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Learning Standards Standards

What does a student learn in ?

This is the year movement skills start to come together with purpose. Students run, jump, skip, and balance with more control, and they begin tossing, catching, and kicking with a partner. They learn to take turns, share space safely, and follow simple rules during games. By spring, students can play a basic group game, name one reason exercise feels good, and cooperate with a classmate without an adult stepping in.

  • Running and jumping
  • Throwing and catching
  • Balance and coordination
  • Group games
  • Healthy habits
  • Teamwork
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. 1

    Moving safely together

    Students start the year learning how to move around a gym or field without bumping into others. They practice running, skipping, and hopping while listening for signals to stop, go, and change direction.

  2. 2

    Balance and body control

    Students work on twisting, bending, and balancing in place. They learn to hold steady positions and move smoothly from one shape to another, which builds the body control they need for harder activities later.

  3. 3

    Throwing, catching, and kicking

    Students practice tossing and catching with partners and kicking toward a target. They start to notice how the way they stand or step changes where the ball goes.

  4. 4

    Playing fair with others

    Students join small group games and learn to take turns, share equipment, and cheer each other on. They practice settling small disagreements and following the rules even when the game gets exciting.

  5. 5

    Fitness and healthy 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 outside of school.

Mastery Learning Standards
The required skills a student should display by the end of Grade 2.
Physical Education

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

    MA-PE.1.2

    Students practice moving their bodies in different ways: running, jumping, throwing, catching, and balancing. These are the building blocks for sports, games, and staying active as they grow.

  • Apply knowledge related to movement, performance

    MA-PE.2.2

    Students connect what they know about how the body moves and stays healthy to how they actually perform during games, exercises, and active play.

  • Develop social skills through movement, including respect for self and others…

    MA-PE.3.2

    Students practice getting along while moving: taking turns, listening to teammates, and playing fairly. These habits show up in games and activities, not just in the classroom.

  • Develop personal skills, identify personal benefits of movement

    MA-PE.4.2

    Students learn to recognize what physical activity does for their body and mood, then practice making choices that keep them moving regularly. The goal is building habits they can carry into daily life.

Common Questions
  • What should second graders be able to do in PE by the end of the year?

    Students should run, skip, gallop, jump, and hop with control. They should also throw, catch, kick, and dribble well enough to join simple games. Most can follow safety rules and take turns without much reminding.

  • How can families support PE skills at home?

    Play catch in the yard, kick a ball back and forth, or set up a hopscotch grid with chalk. Ten minutes of active play most days builds the coordination practiced in class. Walks, bike rides, and trips to the playground all count.

  • What if a child seems clumsy compared to classmates?

    Coordination develops at different rates at this age. Short daily practice with one skill, like bouncing a ball or balancing on one foot, usually closes the gap by spring. Keep it playful and avoid pressure.

  • How should motor skills be sequenced across the year?

    Start with locomotor skills like running, skipping, and jumping in the fall. Layer in non-locomotor skills such as balancing and twisting, then build to manipulative skills like throwing, catching, and dribbling. Revisit earlier skills inside small-sided games during the spring.

  • Which skills usually need the most reteaching?

    Catching with hands instead of trapping against the chest, skipping with alternating feet, and dribbling without looking down are the common sticking points. Short skill stations with clear cues help more than full-class drills.

  • How can cooperation and respect be built into class?

    Partner warm-ups, small groups of three or four, and rotating equipment monitors give students daily practice sharing space and taking turns. Quick check-ins after activities let students name what their group did well.

  • Why does PE matter for students this young?

    Active second graders sleep better, focus longer in class, and build the confidence to keep moving as they get older. The habits formed now, like choosing to play outside, tend to stick.

  • How is readiness for third grade PE measured?

    By spring, students should combine skills in simple games, follow multi-step directions, and explain why warming up matters. They should also work with different partners without conflict.