What does physical education look like for students this year?

Students learn to move their bodies in lots of ways. They practice running, hopping, skipping, jumping, balancing, throwing, catching, kicking, and bouncing a ball. They also learn how to play and move safely with classmates.

How can families help build movement skills at home?

Spend ten minutes a day on simple active play. Toss a soft ball back and forth, play tag in the yard, jump over a line of tape, or balance on one foot while brushing teeth. Short bursts of play matter more than fancy equipment.

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

Students should be able to run, jump, hop, and skip without falling. They should be able to throw and catch a soft ball, kick a ball forward, and follow simple game directions. They should also take turns and share space with others.

Which movement skills usually need the most practice?

Skipping, catching, and balancing on one foot tend to take the longest to develop at this age. Plan to revisit these across the year in short, repeated practice rather than one big unit.

How should units be sequenced across the year?

Start with locomotor skills like walking, running, and hopping so students learn to move safely in shared space. Layer in non-locomotor work such as bending, twisting, and balancing. Save throwing, catching, and kicking for later, once students can control their bodies in a group.

Does a child need to be athletic to do well?

No. The goal is for students to enjoy moving and try new skills, not to be the fastest or strongest. Encouragement at home about effort and trying again matters more than winning a game.

How do students learn cooperation and fair play?

Build in partner and small group activities from the first week. Use simple rules about sharing equipment, waiting for a turn, and using kind words. Name the behavior often so students hear what cooperation sounds like.

How much active play should a young child get each day?

Aim for at least an hour of active play across the day, broken into shorter chunks. Walking to the bus, dancing to a song, and playing at the park all count. Keep screens off during this time when possible.

What does a student learn in ?

This is the year movement becomes its own subject. Students learn how their bodies move through space by running, jumping, skipping, and galloping, and they practice basic ball skills like tossing and catching. They also learn how to share space safely, take turns, and follow simple game rules. By spring, students can follow directions in a group game and name one reason being active feels good.

Illustration of what students learn in Kindergarten Physical Education

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

Source: District of Columbia DC Academic Content 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 how to move around a gym or play space without bumping into others. They practice listening for start and stop signals and following simple directions during games.
2
Running, jumping, and hopping
Students build the basic ways the body travels. They run, skip, gallop, and hop, and start to notice when their heart beats faster and their breathing speeds up.
3
Throwing, catching, and kicking
Students try out the skills used in most playground games. They roll, toss, catch, and kick balls and beanbags, working on aim and on tracking objects with their eyes.
4
Playing fair with classmates
Students practice taking turns, sharing equipment, and cheering on a partner. Small group games give them a chance to cooperate and to work through disagreements with words.
5
Active habits for life
Students talk about why moving feels good and name activities they enjoy outside of school. They begin to see physical activity as something they choose, not just something they are told to do.

Mastery Learning Standards

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

Physical Education

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

DC-PE.1.k

Students practice basic ways to move their body: running, jumping, balancing, and throwing. Building these skills early helps students stay active as they grow.
Apply knowledge related to movement, performance

DC-PE.2.k

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use during activity. That might mean knowing to bend their knees when they jump or understanding why running gets their heart pumping faster.
Develop social skills through movement, including respect for self and others…

DC-PE.3.k

Students practice taking turns, listening, and working with classmates during movement activities. They learn to treat others fairly and make good choices whether they're playing alone or in a group.
Develop personal skills, identify personal benefits of movement

DC-PE.4.k

Students learn why moving their bodies feels good and start picking activities they enjoy. The habit of choosing to be active begins here.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice basic ways to move their body: running, jumping, balancing, and throwing. Building these skills early helps students stay active as they grow.	DC-PE.1.k
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use during activity. That might mean knowing to bend their knees when they jump or understanding why running gets their heart pumping faster.	DC-PE.2.k
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening, and working with classmates during movement activities. They learn to treat others fairly and make good choices whether they're playing alone or in a group.	DC-PE.3.k
Develop personal skills, identify personal benefits of movement	Students learn why moving their bodies feels good and start picking activities they enjoy. The habit of choosing to be active begins here.	DC-PE.4.k

Physical Education

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

DC-PE.1.k

Students practice basic ways to move their body: running, jumping, balancing, and throwing. Building these skills early helps students stay active as they grow.
Apply knowledge related to movement, performance

DC-PE.2.k

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use during activity. That might mean knowing to bend their knees when they jump or understanding why running gets their heart pumping faster.
Develop social skills through movement, including respect for self and others…

DC-PE.3.k

Students practice taking turns, listening, and working with classmates during movement activities. They learn to treat others fairly and make good choices whether they're playing alone or in a group.
Develop personal skills, identify personal benefits of movement

DC-PE.4.k

Students learn why moving their bodies feels good and start picking activities they enjoy. The habit of choosing to be active begins here.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice basic ways to move their body: running, jumping, balancing, and throwing. Building these skills early helps students stay active as they grow.	DC-PE.1.k
Apply knowledge related to movement, performance	Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to use during activity. That might mean knowing to bend their knees when they jump or understanding why running gets their heart pumping faster.	DC-PE.2.k
Develop social skills through movement, including respect for self and others…	Students practice taking turns, listening, and working with classmates during movement activities. They learn to treat others fairly and make good choices whether they're playing alone or in a group.	DC-PE.3.k
Develop personal skills, identify personal benefits of movement	Students learn why moving their bodies feels good and start picking activities they enjoy. The habit of choosing to be active begins here.	DC-PE.4.k

Common Questions

What does physical education look like for students this year?
Students learn to move their bodies in lots of ways. They practice running, hopping, skipping, jumping, balancing, throwing, catching, kicking, and bouncing a ball. They also learn how to play and move safely with classmates.
How can families help build movement skills at home?
Spend ten minutes a day on simple active play. Toss a soft ball back and forth, play tag in the yard, jump over a line of tape, or balance on one foot while brushing teeth. Short bursts of play matter more than fancy equipment.
What should students be able to do by the end of the year?
Students should be able to run, jump, hop, and skip without falling. They should be able to throw and catch a soft ball, kick a ball forward, and follow simple game directions. They should also take turns and share space with others.
Which movement skills usually need the most practice?
Skipping, catching, and balancing on one foot tend to take the longest to develop at this age. Plan to revisit these across the year in short, repeated practice rather than one big unit.
How should units be sequenced across the year?
Start with locomotor skills like walking, running, and hopping so students learn to move safely in shared space. Layer in non-locomotor work such as bending, twisting, and balancing. Save throwing, catching, and kicking for later, once students can control their bodies in a group.
Does a child need to be athletic to do well?
No. The goal is for students to enjoy moving and try new skills, not to be the fastest or strongest. Encouragement at home about effort and trying again matters more than winning a game.
How do students learn cooperation and fair play?
Build in partner and small group activities from the first week. Use simple rules about sharing equipment, waiting for a turn, and using kind words. Name the behavior often so students hear what cooperation sounds like.
How much active play should a young child get each day?
Aim for at least an hour of active play across the day, broken into shorter chunks. Walking to the bus, dancing to a song, and playing at the park all count. Keep screens off during this time when possible.