Moving safely and together
Students start the year practicing how to move around the gym without bumping into others. They learn the rules for safe play and how to listen for signals to start and stop.
What does a student learn in
This is the year movement skills start working together. Students combine skipping, throwing, catching, and dodging into real games instead of practicing each move on its own. They learn how warm-ups, heart rate, and teamwork shape a good workout. By spring, students can play a group game with classmates, follow the rules, and explain one habit that keeps their body healthy.
- Throwing and catching
- Locomotor skills
- Teamwork
- Fitness basics
- Active games
- Healthy habits
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
- 2
Running, jumping, and balancing
Students work on the building blocks of movement, like skipping, hopping, galloping, and holding a steady balance. Parents may notice better coordination on the playground.
- 3
Throwing, catching, and kicking
Students practice handling balls and other equipment with more accuracy. They learn to throw underhand and overhand, catch with two hands, and kick toward a target.
- 4
Playing fair with teammates
Students play small group games that ask them to take turns, encourage classmates, and solve problems together. They practice winning and losing without it ruining the game.
- 5
Fitness and healthy habits
Students learn why exercise matters and try activities that build strength, stamina, and flexibility. They start to notice which activities they enjoy and might keep doing at home.
Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Physical Education
Physical Education
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Develop a variety of motor skills, including locomotor, non-locomotor
Students practice moving in different ways, such as jumping, balancing, and throwing. Building these skills gives students more ways to join in games and activities as they grow.
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Apply knowledge related to movement, performance
Students use what they know about how their bodies move and stay healthy to make better choices during physical activity. That means adjusting speed, effort, or form to do the activity well.
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Develop social skills through movement, including respect for self and others…
Students practice working with classmates during movement activities, taking turns, listening, and treating others the way they want to be treated.
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Develop personal skills, identify personal benefits of movement
Students practice physical skills and start to notice how movement makes them feel. The goal is to build habits that make staying active a regular part of life, not just something that happens in gym class.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor | Students practice moving in different ways, such as jumping, balancing, and throwing. Building these skills gives students more ways to join in games and activities as they grow. | MD-PE.1.3 |
| Apply knowledge related to movement, performance | Students use what they know about how their bodies move and stay healthy to make better choices during physical activity. That means adjusting speed, effort, or form to do the activity well. | MD-PE.2.3 |
| Develop social skills through movement, including respect for self and others… | Students practice working with classmates during movement activities, taking turns, listening, and treating others the way they want to be treated. | MD-PE.3.3 |
| Develop personal skills, identify personal benefits of movement | Students practice physical skills and start to notice how movement makes them feel. The goal is to build habits that make staying active a regular part of life, not just something that happens in gym class. | MD-PE.4.3 |
Common Questions
What should students be able to do in PE by the end of the year?
Students should run, skip, jump, throw, catch, and kick with steady control. They should know simple game rules, play fairly with a partner or small group, and explain why being active is good for the body.
How can families help build these skills at home?
Ten minutes of active play most days is enough. Toss a ball back and forth, jump rope, play tag in the yard, or kick a ball against a wall. The goal is steady practice, not perfect form.
What if a student is clumsy or behind classmates physically?
At this age, coordination still varies a lot. Short daily practice with one skill at a time helps more than long sessions. Try catching a soft ball from a few feet away, then slowly back up as it gets easier.
How should skills be sequenced across the year?
Start with locomotor work like running, skipping, and galloping. Move into non-locomotor skills such as balancing and twisting, then into throwing, catching, kicking, and striking. End the year combining skills inside small-sided games.
How much of the year should focus on cooperation and behavior?
Build it into every unit rather than teaching it as a separate block. Short routines for sharing equipment, taking turns, and handling disagreements pay off all year. Most reteaching happens around losing gracefully and including quieter classmates.
What fitness concepts should be introduced this year?
Students should learn that the heart beats faster during hard activity, that muscles get stronger with use, and that warming up helps prevent injury. Keep it concrete by having students find their pulse after running and rest.
Does PE in third grade count toward grades or just participation?
PE is graded, but the focus is on effort, skill growth, and how well students work with others. A student who tries hard and improves will do well, even if they are not the most athletic in class.
How do I know a student is ready for fourth grade PE?
Look for students who can combine two skills, like dribbling while walking or catching while moving. They should follow game rules without constant reminders, work with any partner, and name one or two reasons exercise matters.