What should students be able to do in gym class this year?

Students practice running, skipping, hopping, jumping, and galloping. They also work on tossing, catching, kicking, and bouncing a ball. By spring, most can move through a simple obstacle course and play group games without bumping into others.

How can families support physical activity at home?

Set aside 10 to 15 minutes of active play most days. Play catch with a soft ball, set up a hopping path with sidewalk chalk, or turn on music and dance. The goal is moving the whole body, not perfect form.

How should locomotor skills be sequenced across the year?

Start with walking and running cues in the fall, add jumping and hopping by winter, then layer in skipping, galloping, and sliding in the spring. Revisit earlier skills inside new games so footwork stays sharp even after the unit ends.

What does manipulative skill work look like at this age?

Students use larger, slower equipment first: beanbags, foam balls, scarves. Underhand tossing and two-hand catching come before bouncing and kicking to a target. Most students need many short repetitions, not long drills.

My child says gym is too hard. What can I do?

Most first graders are still building balance and coordination, so falling behind a friend feels big. Practice one skill at home in short bursts, like catching a rolled ball or hopping on one foot for five seconds. Small wins build confidence fast.

How do I teach cooperation and fair play in PE?

Use partner and small group tasks where students share equipment, take turns, and use names. Teach a few clear signals for stop, freeze, and gather. Name the behavior when a student does it well so the class hears what cooperation sounds like.

Do students need to know fitness vocabulary?

Students should recognize when their heart is beating fast, when they feel warm, and when their muscles are tired. They start to connect those feelings to activity. Formal terms can wait; the point is noticing what a moving body feels like.

How do I know students are ready for second grade PE?

By June, most students can perform basic locomotor skills with control, toss and catch a ball with a partner, and follow safety rules in a group game. They can also name one activity they enjoy and one reason moving is good for them.

How much active time should students get each day?

Aim for about 60 minutes of activity across the day, broken into shorter chunks. Recess, walking to the bus, and active play at home all count. Sitting for long stretches is the main thing to break up.

What does a student learn in ?

This is the year movement gets more deliberate. Students practice basic skills like running, skipping, jumping, balancing, throwing, and catching, and start to notice how their bodies feel when they move. They learn to take turns, follow directions in a game, and play fairly with classmates. By spring, students can join a group activity, follow the rules, and name one reason why moving their body feels good.

Running and jumping
Throwing and catching
Balance
Following game rules
Taking turns
Healthy habits

Source: New Hampshire New Hampshire 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 together
Students learn how to share space in the gym without bumping into classmates. They practice starting, stopping, and listening for signals during active games.
2
Running, jumping, and skipping
Students work on the basic ways the body travels. Expect them to come home talking about galloping, hopping on one foot, and skipping across the gym.
3
Throwing, catching, and kicking
Students start handling balls and beanbags. They practice tossing to a target, catching with two hands, and kicking a ball forward with some control.
4
Playing fair with others
Games get more social. Students take turns, share equipment, cheer on classmates, and follow the rules even when they lose a point.
5
Fitness and healthy habits
Students notice what active play does to their bodies. They feel their heart beat faster, talk about why water and sleep matter, and pick activities they enjoy.

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

NH-PE.1.1

Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. These basic movement skills build the foundation for sports, play, and staying active for life.
Apply knowledge related to movement, performance

NH-PE.2.1

Students learn basic ideas about how their body moves and stays healthy, then put those ideas to work during activities. Knowing why something works (like bending your knees to balance) helps students move better and feel better.
Develop social skills through movement, including respect for self and others…

NH-PE.3.1

Students practice taking turns, listening to classmates, and working together during games and movement activities. They learn to follow rules, share space, and treat others the way they want to be treated.
Develop personal skills, identify personal benefits of movement

NH-PE.4.1

Students practice basic movement skills and start to notice how being active makes them feel. They learn to choose activities they enjoy so staying active becomes a natural habit, not a chore.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. These basic movement skills build the foundation for sports, play, and staying active for life.	NH-PE.1.1
Apply knowledge related to movement, performance	Students learn basic ideas about how their body moves and stays healthy, then put those ideas to work during activities. Knowing why something works (like bending your knees to balance) helps students move better and feel better.	NH-PE.2.1
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening to classmates, and working together during games and movement activities. They learn to follow rules, share space, and treat others the way they want to be treated.	NH-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 learn to choose activities they enjoy so staying active becomes a natural habit, not a chore.	NH-PE.4.1

Physical Education

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

NH-PE.1.1

Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. These basic movement skills build the foundation for sports, play, and staying active for life.
Apply knowledge related to movement, performance

NH-PE.2.1

Students learn basic ideas about how their body moves and stays healthy, then put those ideas to work during activities. Knowing why something works (like bending your knees to balance) helps students move better and feel better.
Develop social skills through movement, including respect for self and others…

NH-PE.3.1

Students practice taking turns, listening to classmates, and working together during games and movement activities. They learn to follow rules, share space, and treat others the way they want to be treated.
Develop personal skills, identify personal benefits of movement

NH-PE.4.1

Students practice basic movement skills and start to notice how being active makes them feel. They learn to choose activities they enjoy so staying active becomes a natural habit, not a chore.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. These basic movement skills build the foundation for sports, play, and staying active for life.	NH-PE.1.1
Apply knowledge related to movement, performance	Students learn basic ideas about how their body moves and stays healthy, then put those ideas to work during activities. Knowing why something works (like bending your knees to balance) helps students move better and feel better.	NH-PE.2.1
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening to classmates, and working together during games and movement activities. They learn to follow rules, share space, and treat others the way they want to be treated.	NH-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 learn to choose activities they enjoy so staying active becomes a natural habit, not a chore.	NH-PE.4.1

Common Questions

What should students be able to do in gym class this year?
Students practice running, skipping, hopping, jumping, and galloping. They also work on tossing, catching, kicking, and bouncing a ball. By spring, most can move through a simple obstacle course and play group games without bumping into others.
How can families support physical activity at home?
Set aside 10 to 15 minutes of active play most days. Play catch with a soft ball, set up a hopping path with sidewalk chalk, or turn on music and dance. The goal is moving the whole body, not perfect form.
How should locomotor skills be sequenced across the year?
Start with walking and running cues in the fall, add jumping and hopping by winter, then layer in skipping, galloping, and sliding in the spring. Revisit earlier skills inside new games so footwork stays sharp even after the unit ends.
What does manipulative skill work look like at this age?
Students use larger, slower equipment first: beanbags, foam balls, scarves. Underhand tossing and two-hand catching come before bouncing and kicking to a target. Most students need many short repetitions, not long drills.
My child says gym is too hard. What can I do?
Most first graders are still building balance and coordination, so falling behind a friend feels big. Practice one skill at home in short bursts, like catching a rolled ball or hopping on one foot for five seconds. Small wins build confidence fast.
How do I teach cooperation and fair play in PE?
Use partner and small group tasks where students share equipment, take turns, and use names. Teach a few clear signals for stop, freeze, and gather. Name the behavior when a student does it well so the class hears what cooperation sounds like.
Do students need to know fitness vocabulary?
Students should recognize when their heart is beating fast, when they feel warm, and when their muscles are tired. They start to connect those feelings to activity. Formal terms can wait; the point is noticing what a moving body feels like.
How do I know students are ready for second grade PE?
By June, most students can perform basic locomotor skills with control, toss and catch a ball with a partner, and follow safety rules in a group game. They can also name one activity they enjoy and one reason moving is good for them.
How much active time should students get each day?
Aim for about 60 minutes of activity across the day, broken into shorter chunks. Recess, walking to the bus, and active play at home all count. Sitting for long stretches is the main thing to break up.