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

Students should run, jump, hop, and gallop without falling, and they should be able to throw, catch, and kick a ball at a basic level. They should also follow simple game rules and take turns with classmates.

How can I help build these skills at home?

Play catch with a soft ball, set up a hallway obstacle course, or put on music and dance for ten minutes. Walks to the park, climbing at the playground, and games like tag all count and build the same skills practiced at school.

Does my child need to be good at sports already?

No. This year is about trying basic movements like skipping, balancing on one foot, and rolling a ball. Comfort and confidence matter more than skill, and most students are still figuring out how their bodies move.

How should I sequence motor skills across the year?

Start with locomotor work like walking, running, and jumping in open space. Move into balance and body control next, then layer in manipulative skills like rolling, tossing, and kicking once students can control their own movement safely.

What does mastery look like at this age?

Mastery means students can perform a skill on purpose, not perfectly. A student who can hop on two feet, catch a large ball against their chest, and follow a two-step direction is right on track.

Which skills usually need the most reteaching?

Catching, galloping, and skipping take the longest to develop. Plan to revisit them in short bursts across the year rather than teaching them once. Cooperation during partner activities also needs steady practice.

How do I handle students who hang back or refuse to participate?

Offer a smaller role first, like holding a cone or counting jumps, and build from there. Pair hesitant students with a calm partner and keep group sizes small. Most students join in once the activity feels predictable.

How do I know my child is ready for kindergarten PE?

They should move safely in a group, follow simple directions like stop and go, and try new movements without giving up right away. Being willing to take turns and play with other students matters as much as the physical skills.

What does a student learn in ?

This is the year students learn that their bodies can do big things on purpose. Students practice running, jumping, hopping, and skipping, and try out throwing, catching, and kicking with simple balls and beanbags. They learn to take turns, share space safely, and listen for the signal to start or stop. By spring, students can move through an obstacle course or a group game without bumping others and follow the rules.

Running and jumping
Throwing and catching
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 spaces
Students learn to walk, run, and stop without bumping into each other. They follow simple directions, listen for signals, and start to enjoy being active with a group.
2
Basic ways to move
Students practice the building blocks of activity: hopping, jumping, skipping, marching, and galloping. They try moving fast and slow, high and low, and notice how their bodies feel after play.
3
Throwing, catching, and kicking
Students work with balls, beanbags, and scarves. They toss to a target, try to catch with two hands, kick a rolling ball, and start to control where things go.
4
Playing with others
Students take turns, share equipment, and play simple games with partners and small groups. They practice waiting, cheering each other on, and handling the bumps that come with group play.
5
Healthy bodies, active habits
Students notice a fast heartbeat after running and the need to drink water. They talk about why moving feels good and try out activities they might choose on their own at home or at recess.

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

MD-PE.1.pk

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

MD-PE.2.pk

Students learn basic ideas about how their bodies move and stay healthy, then use those ideas when they play and exercise. Simple rules like bending knees to jump or moving arms to balance help them play better and feel good.
Develop social skills through movement, including respect for self and others…

MD-PE.3.pk

Students practice taking turns, sharing space, and listening to others while moving and playing. Games and activities build the habits of getting along that carry into every other part of the school day.
Develop personal skills, identify personal benefits of movement

MD-PE.4.pk

Students practice moving their bodies on purpose and start to notice how it makes them feel. They begin choosing to stay active because it feels good, not just because they're told to.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, rolling, throwing, and catching. Building these basic movement skills early helps kids stay active as they grow.	MD-PE.1.pk
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then use those ideas when they play and exercise. Simple rules like bending knees to jump or moving arms to balance help them play better and feel good.	MD-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice taking turns, sharing space, and listening to others while moving and playing. Games and activities build the habits of getting along that carry into every other part of the school day.	MD-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students practice moving their bodies on purpose and start to notice how it makes them feel. They begin choosing to stay active because it feels good, not just because they're told to.	MD-PE.4.pk

Physical Education

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

MD-PE.1.pk

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

MD-PE.2.pk

Students learn basic ideas about how their bodies move and stay healthy, then use those ideas when they play and exercise. Simple rules like bending knees to jump or moving arms to balance help them play better and feel good.
Develop social skills through movement, including respect for self and others…

MD-PE.3.pk

Students practice taking turns, sharing space, and listening to others while moving and playing. Games and activities build the habits of getting along that carry into every other part of the school day.
Develop personal skills, identify personal benefits of movement

MD-PE.4.pk

Students practice moving their bodies on purpose and start to notice how it makes them feel. They begin choosing to stay active because it feels good, not just because they're told to.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, rolling, throwing, and catching. Building these basic movement skills early helps kids stay active as they grow.	MD-PE.1.pk
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then use those ideas when they play and exercise. Simple rules like bending knees to jump or moving arms to balance help them play better and feel good.	MD-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice taking turns, sharing space, and listening to others while moving and playing. Games and activities build the habits of getting along that carry into every other part of the school day.	MD-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students practice moving their bodies on purpose and start to notice how it makes them feel. They begin choosing to stay active because it feels good, not just because they're told to.	MD-PE.4.pk

Common Questions

What should my child be able to do in PE by the end of the year?
Students should run, jump, hop, and gallop without falling, and they should be able to throw, catch, and kick a ball at a basic level. They should also follow simple game rules and take turns with classmates.
How can I help build these skills at home?
Play catch with a soft ball, set up a hallway obstacle course, or put on music and dance for ten minutes. Walks to the park, climbing at the playground, and games like tag all count and build the same skills practiced at school.
Does my child need to be good at sports already?
No. This year is about trying basic movements like skipping, balancing on one foot, and rolling a ball. Comfort and confidence matter more than skill, and most students are still figuring out how their bodies move.
How should I sequence motor skills across the year?
Start with locomotor work like walking, running, and jumping in open space. Move into balance and body control next, then layer in manipulative skills like rolling, tossing, and kicking once students can control their own movement safely.
What does mastery look like at this age?
Mastery means students can perform a skill on purpose, not perfectly. A student who can hop on two feet, catch a large ball against their chest, and follow a two-step direction is right on track.
Which skills usually need the most reteaching?
Catching, galloping, and skipping take the longest to develop. Plan to revisit them in short bursts across the year rather than teaching them once. Cooperation during partner activities also needs steady practice.
How do I handle students who hang back or refuse to participate?
Offer a smaller role first, like holding a cone or counting jumps, and build from there. Pair hesitant students with a calm partner and keep group sizes small. Most students join in once the activity feels predictable.
How do I know my child is ready for kindergarten PE?
They should move safely in a group, follow simple directions like stop and go, and try new movements without giving up right away. Being willing to take turns and play with other students matters as much as the physical skills.