skip the scorekeeping. Praise effort, not results, and pick activities where students can succeed quickly, like jumping over a line or hitting a big target. Confidence at this age comes from repetition in a low-pressure setting.
How do I know a student is ready for first grade PE?
They can move through a space without bumping into others, perform basic locomotor skills on cue, and toss and catch a large ball at short distances. They should also follow two-step directions in a game and cooperate with a partner without an adult standing over them.
How much physical activity should students get outside of school?
Aim for about an hour of active play a day, broken into shorter chunks. It does not have to be structured. Bike rides, playground time, dancing in the living room, and helping carry groceries all add up.