What does physical education look like at this age?

Students spend most of their time running, hopping, jumping, climbing, throwing, catching, and balancing. The goal is comfort with their own body, not skill in any one sport. Play is the main way they learn.

How can families support physical activity at home?

Give students time outside every day to run, climb, and chase a ball. Roll, toss, and bounce a ball back and forth. Short, playful bursts work better than long sessions.

What should students be able to do by the end of the year?

Most students can run without falling, jump with both feet, hop on one foot for a few steps, and throw and catch a large ball at close range. They can also follow simple directions in a group game.

How do I plan a year of movement for students this young?

Build the year around locomotor skills first (walk, run, jump, hop, gallop), then add catching, throwing, and kicking once balance is steady. Revisit the same skills in new games so students get many reps without getting bored.

What if a student seems clumsy compared to others?

Big differences are normal at this age. Focus on giving more chances to practice rather than correcting form. Climbing, dancing, and obstacle play at home help balance and coordination catch up quickly.

Which skills usually need the most reteaching?

Catching, skipping, and any skill that needs two hands or two feet working together tend to lag. Plan short, repeated practice across the year with soft balls, scarves, and beanbags before moving to harder equipment.

How much daily activity do students need?

Aim for at least an hour of active play each day, split into shorter chunks. Walks to the park, dancing in the kitchen, and backyard games all count.

How do I teach cooperation and taking turns through movement?

Use partner games with one ball or one hoop so students must share to play. Name the behavior out loud when it happens, such as waiting in line or passing to a friend. Keep groups small at first.

How do I know students are ready for kindergarten PE?

They can move safely in a shared space, follow two-step directions like stop and freeze, and try a new skill without giving up. Confidence with their body matters more than polished technique.

What does a student learn in ?

This is the year movement becomes a daily habit. Students practice big skills like running, jumping, hopping, and skipping, and they learn to throw, catch, and kick simple objects. They also start sharing space with classmates, taking turns, and following directions during games. By spring, they can move safely around a room, copy basic movements, and play a short group game without losing track of the rules.

Running and jumping
Throwing and catching
Group games
Taking turns
Active play

Source: Connecticut Connecticut 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 safely together
Students learn to move around a shared space without bumping into friends. They practice starting, stopping, and listening for the next direction.
2
Running, jumping, and hopping
Students try out the big ways their body can travel. Expect lots of running, hopping on one foot, skipping, and galloping across the gym or playground.
3
Balancing, twisting, and stretching
Students stay in one spot and explore what their body can do. They balance on one foot, stretch tall, curl small, and twist side to side.
4
Throwing, catching, and kicking
Students start handling balls and beanbags. They roll, toss, catch with two hands, and kick a ball forward to a partner or target.
5
Playing well with others
Students take turns, share equipment, and follow simple game rules. They learn to cheer on classmates and ask for help when they need it.
6
Why moving feels good
Students notice what active play does for their body. They feel their heart beat faster, talk about activities they enjoy, and pick ways to keep moving at home.

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

CT-PE.1.pk

Students practice basic ways to move their bodies, like running, jumping, balancing, and throwing. These early movement skills set the foundation for staying active as they grow.
Apply knowledge related to movement, performance

CT-PE.2.pk

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during physical activities like running, jumping, or stretching.
Develop social skills through movement, including respect for self and others…

CT-PE.3.pk

Students practice getting along while they move: taking turns, listening to classmates, and following group rules during games and activities.
Develop personal skills, identify personal benefits of movement

CT-PE.4.pk

Students learn that moving their bodies feels good and is good for them. They start building the habit of choosing to be active, whether that means running, dancing, or playing outside.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice basic ways to move their bodies, like running, jumping, balancing, and throwing. These early movement skills set the foundation for staying active as they grow.	CT-PE.1.pk
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during physical activities like running, jumping, or stretching.	CT-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice getting along while they move: taking turns, listening to classmates, and following group rules during games and activities.	CT-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students learn that moving their bodies feels good and is good for them. They start building the habit of choosing to be active, whether that means running, dancing, or playing outside.	CT-PE.4.pk

Physical Education

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

CT-PE.1.pk

Students practice basic ways to move their bodies, like running, jumping, balancing, and throwing. These early movement skills set the foundation for staying active as they grow.
Apply knowledge related to movement, performance

CT-PE.2.pk

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during physical activities like running, jumping, or stretching.
Develop social skills through movement, including respect for self and others…

CT-PE.3.pk

Students practice getting along while they move: taking turns, listening to classmates, and following group rules during games and activities.
Develop personal skills, identify personal benefits of movement

CT-PE.4.pk

Students learn that moving their bodies feels good and is good for them. They start building the habit of choosing to be active, whether that means running, dancing, or playing outside.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice basic ways to move their bodies, like running, jumping, balancing, and throwing. These early movement skills set the foundation for staying active as they grow.	CT-PE.1.pk
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during physical activities like running, jumping, or stretching.	CT-PE.2.pk
Develop social skills through movement, including respect for self and others…	Students practice getting along while they move: taking turns, listening to classmates, and following group rules during games and activities.	CT-PE.3.pk
Develop personal skills, identify personal benefits of movement	Students learn that moving their bodies feels good and is good for them. They start building the habit of choosing to be active, whether that means running, dancing, or playing outside.	CT-PE.4.pk

Common Questions

What does physical education look like at this age?
Students spend most of their time running, hopping, jumping, climbing, throwing, catching, and balancing. The goal is comfort with their own body, not skill in any one sport. Play is the main way they learn.
How can families support physical activity at home?
Give students time outside every day to run, climb, and chase a ball. Roll, toss, and bounce a ball back and forth. Short, playful bursts work better than long sessions.
What should students be able to do by the end of the year?
Most students can run without falling, jump with both feet, hop on one foot for a few steps, and throw and catch a large ball at close range. They can also follow simple directions in a group game.
How do I plan a year of movement for students this young?
Build the year around locomotor skills first (walk, run, jump, hop, gallop), then add catching, throwing, and kicking once balance is steady. Revisit the same skills in new games so students get many reps without getting bored.
What if a student seems clumsy compared to others?
Big differences are normal at this age. Focus on giving more chances to practice rather than correcting form. Climbing, dancing, and obstacle play at home help balance and coordination catch up quickly.
Which skills usually need the most reteaching?
Catching, skipping, and any skill that needs two hands or two feet working together tend to lag. Plan short, repeated practice across the year with soft balls, scarves, and beanbags before moving to harder equipment.
How much daily activity do students need?
Aim for at least an hour of active play each day, split into shorter chunks. Walks to the park, dancing in the kitchen, and backyard games all count.
How do I teach cooperation and taking turns through movement?
Use partner games with one ball or one hoop so students must share to play. Name the behavior out loud when it happens, such as waiting in line or passing to a friend. Keep groups small at first.
How do I know students are ready for kindergarten PE?
They can move safely in a shared space, follow two-step directions like stop and freeze, and try a new skill without giving up. Confidence with their body matters more than polished technique.