Moving with control
Students sharpen the basic ways their body moves: skipping, hopping, jumping, balancing, and stopping on cue. Parents may notice steadier coordination on the playground and during family games.
What does a student learn in
This is the year movement skills start working together in real games and activities. Students run, skip, jump, throw, catch, and kick with more control, and they begin using those skills in simple group games. They also learn how to cooperate, take turns, and play fairly with classmates. By spring, students can join a team game, follow the rules, and keep moving long enough to feel their heart beat faster.
- Running and jumping
- Throwing and catching
- Team games
- Fair play
- Fitness and heart rate
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
Catching, throwing, and kicking
Students practice sending and receiving a ball with hands and feet. They work on aiming at a target, catching a tossed ball, and dribbling without losing it.
- 3
Playing fair with others
Students learn how to share space, take turns, and handle winning and losing during partner and small-group games. Expect more talk at home about teamwork and being a good sport.
- 4
Games and active fitness
Students put their skills into simple games and notice how exercise makes their heart beat faster and their muscles work. They start to name activities they enjoy outside of school.
- 5
Healthy habits for life
Students reflect on which activities they like and why moving matters for their body and mood. They set small goals like walking more, stretching at home, or trying a new sport.
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 movement skills like running, jumping, balancing, and throwing. Building these basics helps them stay active in sports, games, and everyday life.
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Apply knowledge related to movement, performance
Students use what they know about how the body moves and stays healthy to take part in activities. Knowing why a skill works (like bending your knees to balance) helps students move better and stay active longer.
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Develop social skills through movement, including respect for self and others…
Students practice working with classmates during movement activities. They take turns, follow group rules, and treat others fairly.
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Develop personal skills, identify personal benefits of movement
Students practice movement skills and start to notice how regular activity makes them feel. The goal is building habits they'll keep long after third grade.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor | Students practice movement skills like running, jumping, balancing, and throwing. Building these basics helps them stay active in sports, games, and everyday life. | RI-PE.1.3 |
| Apply knowledge related to movement, performance | Students use what they know about how the body moves and stays healthy to take part in activities. Knowing why a skill works (like bending your knees to balance) helps students move better and stay active longer. | RI-PE.2.3 |
| Develop social skills through movement, including respect for self and others… | Students practice working with classmates during movement activities. They take turns, follow group rules, and treat others fairly. | RI-PE.3.3 |
| Develop personal skills, identify personal benefits of movement | Students practice movement skills and start to notice how regular activity makes them feel. The goal is building habits they'll keep long after third grade. | RI-PE.4.3 |
Common Questions
What does PE look like at this age?
Students practice running, skipping, jumping, throwing, catching, kicking, and dribbling. They play simple games that build coordination and stamina. They also learn how to warm up, cool down, and follow the rules of a game with classmates.
How can I help my child stay active at home?
Aim for 60 minutes of active play a day. A walk after dinner, a game of catch in the yard, or jumping rope on the driveway all count. Short bursts add up.
My child says they are bad at sports. What should I do?
Focus on effort and trying new things instead of winning. Pick activities where comparison is low, like biking, hiking, dancing in the kitchen, or playing tag. Confidence at this age comes from feeling capable, not from being the best.
How do I sequence motor skills across the year?
Start with locomotor work like running, hopping, and skipping in the fall, then layer in throwing, catching, and kicking. Save small-sided games for later in the year once students can handle equipment safely. Revisit earlier skills inside new game contexts.
Which skills usually need the most reteaching?
Catching with two hands, dribbling with control, and overhand throwing tend to lag behind running and jumping. Build in short skill stations each week instead of one long unit. Most students need many short reps over months, not one big block.
How do I handle students with very different skill levels?
Offer two or three ways to try the same task. A student might toss a beanbag from three feet while another tosses from ten. Same skill, same lesson, different entry point.
What about cooperation and behavior in PE?
Students learn to share equipment, take turns, include classmates, and handle losing a game. These habits get taught the same way skills do, with clear expectations and lots of practice. Expect ongoing coaching, not one-and-done rules.
How do I know a student is ready for fourth grade PE?
By spring, students should move confidently in general space, throw and catch with a partner, dribble a ball a short distance, and follow the rules of a simple game. They should also be able to name one or two activities they enjoy and want to keep doing.