What does first grade PE look like across the year?

Students practice running, skipping, hopping, jumping, and galloping. They learn to throw, catch, kick, and bounce a ball with growing control. They also learn how to share space safely, take turns, and follow simple game rules.

How can families support PE skills at home?

Ten minutes of active play makes a real difference. Toss a beanbag back and forth, play tag in the yard, or set up a hopping path with chalk. The goal is steady practice with throwing, catching, and moving in different ways.

My child says they are bad at sports. What helps?

At this age, skills are still forming and practice matters more than talent. Pick one skill, like catching a soft ball, and work on it for a few minutes a day. Praise effort and small improvements rather than wins.

How should locomotor skills be sequenced through the year?

Start with walking, running, and jumping in open space, then add skipping, galloping, and hopping. Bring in changes of direction and speed once students can control the basic movement. Save partner and small-group games for later in the year.

Which skills usually need the most reteaching?

Skipping, galloping, and catching a tossed ball tend to lag behind running and jumping. Many students also need reminders about personal space and stopping on a signal. Short, frequent practice works better than one long unit.

How do students learn to cooperate in PE at this age?

Cooperation is taught through partner tasks, sharing equipment, and simple group games with clear rules. Students practice taking turns, using kind words, and including everyone. Expect to coach these habits every class, not just once.

What counts as enough physical activity for a first grader?

Aim for about an hour of active play across the day, broken into shorter chunks. Walking to school, recess, bike riding, and backyard games all count. Active time after school helps students sleep better and focus the next day.

How do I know a student is ready for second grade PE?

By spring, students should run, jump, hop, skip, and gallop with control, and throw, catch, and kick a ball at a basic level. They should follow simple rules, share space safely, and stay active for most of the class without long breaks.

What does a student learn in ?

This is the year movement gets more on purpose. Students practice running, skipping, jumping, throwing, and catching with better control, and they start to notice how their bodies feel when they are active. They also learn to take turns, share space safely, and follow the rules of a game. By spring, students can play simple group games with classmates while showing real skill and good sportsmanship.

Running and jumping
Throwing and catching
Balance
Cooperation
Active habits
Game safety

Source: Massachusetts Massachusetts Curriculum Frameworks

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 playing together
Students learn the basic ways bodies move: running, skipping, hopping, and stopping safely. They practice taking turns, listening for signals, and sharing space with classmates during active games.
2
Balance, stretch, and control
Students work on movements that stay in one spot, like bending, twisting, balancing on one foot, and holding a steady shape. They learn how warming up helps their bodies get ready to play.
3
Throwing, catching, and kicking
Students try out the skills used in most sports and recess games. They practice tossing a ball underhand, catching with two hands, kicking, and bouncing, and learn to keep trying when something is hard.
4
Healthy bodies, active habits
Students notice how their heart beats faster and their breathing changes when they move. They talk about why being active feels good and pick activities they enjoy doing at school and at home.

Mastery Learning Standards

The required skills a student should display by the end of Grade 1.

Physical Education

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

MA-PE.1.1

Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. These basic movement skills are the building blocks for sports, games, and staying active for life.
Apply knowledge related to movement, performance

MA-PE.2.1

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during activities. Knowing why to bend their knees when landing or why movement makes the heart stronger helps them take part more safely and effectively.
Develop social skills through movement, including respect for self and others…

MA-PE.3.1

Students practice taking turns, sharing space, and working with classmates during movement activities. They learn to follow rules, listen to others, and act respectfully in a group.
Develop personal skills, identify personal benefits of movement

MA-PE.4.1

Students practice basic movement skills and start to notice how being active makes them feel. They begin choosing to move more on their own, building habits that can last a lifetime.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. These basic movement skills are the building blocks for sports, games, and staying active for life.	MA-PE.1.1
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 activities. Knowing why to bend their knees when landing or why movement makes the heart stronger helps them take part more safely and effectively.	MA-PE.2.1
Develop social skills through movement, including respect for self and others…	Students practice taking turns, sharing space, and working with classmates during movement activities. They learn to follow rules, listen to others, and act respectfully in a group.	MA-PE.3.1
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills and start to notice how being active makes them feel. They begin choosing to move more on their own, building habits that can last a lifetime.	MA-PE.4.1

Physical Education

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

MA-PE.1.1

Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. These basic movement skills are the building blocks for sports, games, and staying active for life.
Apply knowledge related to movement, performance

MA-PE.2.1

Students learn basic ideas about how their bodies move and stay healthy, then put those ideas to work during activities. Knowing why to bend their knees when landing or why movement makes the heart stronger helps them take part more safely and effectively.
Develop social skills through movement, including respect for self and others…

MA-PE.3.1

Students practice taking turns, sharing space, and working with classmates during movement activities. They learn to follow rules, listen to others, and act respectfully in a group.
Develop personal skills, identify personal benefits of movement

MA-PE.4.1

Students practice basic movement skills and start to notice how being active makes them feel. They begin choosing to move more on their own, building habits that can last a lifetime.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, throwing, and balancing. These basic movement skills are the building blocks for sports, games, and staying active for life.	MA-PE.1.1
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 activities. Knowing why to bend their knees when landing or why movement makes the heart stronger helps them take part more safely and effectively.	MA-PE.2.1
Develop social skills through movement, including respect for self and others…	Students practice taking turns, sharing space, and working with classmates during movement activities. They learn to follow rules, listen to others, and act respectfully in a group.	MA-PE.3.1
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills and start to notice how being active makes them feel. They begin choosing to move more on their own, building habits that can last a lifetime.	MA-PE.4.1

Common Questions

What does first grade PE look like across the year?
Students practice running, skipping, hopping, jumping, and galloping. They learn to throw, catch, kick, and bounce a ball with growing control. They also learn how to share space safely, take turns, and follow simple game rules.
How can families support PE skills at home?
Ten minutes of active play makes a real difference. Toss a beanbag back and forth, play tag in the yard, or set up a hopping path with chalk. The goal is steady practice with throwing, catching, and moving in different ways.
My child says they are bad at sports. What helps?
At this age, skills are still forming and practice matters more than talent. Pick one skill, like catching a soft ball, and work on it for a few minutes a day. Praise effort and small improvements rather than wins.
How should locomotor skills be sequenced through the year?
Start with walking, running, and jumping in open space, then add skipping, galloping, and hopping. Bring in changes of direction and speed once students can control the basic movement. Save partner and small-group games for later in the year.
Which skills usually need the most reteaching?
Skipping, galloping, and catching a tossed ball tend to lag behind running and jumping. Many students also need reminders about personal space and stopping on a signal. Short, frequent practice works better than one long unit.
How do students learn to cooperate in PE at this age?
Cooperation is taught through partner tasks, sharing equipment, and simple group games with clear rules. Students practice taking turns, using kind words, and including everyone. Expect to coach these habits every class, not just once.
What counts as enough physical activity for a first grader?
Aim for about an hour of active play across the day, broken into shorter chunks. Walking to school, recess, bike riding, and backyard games all count. Active time after school helps students sleep better and focus the next day.
How do I know a student is ready for second grade PE?
By spring, students should run, jump, hop, skip, and gallop with control, and throw, catch, and kick a ball at a basic level. They should follow simple rules, share space safely, and stay active for most of the class without long breaks.