What does physical education look like at this age?

Most of the year is spent on basic body movements. Students practice running, jumping, hopping, balancing, and starting to throw, catch, and kick. A lot of this happens through games, music, and play rather than drills.

How can families support active play at home?

Give students time and space to move every day. Simple games like tag, hopping over a line, rolling a ball back and forth, or dancing to music build the same skills practiced at school. Ten to twenty minutes of active play makes a real difference.

Should students be able to catch and throw well by now?

Not yet. Students are just starting to track a ball with their eyes and use two hands to catch a larger, slower ball. Throwing is often underhand and not very accurate. Both skills grow with practice over the next few years.

How should the year be sequenced?

Start with locomotor skills like walking, running, and jumping in open space. Move into balance and non-locomotor skills such as twisting, bending, and stretching. Save ball and equipment skills for later in the year once body control is steadier.

What social skills are part of physical education?

Students practice taking turns, sharing equipment, listening to directions, and playing near other students without bumping or grabbing. These are taught alongside movement, not separately. Short games with clear rules work better than long activities.

Which skills usually need the most reteaching?

Stopping on a signal, staying in personal space, and taking turns with shared equipment. These come up in almost every lesson and rarely stick after one try. Build them into warm-ups and transitions all year.

What if a student seems clumsy or avoids active play?

At this age, balance and coordination still vary a lot from student to student. Keep offering short, low-pressure chances to move, like walking on a line of tape or hopping between cushions. Talk with the teacher if a student seems frustrated or worried about moving.

How do teachers know students are ready for kindergarten PE?

By the end of the year, most students can run without falling, jump with both feet, balance briefly on one foot, and follow simple movement directions in a group. They should also be able to start, stop, and share space with other students.

What does a student learn in ?

This is the year students learn how their bodies move and how to play with others. Students practice running, jumping, hopping, and skipping, and they try simple skills like tossing a ball or balancing on one foot. They start to share space, take turns, and follow simple directions during games. By spring, students can move safely around a room and join a group activity without bumping or grabbing.

Running and jumping
Throwing and catching
Balance
Taking turns
Following directions
Active play

Source: Massachusetts Massachusetts Curriculum Frameworks

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 the space
Students learn to walk, run, and stop without bumping into classmates. They practice using their bodies in a shared space and listening for signals to start and stop.
2
Hopping, jumping, and balancing
Students try different ways of moving on their feet. They hop, jump, gallop, and balance on one foot, building the coordination that supports playground games and active play at home.
3
Throwing, catching, and kicking
Students start working with balls and beanbags. They practice tossing, rolling, catching, and kicking, learning how to aim and how to use both hands and feet.
4
Playing and taking turns
Students join simple games with partners and small groups. They practice sharing equipment, waiting for a turn, and following directions during active play.
5
Healthy bodies and active habits
Students notice how their bodies feel when they move. They talk about why running makes their hearts beat faster and why moving every day helps them feel good.

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

MA-PE.1.pk

Students practice moving their bodies in different ways: walking, jumping, balancing, rolling a ball, or catching. These early movement skills build the habits that keep kids active as they grow.
Apply knowledge related to movement, performance

MA-PE.2.pk

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use during activity. They might learn why bending their knees helps them balance, or why moving fast makes their heart beat quicker.
Develop social skills through movement, including respect for self and others…

MA-PE.3.pk

Students practice taking turns, listening, and working with others during movement activities. They learn to treat classmates with respect and follow group rules.
Develop personal skills, identify personal benefits of movement

MA-PE.4.pk

Students practice basic movement skills like jumping, stretching, and balancing, then talk about how moving their body feels good. The goal is to help them choose to be active on their own.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: walking, jumping, balancing, rolling a ball, or catching. These early movement skills build the habits that keep kids active as they grow.	MA-PE.1.pk
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use during activity. They might learn why bending their knees helps them balance, or why moving fast makes their heart beat quicker.	MA-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening, and working with others during movement activities. They learn to treat classmates with respect and follow group rules.	MA-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills like jumping, stretching, and balancing, then talk about how moving their body feels good. The goal is to help them choose to be active on their own.	MA-PE.4.pk

Physical Education

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

MA-PE.1.pk

Students practice moving their bodies in different ways: walking, jumping, balancing, rolling a ball, or catching. These early movement skills build the habits that keep kids active as they grow.
Apply knowledge related to movement, performance

MA-PE.2.pk

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use during activity. They might learn why bending their knees helps them balance, or why moving fast makes their heart beat quicker.
Develop social skills through movement, including respect for self and others…

MA-PE.3.pk

Students practice taking turns, listening, and working with others during movement activities. They learn to treat classmates with respect and follow group rules.
Develop personal skills, identify personal benefits of movement

MA-PE.4.pk

Students practice basic movement skills like jumping, stretching, and balancing, then talk about how moving their body feels good. The goal is to help them choose to be active on their own.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: walking, jumping, balancing, rolling a ball, or catching. These early movement skills build the habits that keep kids active as they grow.	MA-PE.1.pk
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use during activity. They might learn why bending their knees helps them balance, or why moving fast makes their heart beat quicker.	MA-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening, and working with others during movement activities. They learn to treat classmates with respect and follow group rules.	MA-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills like jumping, stretching, and balancing, then talk about how moving their body feels good. The goal is to help them choose to be active on their own.	MA-PE.4.pk

Common Questions

What does physical education look like at this age?
Most of the year is spent on basic body movements. Students practice running, jumping, hopping, balancing, and starting to throw, catch, and kick. A lot of this happens through games, music, and play rather than drills.
How can families support active play at home?
Give students time and space to move every day. Simple games like tag, hopping over a line, rolling a ball back and forth, or dancing to music build the same skills practiced at school. Ten to twenty minutes of active play makes a real difference.
Should students be able to catch and throw well by now?
Not yet. Students are just starting to track a ball with their eyes and use two hands to catch a larger, slower ball. Throwing is often underhand and not very accurate. Both skills grow with practice over the next few years.
How should the year be sequenced?
Start with locomotor skills like walking, running, and jumping in open space. Move into balance and non-locomotor skills such as twisting, bending, and stretching. Save ball and equipment skills for later in the year once body control is steadier.
What social skills are part of physical education?
Students practice taking turns, sharing equipment, listening to directions, and playing near other students without bumping or grabbing. These are taught alongside movement, not separately. Short games with clear rules work better than long activities.
Which skills usually need the most reteaching?
Stopping on a signal, staying in personal space, and taking turns with shared equipment. These come up in almost every lesson and rarely stick after one try. Build them into warm-ups and transitions all year.
What if a student seems clumsy or avoids active play?
At this age, balance and coordination still vary a lot from student to student. Keep offering short, low-pressure chances to move, like walking on a line of tape or hopping between cushions. Talk with the teacher if a student seems frustrated or worried about moving.
How do teachers know students are ready for kindergarten PE?
By the end of the year, most students can run without falling, jump with both feet, balance briefly on one foot, and follow simple movement directions in a group. They should also be able to start, stop, and share space with other students.