Movement basics and warm-ups
Students start the year reviewing how to move safely and warm up before activity. They practice running, jumping, dodging, and balance drills that get used in almost every game later in the year.
What does a student learn in
This is the year gym class shifts from learning skills to using them in real games and workouts. Students sharpen running, throwing, and catching while learning how warm-ups, heart rate, and practice actually improve performance. They work with teammates, settle disagreements, and take responsibility for their own effort. By spring, students can play a team game with fair play and explain one habit that keeps the body healthy.
- Movement skills
- Fitness basics
- Teamwork
- Healthy habits
- Sportsmanship
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
Skills for games and sports
Students work on throwing, catching, kicking, and striking with hands, feet, and equipment. These are the building blocks for team sports and playground games, practiced through drills and small-sided play.
- 3
Fitness and healthy habits
Students learn what cardio, strength, and flexibility do for the body. They track their own effort during activity and start to understand heart rate, hydration, and why warm-ups and cool-downs matter.
- 4
Teamwork and fair play
Students play cooperative and team games that test communication and good sportsmanship. They practice settling disagreements, including teammates of all skill levels, and following rules without an adult having to step in.
- 5
Lifelong activity choices
Students try a wider range of activities, from individual sports to fitness routines they could do outside of school. They reflect on which kinds of movement they enjoy and could keep up at home.
Mastery Learning Standards
The required skills a student should display by the end of Grade 6.
Physical Education
Physical Education
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Develop a variety of motor skills, including locomotor, non-locomotor
Students practice moving their bodies in different ways: traveling across a space, balancing or twisting in place, and controlling objects like balls or jump ropes. These skills build the physical foundation for sports and active habits.
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Apply knowledge related to movement, performance
Students use what they know about how the body moves and stays fit to make smarter choices during exercise and physical activity. Think pacing, form, and effort, applied in real time.
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Develop social skills through movement, including respect for self and others…
Students practice working with others during physical activities: taking turns, listening, and adjusting when things don't go as planned. The goal is building habits of respect and cooperation that show up in gym class and beyond.
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Develop personal skills, identify personal benefits of movement
Students identify activities they enjoy, explain how regular movement helps their body and mind, and start building habits they can keep for life.
| Standard | Definition | Code |
|---|---|---|
| Develop a variety of motor skills, including locomotor, non-locomotor | Students practice moving their bodies in different ways: traveling across a space, balancing or twisting in place, and controlling objects like balls or jump ropes. These skills build the physical foundation for sports and active habits. | TX-PE.1.6 |
| Apply knowledge related to movement, performance | Students use what they know about how the body moves and stays fit to make smarter choices during exercise and physical activity. Think pacing, form, and effort, applied in real time. | TX-PE.2.6 |
| Develop social skills through movement, including respect for self and others… | Students practice working with others during physical activities: taking turns, listening, and adjusting when things don't go as planned. The goal is building habits of respect and cooperation that show up in gym class and beyond. | TX-PE.3.6 |
| Develop personal skills, identify personal benefits of movement | Students identify activities they enjoy, explain how regular movement helps their body and mind, and start building habits they can keep for life. | TX-PE.4.6 |
Common Questions
What does sixth grade PE actually cover this year?
Sixth graders work on running, jumping, dodging, throwing, catching, and striking with a bat or racket. They also learn how the body responds to exercise, how to warm up safely, and how to play fairly with a group. The goal is building habits that lead to staying active outside of class.
How can I help my child stay active at home?
Aim for about 60 minutes of movement most days. That can be a walk after dinner, shooting baskets in the driveway, riding bikes, or dancing in the kitchen. Students do not need a gym or special gear, just regular chances to move and have fun.
My child says they are bad at sports. What should I do?
Skill grows with practice, not with talent. Pick one thing students enjoy, like jumping rope, kicking a soccer ball against a wall, or playing catch, and do it a few times a week. Confidence usually follows once a skill starts to click.
How should the year be sequenced across units?
A common approach is to start with fitness baselines and cooperative games, then move into invasion games like soccer or basketball, then net and wall games like volleyball, and finish with striking and individual activities. This builds skills from simple to complex while keeping students engaged.
Which skills usually need the most reteaching at this age?
Striking with an implement, overhand throwing form, and reading space in a game are the common sticking points. Many sixth graders also struggle with pacing themselves during cardio work. Short skill stations with quick feedback tend to move the needle faster than full-sided games.
What does it look like when students take PE seriously?
Look for students who dress out, follow safety rules, encourage teammates, and keep moving even when no one is watching. Effort and respect matter more than winning. A student who cheers for a classmate after a missed shot is showing exactly the social skills this year targets.
How is fitness measured without making students feel judged?
Most teachers use personal goals rather than class rankings. Students track their own push-ups, mile time, or flexibility and try to beat their own numbers later in the year. Growth from a personal starting point is the point, not comparing one student to another.
How do I know my child is ready for seventh grade PE?
By spring, students should be able to play a small-sided game with basic strategy, sustain steady activity for several minutes, and explain why warm-ups and hydration matter. They should also work with a partner or group without needing constant adult reminders.
How do I handle the wide range of skill levels in one class?
Use modified games with different equipment, court sizes, or rules so every student gets touches. Pair stronger players with developing players for cooperative tasks rather than competitive ones. Quick exit tickets about effort and teamwork keep the focus off raw athletic ability.