Physical Education Scope & Sequence

Overview of Scope and Sequence

Students reinforce the study of physical education through developmental skill progressions from body management, fundamental skills/specialized skills, and higher skills attainment (sports, clubs, etc.) Children learn what their body can do and how to manage their body effectively in a variety of movement situations and challenges. This understanding incorporates Laban’s concepts of space, time, force, and flow.


  • Emphasis on student to demonstrate mature form in walking and running (Bilateral movement and heel-toe contact)
  • Progress towards mature form of selected manipulatives and locomotor and non-locomotor skills (starting to catch with fingers spread open and curved)
  • Establish movement vocabulary (fast/slow, light/heavy, high/low, personal space)
  • Engage in moderate to vigorous physical activity and identify effects of exercise (increased heart rate/breathing)
  • Learn about fair and cooperative play, safe practices of equipment and space
  • Interact positively with students in class regardless of personal differences and recognize the joy of shared play
  • Try new activities and skills, associate positive feelings with physical activity (doing one’s best does not mean needing to be the best)

First and Second Grade:

  • Demonstrate mature form of skipping, hopping, galloping and sliding (practice the breakdown of the skill and gaining fluid movement
  • Demonstrate control over weight bearing and balance activities (start & stop activities, dance, kicking a ball, etc.)
  • Uses feedback to improve performance
  • Identifies the components of health related physical activity (endurance, strength, flexibility, nutrition, rest)
  • Introduction to tumbling and climbing activities & safety (Various rolls and how to fall)
  • Seeks participation in activities outside of physical education class
  • Works cooperatively with another to complete an assigned task (partner drills and other group activities)
  • Treat others with respect during play
  • Try new activities and gain competence to provide increased enjoyment in movement

Third and Fourth Grade:

  • Adapt a skill to the demands of a dynamic, unpredictable environment (introduction to team and individual sports)
  • Develop peer coaching skills (give feedback to partner on basic concepts of skill)
  • Select and participate in regular physical activities for the purpose of improving skill and health
  • Identifies several activities related to each component of physical fitness (diet/nutrition, sleep/rest, endurance, strength, flexibility)
  • Work independently as well as cooperatively with a partner or in small groups
  • Continue tumbling and climbing activities (cartwheels, tuck roll, spotting)
  • Recognize the attribute that individuals with differences can bring to group activities
  • Enjoy practicing activities to increase skill competence

Fifth and Sixth Grade:

  • Demonstrate increasing competence in more advanced complex situations (higher level of strategic play and tactics with team and individual sports)
  • Use basic offensive and defensive strategies in noncomplex settings (acknowledge options in group discussions or situational practice sessions)
  • Identify opportunities in the school and community for regular participation in physical activity (recess, clubs, sports)
  • Work somewhat independently in pursuit of personal fitness goals (start designing own workout/activity program)
  • Increase level of challenges with tumbling and rope activities (active spotting)
  • Work cooperatively and productively in a group to accomplish a set of goals in both cooperative and competitive activities (Project Adventure/Team Initiatives)
  • Work cooperatively with both more and less skilled peers (Drills and games)
  • Recognize physical activity as a positive opportunity for social and group interaction

Seventh and Eighth Grade:

  • Demonstrate competence in modified versions of a variety of movement forms (higher level skills within team and individual sport activities, dance, and fitness)
  • Understand and apply more advanced movement and game strategies
  • Explore a variety of new physical activities for personal interest in and out of the physical education class (city recreation, clubs, sports, etc.)
  • Understand and apply basic principles of training to improving physical fitness (endurance, strength, flexibility, diet/nutrition, rest/sleep, frequency, duration)
  • Develop routines for tumbling and floor activities, climbing challenges (spotting and safety)
  • Reflect on the benefits of rules, safe practices, and sportsmanship (officiate games, demonstrate positive attitude, share compliments with players)
  • Recognize the role of sport, games, and dance in modern society
  • Recognize physical activity as a vehicle for self expression


By the completion of 4th grade students should be able to:

  • Throw, catch, and kick using mature form
  • Understand that appropriate practice improves performance
  • Identify one activity that they participate in on a regular basis
  • Support, lift, and control body weight in a variety of situations
  • Self and peer coach
  • Demonstrate acceptance of the skills and abilities of others through verbal and nonverbal behavior
  • Design games and dance sequences that are personally interesting

By the completion of 8th grade students should be able to:

  • Use basic offensive and defensive strategies in a modified version of a team sport and individual sport
  • Describe the critical elements of a particular movement skill
  • Participate in an individualized physical activity program designed with the help of the teacher
  • Maintain a record of moderate to vigorous physical activity
  • Make choices based on the safety of self and others
  • Respect the physical and performance limitations of self and others
  • Feel satisfaction when engaging in physical activity