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

Students should skip, gallop, hop, jump, and run with control. They should throw, catch, kick, and dribble well enough to play simple games. They should also follow rules, take turns, and play fairly with a partner or small group.

How can families support PE skills at home?

Ten minutes of active play makes a real difference. Toss a ball back and forth, jump rope in the driveway, or play tag at the park. The goal is comfort with moving the body, not athletic talent.

My child says they are bad at sports. What should I do?

At this age, skills like catching and kicking still feel awkward for many students. Practice one skill at a time in short bursts, and keep it playful. Confidence grows when students get repeated tries without pressure to perform.

How should the year be sequenced across the four standards?

Start with locomotor and non-locomotor movement, then layer in manipulative skills like throwing, catching, and dribbling. Build cooperation and fair play into every unit from day one. Save more complex small-sided games for the second half of the year once skills are steadier.

Which skills usually need the most reteaching?

Catching with the hands instead of the body, skipping with a smooth pattern, and kicking with the laces tend to lag. Underhand throwing accuracy is also uneven. Plan short skill stations across several weeks rather than one-and-done lessons.

What does cooperation look like at this grade?

Students should share equipment, take turns without prompting, and use kind words when a teammate misses. They should also accept being on different teams from their friends. Small-group games of three or four students give the most practice.

How do fitness concepts fit into a third-grade PE class?

Students should learn that the heart beats faster during activity, that muscles need warm-ups, and that water matters. Keep it concrete: have students place a hand on their chest after running, or stretch before a game. Avoid worksheets and quizzes on fitness terms.

How do I know students are ready for next year?

Look for students who can combine skills, such as running and then catching, or dribbling while moving. They should also play a simple game with rules for several minutes without losing focus. Steady effort and fair play matter as much as skill.

How much daily activity do students this age need?

About 60 minutes of active movement a day is the target, and it does not have to happen all at once. Walking to school, recess, and after-dinner play all count. The habit matters more than the activity.

What does a student learn in ?

This is the year movement gets more skillful and intentional. Students sharpen running, jumping, throwing, and catching, and start linking those moves into games and routines. They learn how warming up, working hard, and cooling down keep the body healthy. By spring, students can play a group game while following rules, taking turns, and cheering on classmates.

Illustration of what students learn in Grade 3 Physical Education

Running and jumping
Throwing and catching
Fitness habits
Teamwork
Game rules

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 and warming up
Students learn how to start class safely. They practice running, skipping, and hopping with control, and they learn what a warm-up does for the body before activity.
2
Ball and equipment skills
Students throw, catch, kick, dribble, and strike with hands and feet. Parents will notice steadier aim and better control when their child plays catch in the yard.
3
Playing fair with others
Students work in pairs and small groups. They practice taking turns, encouraging teammates, following rules, and handling wins and losses without drama.
4
Games and team play
Students put their skills together in simple games and relays. They learn basic strategy, like where to stand, when to pass, and how to move without the ball.
5
Fitness and healthy habits
Students learn what makes a heart and body stronger. They try activities that build endurance and flexibility, and they talk about why moving every day matters.

Mastery Learning Standards

The required skills a student should display by the end of Grade 3.

Physical Education

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

DC-PE.1.3

Students practice moving skills like running, jumping, balancing, and throwing. Building these basics helps them stay active in sports, games, and play for years to come.
Apply knowledge related to movement, performance

DC-PE.2.3

Students use what they know about how their bodies move to make better choices during games, exercises, and active play.
Develop social skills through movement, including respect for self and others…

DC-PE.3.3

Students practice working with classmates during games and movement activities. They take turns, listen to others, and handle wins and losses with good sportsmanship.
Develop personal skills, identify personal benefits of movement

DC-PE.4.3

Students practice physical skills and start recognizing how regular movement makes them feel better. The goal is building habits they'll keep using long after third grade.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving skills like running, jumping, balancing, and throwing. Building these basics helps them stay active in sports, games, and play for years to come.	DC-PE.1.3
Apply knowledge related to movement, performance	Students use what they know about how their bodies move to make better choices during games, exercises, and active play.	DC-PE.2.3
Develop social skills through movement, including respect for self and others…	Students practice working with classmates during games and movement activities. They take turns, listen to others, and handle wins and losses with good sportsmanship.	DC-PE.3.3
Develop personal skills, identify personal benefits of movement	Students practice physical skills and start recognizing how regular movement makes them feel better. The goal is building habits they'll keep using long after third grade.	DC-PE.4.3

Physical Education

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

DC-PE.1.3

Students practice moving skills like running, jumping, balancing, and throwing. Building these basics helps them stay active in sports, games, and play for years to come.
Apply knowledge related to movement, performance

DC-PE.2.3

Students use what they know about how their bodies move to make better choices during games, exercises, and active play.
Develop social skills through movement, including respect for self and others…

DC-PE.3.3

Students practice working with classmates during games and movement activities. They take turns, listen to others, and handle wins and losses with good sportsmanship.
Develop personal skills, identify personal benefits of movement

DC-PE.4.3

Students practice physical skills and start recognizing how regular movement makes them feel better. The goal is building habits they'll keep using long after third grade.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving skills like running, jumping, balancing, and throwing. Building these basics helps them stay active in sports, games, and play for years to come.	DC-PE.1.3
Apply knowledge related to movement, performance	Students use what they know about how their bodies move to make better choices during games, exercises, and active play.	DC-PE.2.3
Develop social skills through movement, including respect for self and others…	Students practice working with classmates during games and movement activities. They take turns, listen to others, and handle wins and losses with good sportsmanship.	DC-PE.3.3
Develop personal skills, identify personal benefits of movement	Students practice physical skills and start recognizing how regular movement makes them feel better. The goal is building habits they'll keep using long after third grade.	DC-PE.4.3

Common Questions

What should students be able to do in PE by the end of the year?
Students should skip, gallop, hop, jump, and run with control. They should throw, catch, kick, and dribble well enough to play simple games. They should also follow rules, take turns, and play fairly with a partner or small group.
How can families support PE skills at home?
Ten minutes of active play makes a real difference. Toss a ball back and forth, jump rope in the driveway, or play tag at the park. The goal is comfort with moving the body, not athletic talent.
My child says they are bad at sports. What should I do?
At this age, skills like catching and kicking still feel awkward for many students. Practice one skill at a time in short bursts, and keep it playful. Confidence grows when students get repeated tries without pressure to perform.
How should the year be sequenced across the four standards?
Start with locomotor and non-locomotor movement, then layer in manipulative skills like throwing, catching, and dribbling. Build cooperation and fair play into every unit from day one. Save more complex small-sided games for the second half of the year once skills are steadier.
Which skills usually need the most reteaching?
Catching with the hands instead of the body, skipping with a smooth pattern, and kicking with the laces tend to lag. Underhand throwing accuracy is also uneven. Plan short skill stations across several weeks rather than one-and-done lessons.
What does cooperation look like at this grade?
Students should share equipment, take turns without prompting, and use kind words when a teammate misses. They should also accept being on different teams from their friends. Small-group games of three or four students give the most practice.
How do fitness concepts fit into a third-grade PE class?
Students should learn that the heart beats faster during activity, that muscles need warm-ups, and that water matters. Keep it concrete: have students place a hand on their chest after running, or stretch before a game. Avoid worksheets and quizzes on fitness terms.
How do I know students are ready for next year?
Look for students who can combine skills, such as running and then catching, or dribbling while moving. They should also play a simple game with rules for several minutes without losing focus. Steady effort and fair play matter as much as skill.
How much daily activity do students this age need?
About 60 minutes of active movement a day is the target, and it does not have to happen all at once. Walking to school, recess, and after-dinner play all count. The habit matters more than the activity.