Grade 1 Physical Education

The Physical Education program at ACS is guided by the SHAPE America standards. The standards define what students should know and be able to do as a result of a highly effective physical education program.

The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. To pursue a lifetime of healthful physical activity, a physically literate individual*:

• Has learned the skills necessary to participate in a variety of physical activities.

• Knows the implications and the benefits of involvement in various types of physical activities.

• Participates regularly in physical activity.

• Is physically fit.

• Values physical activity and its contributions to a healthful lifestyle.

The five standards around which the grade level outcomes are developed are:

  • Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

  • Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

  • Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

  • Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

  • Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Grade 1 Physical Education Standards

Standard 1

  • Hops, gallops, jogs and slides using a mature pattern.

  • Demonstrates 2 of the 5 critical elements for jumping and landing in a horizontal plane using two-foot takeoffs and landings.

  • Demonstrates 2 of the 5 critical elements for jumping and landing in a vertical plane.

  • Combines locomotor and nonlocomotor skills in a teacher designed dance.

  • Maintains stillness on different bases of support with different body shapes.

  • Transfers weight from one body to another in self-space in dance and gymnastics.

  • Rolls with either a narrow or curled body shape.

  • Demonstrates twisting, curling, bending and stretching actions.

  • Throws underhand, demonstrating 2 of the 5 critical elements of a mature pattern.

  • Catches a soft object from a self-toss before it bounces.

  • Catches various sizes of balls self-tossed or tossed by a skilled thrower.

  • Dribbles continuously in self-space using the preferred hand.

  • Taps or dribbles a ball using the inside of the foot while walking in general space.

  • Approaches a stationary ball and kicks it forward, demonstrating 2 of the 5 critical elements of a mature pattern.

  • Volleys an object with an open palm, sending it upward.

  • Strikes a ball with a short-handled implement, sending it upward.

  • Jumps forward or backward consecutively using a self-turned rope.

  • Jumps a long rope up to 5 times consecutively with teacher-assisted turning.

Standard 2

  • Moves in self space and general space in response to designated beats or rhythms.

  • Travels demonstrating low, middle and high levels.

  • Travels demonstrating a variety of relationships with objects (e.g., over, under, around, through).

  • Differentiates between fast and slow speeds.

  • Differentiates between strong and light force.

Standard 3

  • Discusses the benefits of being active and exercising and/ or playing.

  • Engages actively in physical education class.

  • Identifies the heart as a muscle that grows stronger with exercise, play and physical activity.

  • Differentiates between healthy and unhealthy foods.

Standard 4

  • Accepts personal responsibility by using equipment and space appropriately.

  • Follows the rules and parameters of the learning environment.

  • Responds appropriately to general feedback from the teacher.

  • Works independently with others in a variety of class environments (e.g., small and large groups).

  • Exhibits the established protocols for class activities.

  • Follows teacher directions for safe participation and proper use of equipment without teacher reminders.

Standard 5

  • Identifies physical activity as a component of good health.

  • Recognizes that challenge in physical activities can lead to success.

  • Describes positive feelings that result from participating in physical activities.

  • Discuss personal reasons, (i.e., the “why”) for enjoying physical activities.

For the complete list of standards from Kindergarten through Grade 12, please click below:

Physical Education Units and Skills

Rules and Procedures

  • Explain why it is important to follow all designated rules

  • Explain what a good listener looks like

  • Explain why it is important to work together as a class or alongside classmates during various P.E. games/activities

  • Explain the four Core Values and how they relate to P.E.


  • Perform weight transfer/balance transitions - feet to hands

  • Perform movements - rolls, twist, bend

    • forward roll

    • backward roll

    • pencil roll

    • log roll

  • Create different body shapes

  • Hold body weight in various shapes/positions

Underhand Throw

  • Bring arm back - wind it back

  • Step with opposite foot of throwing hand

  • Release ball forward

  • Possess depth perception - close/far

  • Possess accuracy - big/small

  • Hit target


  • Throw and catch using a variety of balls and objects

  • Demonstrate how to affectively toss to a target or person using the proper cues which were discussed during class

  • Catch a tossed object (i.e., ball, bean bag, etc...) from their partner using the appropriate skills which were discussed in class

Basketball With Jump Rope

  • Dribble in self-space with preferred hand demonstrating a mature pattern

  • Dribbles using the dominant hand while walking in general space

  • Jumps a self-turned rope consecutively forward and backward, with a mature pattern

  • Jumps a long rope 5 times consecutively with student turners

Underhand Volley (Balloons)

  • Effectively keep a ball or balloon above in the air using various body parts (i.e., hands, head, elbows, feet, etc...)

Striking (Paddles)

  • Strike a ball with a short-handled implement, sending it upward

Striking and Fielding

  • Toss various objects back and forth between partners or to a target successfully 50% of the time

  • Strike an implement off of a tee 50% of the time w/ a bat

Frisbee Skills

  • Throw frisbee with accuracy toward target

  • Toss to their partner using the backhand throw seven times in a row

  • Toss to their partner using the forehand three times in a row

  • Work together as a team during Ultimate Frisbee, which will allow them to use teamwork and various ways to catch and throw a Frisbee

Soccer Skills

  • Use various parts of their feet to pass to a partner (i.e., inside, outside, laces, toe, back)

  • Use various parts of the foot and body to trap a soccer ball as it is being passed to them

  • Demonstrate effective shooting skills with the inside part of their foot while participating in "Pin Knockdown" w/ another partner

  • Dribble their soccer ball under control when participating in an activity called "Dribbling Through the Forest"


  • Work together as a class to complete activities which include "Popcorn", "Giant Mushroom", "Ostrich", and "Shark Attack"

  • Demonstrate clear communication to one another during "Shark Attack" by yelling "lifeguard, lifeguard" when a shark gets them

  • Demonstrate clear communication and listening skills by identifying who is in trouble and moving to them as quickly as possible to try and rescue them

  • Demonstrate using various locomotor movements (i.e., walking, running, jumping, skipping, galloping)

  • Demonstrate an ability to successfully toss gator skin balls of various sizes onto the parachute as it is moving in a differing environments (i.e., inside vs. outside)


  • Perform buoyancy skills (front float, back float, starfish float, jellyfish float)

  • Submerge face for a prescribed length of time with eyes open

  • Travel a short distance (with or without support) using arms and legs on back

  • Travel a short distance (with support or without) using arms and legs on front

  • Safely enter and exit the pool in at least two different ways.

  • Safely enter the water wearing a life jacket and demonstrate proper floating technique

  • Demonstrate a simple reaching assist


  • Approach a stationary ball and kicks it forward, demonstrating 2 of the 5 critical elements of a mature pattern


  • Demonstrate safe traveling, space, speed, and use of leg muscles

  • Move on the scooter using their hands and feet

  • Move back and forth the width of the basketball court three times

  • Proper scooter movement form

  • Understand how to use a scooter properly

  • Apply the skills learned in this lesson to future activities

  • Treat the equipment with respect

  • Follow all safety rules


  • Demonstrate the appropriate skill required for bowling: bending the knees, bringing the ball back , brushing the ball against the ground, and finally gently bowling the ball along the floor so that the ball does not bounce, but nice and flat

Rhythm and Dance

  • Carefully listen and demonstrate how to move while listening to various songs (i.e., chicken dance, hokey pokey)

  • Work cooperatively together while participating in the different dances

  • Stay in their own personal space while moving to the beats of music


  • Move in designated pathways (straight lines, curves, and zig-zags)

  • Start, stop and change direction while traveling from one place to another

  • Demonstrate different locomotor movements

  • Demonstrate age-appropriate transitions between movements

  • Demonstrate how to move safely through an environment

Games and Movement

  • Demonstrate an understanding of simple games

  • Demonstrate cooperative and teamwork skills by playing with classmates

  • Move in time to the beat of the music (slow, medium & fast)

  • Move in designated pathways (straight lines, curves, and zig-zags)

  • Demonstrate different locomotor movements

  • Demonstrate age-appropriate transitions between movements

  • Manipulate equipment through a variety of patterns and pathways