What does physical education look like at this grade?

Students build on running, jumping, throwing, catching, dribbling, and striking by using those skills inside real games and activities. They also learn how their bodies respond to exercise, like heart rate and breathing, and start making personal choices about fitness and effort.

How can I help my child stay active at home?

Aim for about 60 minutes of movement most days. A walk after dinner, a bike ride, shooting hoops in the driveway, or a backyard game of catch all count. Let students pick the activity when possible so they start to own it.

My child says they are bad at sports. How do I help?

Focus on effort and small wins instead of winning or losing. Practice one skill at a time, like catching a tennis ball off a wall or jumping rope for 30 seconds longer than yesterday. Confidence grows when students see themselves improve.

What fitness concepts should students understand by the end of the year?

Students should know the difference between cardio, strength, and flexibility, and why warming up and cooling down matter. They should also be able to talk about heart rate, effort level, and how regular activity supports sleep, mood, and overall health.

How should units be sequenced across the year?

Many teachers open with cooperative games and fitness baselines, move into invasion games like soccer or basketball in fall, net and target games in winter, and striking and outdoor activities in spring. Revisit fitness checks two or three times so growth is visible.

What if my child does not like team sports?

Team sports are only one slice of physical education. Walking, hiking, dance, yoga, swimming, biking, and strength work all build lifelong wellness. Help find one or two activities that feel good and fit into a regular week.

How do I handle big skill gaps in one class?

Use station work and tiered challenges so each student practices at their level in the same activity. Pair students thoughtfully for peer coaching, and keep the focus on personal improvement rather than comparison.

How do I know students are ready for next year?

By spring, students should move with control in fast-paced games, apply basic fitness ideas to their own workouts, cooperate with peers without constant reminders, and choose to be active on their own time at least some of the week.

What does a student learn in ?

This is the year physical education shifts from learning skills to using them on purpose. Students apply what they know about fitness and movement to play games, work with teammates, and set their own activity goals. They practice cooperating and communicating under pressure, not just following directions. By spring, students can describe why regular exercise matters to them and show it through choices they make in class.

Fitness concepts
Teamwork
Movement skills
Personal goals
Lifelong wellness

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
Skill building and warm-ups
Students sharpen the basics: running, dodging, throwing, catching, and striking with control. They learn how to warm up safely and start tracking what their bodies can do.
2
Team sports and cooperation
Students play team games and learn to share the ball, call out plays, and back up teammates. The focus is working together, handling wins and losses, and following the rules of fair play.
3
Fitness and how the body works
Students learn what heart rate, strength, and flexibility mean and how to build each one. They try short workouts and start to notice which activities leave them stronger or out of breath.
4
Lifelong activity and personal goals
Students try activities they can keep doing outside of school, such as walking, biking, dance, or yoga. They set a personal goal and reflect on what keeps them active.

Mastery Learning Standards

The required skills a student should display by the end of Grade 7.

Physical Education

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

RI-PE.1.7

Students practice moving in different ways, like running, balancing, and throwing, to build the physical skills they'll use in sports, exercise, and everyday activity.
Apply knowledge related to movement, performance

RI-PE.2.7

Students connect what they know about how the body moves and stays fit to make better decisions during physical activity. That might mean adjusting their pace, form, or effort based on what they've learned in class.
Develop social skills through movement, including respect for self and others…

RI-PE.3.7

Students practice working with others during physical activity: taking turns, listening, and adapting when a plan changes. The focus is on how they treat teammates and handle both success and frustration.
Develop personal skills, identify personal benefits of movement

RI-PE.4.7

Students practice setting goals for staying active and reflect on how movement makes them feel. The focus is on building habits that stick past graduation, not just passing a fitness test.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving in different ways, like running, balancing, and throwing, to build the physical skills they'll use in sports, exercise, and everyday activity.	RI-PE.1.7
Apply knowledge related to movement, performance	Students connect what they know about how the body moves and stays fit to make better decisions during physical activity. That might mean adjusting their pace, form, or effort based on what they've learned in class.	RI-PE.2.7
Develop social skills through movement, including respect for self and others…	Students practice working with others during physical activity: taking turns, listening, and adapting when a plan changes. The focus is on how they treat teammates and handle both success and frustration.	RI-PE.3.7
Develop personal skills, identify personal benefits of movement	Students practice setting goals for staying active and reflect on how movement makes them feel. The focus is on building habits that stick past graduation, not just passing a fitness test.	RI-PE.4.7

Physical Education

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

RI-PE.1.7

Students practice moving in different ways, like running, balancing, and throwing, to build the physical skills they'll use in sports, exercise, and everyday activity.
Apply knowledge related to movement, performance

RI-PE.2.7

Students connect what they know about how the body moves and stays fit to make better decisions during physical activity. That might mean adjusting their pace, form, or effort based on what they've learned in class.
Develop social skills through movement, including respect for self and others…

RI-PE.3.7

Students practice working with others during physical activity: taking turns, listening, and adapting when a plan changes. The focus is on how they treat teammates and handle both success and frustration.
Develop personal skills, identify personal benefits of movement

RI-PE.4.7

Students practice setting goals for staying active and reflect on how movement makes them feel. The focus is on building habits that stick past graduation, not just passing a fitness test.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving in different ways, like running, balancing, and throwing, to build the physical skills they'll use in sports, exercise, and everyday activity.	RI-PE.1.7
Apply knowledge related to movement, performance	Students connect what they know about how the body moves and stays fit to make better decisions during physical activity. That might mean adjusting their pace, form, or effort based on what they've learned in class.	RI-PE.2.7
Develop social skills through movement, including respect for self and others…	Students practice working with others during physical activity: taking turns, listening, and adapting when a plan changes. The focus is on how they treat teammates and handle both success and frustration.	RI-PE.3.7
Develop personal skills, identify personal benefits of movement	Students practice setting goals for staying active and reflect on how movement makes them feel. The focus is on building habits that stick past graduation, not just passing a fitness test.	RI-PE.4.7

Common Questions

What does physical education look like at this grade?
Students build on running, jumping, throwing, catching, dribbling, and striking by using those skills inside real games and activities. They also learn how their bodies respond to exercise, like heart rate and breathing, and start making personal choices about fitness and effort.
How can I help my child stay active at home?
Aim for about 60 minutes of movement most days. A walk after dinner, a bike ride, shooting hoops in the driveway, or a backyard game of catch all count. Let students pick the activity when possible so they start to own it.
My child says they are bad at sports. How do I help?
Focus on effort and small wins instead of winning or losing. Practice one skill at a time, like catching a tennis ball off a wall or jumping rope for 30 seconds longer than yesterday. Confidence grows when students see themselves improve.
What fitness concepts should students understand by the end of the year?
Students should know the difference between cardio, strength, and flexibility, and why warming up and cooling down matter. They should also be able to talk about heart rate, effort level, and how regular activity supports sleep, mood, and overall health.
How should units be sequenced across the year?
Many teachers open with cooperative games and fitness baselines, move into invasion games like soccer or basketball in fall, net and target games in winter, and striking and outdoor activities in spring. Revisit fitness checks two or three times so growth is visible.
What if my child does not like team sports?
Team sports are only one slice of physical education. Walking, hiking, dance, yoga, swimming, biking, and strength work all build lifelong wellness. Help find one or two activities that feel good and fit into a regular week.
How do I handle big skill gaps in one class?
Use station work and tiered challenges so each student practices at their level in the same activity. Pair students thoughtfully for peer coaching, and keep the focus on personal improvement rather than comparison.
How do I know students are ready for next year?
By spring, students should move with control in fast-paced games, apply basic fitness ideas to their own workouts, cooperate with peers without constant reminders, and choose to be active on their own time at least some of the week.