What does physical education look like at this age?

Most of the year is active play with a purpose. Students practice running, jumping, hopping, balancing, and skipping, plus throwing, catching, kicking, and rolling a ball. They also learn how to share space, take turns, and follow simple movement directions.

How can I help my child build these skills at home?

Aim for 30 to 60 minutes of active play a day, broken into short chunks. Roll a ball back and forth, play tag in the yard, jump over a line of tape, or balance on one foot while brushing teeth. The goal is moving often, not doing it perfectly.

My child seems clumsy compared to other kids. Should I worry?

At this age, big differences in coordination are normal. Some students are still figuring out how their arms and legs work together. Keep offering chances to climb, jump, and throw, and the skills usually catch up with practice.

How should I sequence motor skills across the year?

Start with locomotor skills like walking, running, and jumping in open space. Add non-locomotor work such as balancing, bending, and twisting. Save manipulative skills like throwing, catching, and kicking for later in the year, once students can control their bodies in space.

What usually needs the most reteaching?

Personal space and stopping on a signal almost always need repeated practice. Catching with two hands and skipping also take longer than expected. Build in short, frequent practice rather than one big lesson on each skill.

How do I know a student is ready for kindergarten physical education?

By spring, students should be able to run without bumping into others, jump with two feet, balance on one foot for a few seconds, and toss and catch a large ball at close range. They should also follow simple game rules and take turns with a partner.

Why is so much time spent on cooperation and behavior in gym?

Sharing equipment, waiting for a turn, and listening for a signal are some of the hardest parts of moving in a group. Practicing these now makes every game and activity safer and more fun later. Social skills get as much practice as physical ones.

Does my child need special equipment or sports lessons?

No. A soft ball, some sidewalk chalk, and an open space are plenty. Trips to the playground, walks around the block, and dancing in the kitchen build the same skills that organized sports do at this age.

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 they work on throwing, catching, and kicking with more control. Playing alongside classmates teaches them how to share space, take turns, and follow simple game rules. By spring, students can move through an obstacle course, catch a tossed ball, and play a group game without bumping into others.

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

Source: Rhode Island Rhode Island Core 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 in our own space
Students start the year learning to move safely around a room full of other kids. They practice walking, stopping, and keeping their hands and feet to themselves during games.
2
Running, jumping, and hopping
Students try out the big ways bodies travel. They run, jump, hop, skip, and gallop across the gym or playground and start to notice which moves feel strong and which need more practice.
3
Throwing, catching, and kicking
Students pick up balls, beanbags, and scarves and work on getting them where they want them to go. They practice tossing, rolling, catching, and kicking with both feet.
4
Playing together
Students play simple group games that ask them to take turns, share equipment, and cheer for classmates. They learn what it feels like to win, lose, and try again.
5
Why moving feels good
Students notice what their bodies do when they run hard, like a fast heartbeat and deep breaths. They talk about why moving every day helps them feel strong and happy.

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

RI-PE.1.pk

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

RI-PE.2.pk

Students learn basic movement ideas, like how to balance, start, and stop, so they can join in games and active play with control.
Develop social skills through movement, including respect for self and others…

RI-PE.3.pk

Students practice getting along with others through movement games. They take turns, listen, and treat classmates with care while playing and working as a group.
Develop personal skills, identify personal benefits of movement

RI-PE.4.pk

Students begin to notice how moving their body feels good and why staying active matters. They practice basic personal skills and start choosing 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: running, jumping, balancing, and tossing or catching objects. Building these basic movement skills early helps students stay active as they grow.	RI-PE.1.pk
Apply knowledge related to movement, performance	Students learn basic movement ideas, like how to balance, start, and stop, so they can join in games and active play with control.	RI-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice getting along with others through movement games. They take turns, listen, and treat classmates with care while playing and working as a group.	RI-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students begin to notice how moving their body feels good and why staying active matters. They practice basic personal skills and start choosing to be active on their own.	RI-PE.4.pk

Physical Education

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

RI-PE.1.pk

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

RI-PE.2.pk

Students learn basic movement ideas, like how to balance, start, and stop, so they can join in games and active play with control.
Develop social skills through movement, including respect for self and others…

RI-PE.3.pk

Students practice getting along with others through movement games. They take turns, listen, and treat classmates with care while playing and working as a group.
Develop personal skills, identify personal benefits of movement

RI-PE.4.pk

Students begin to notice how moving their body feels good and why staying active matters. They practice basic personal skills and start choosing 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: running, jumping, balancing, and tossing or catching objects. Building these basic movement skills early helps students stay active as they grow.	RI-PE.1.pk
Apply knowledge related to movement, performance	Students learn basic movement ideas, like how to balance, start, and stop, so they can join in games and active play with control.	RI-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice getting along with others through movement games. They take turns, listen, and treat classmates with care while playing and working as a group.	RI-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students begin to notice how moving their body feels good and why staying active matters. They practice basic personal skills and start choosing to be active on their own.	RI-PE.4.pk

Common Questions

What does physical education look like at this age?
Most of the year is active play with a purpose. Students practice running, jumping, hopping, balancing, and skipping, plus throwing, catching, kicking, and rolling a ball. They also learn how to share space, take turns, and follow simple movement directions.
How can I help my child build these skills at home?
Aim for 30 to 60 minutes of active play a day, broken into short chunks. Roll a ball back and forth, play tag in the yard, jump over a line of tape, or balance on one foot while brushing teeth. The goal is moving often, not doing it perfectly.
My child seems clumsy compared to other kids. Should I worry?
At this age, big differences in coordination are normal. Some students are still figuring out how their arms and legs work together. Keep offering chances to climb, jump, and throw, and the skills usually catch up with practice.
How should I sequence motor skills across the year?
Start with locomotor skills like walking, running, and jumping in open space. Add non-locomotor work such as balancing, bending, and twisting. Save manipulative skills like throwing, catching, and kicking for later in the year, once students can control their bodies in space.
What usually needs the most reteaching?
Personal space and stopping on a signal almost always need repeated practice. Catching with two hands and skipping also take longer than expected. Build in short, frequent practice rather than one big lesson on each skill.
How do I know a student is ready for kindergarten physical education?
By spring, students should be able to run without bumping into others, jump with two feet, balance on one foot for a few seconds, and toss and catch a large ball at close range. They should also follow simple game rules and take turns with a partner.
Why is so much time spent on cooperation and behavior in gym?
Sharing equipment, waiting for a turn, and listening for a signal are some of the hardest parts of moving in a group. Practicing these now makes every game and activity safer and more fun later. Social skills get as much practice as physical ones.
Does my child need special equipment or sports lessons?
No. A soft ball, some sidewalk chalk, and an open space are plenty. Trips to the playground, walks around the block, and dancing in the kitchen build the same skills that organized sports do at this age.