Move Every Day · ages 5–6
Kindergarten PE at home
Four units, a 30-minute session for each, a quick check for each unit and a printable weekly plan. Built for a small space and household items.
- Ages 5–6
- 5 × 30 min a week
- 3-day version
- Free
This is the kindergarten plan in Move Every Day, the free PE program from UpOnly Learning. It runs 5 days a week for 30 minutes (our plan), with a 3-day version on the printable.
Goals for the year
- Move in many ways: walk, run, hop, gallop and jump (S1).
- Know fast and slow, high and low (S2).
- Take turns and play fair (S3).
- Say how moving feels (S4).
S1 to S4 are the four SHAPE America National Physical Education Standards (2024). This grade is in the PreK–2 span.[4]
The Daily 60
Kindergarten students also need lots of active play through the day. For ages 3 to 5, adults should aim for about 3 hours of active play a day.[1][2] WHO says at least 60 minutes of it should be moderate to vigorous for ages 3 and 4.[3] Students who have turned 6 move to the Daily 60: 60 minutes or more every day.[1]
How to teach each session
Teaching model (our plan): Explicit instruction with practice and feedback. Each new skill moves from your model, to practice together, to practice alone, with short, specific feedback.
- I do: You show the move and name 2 or 3 short cues, like "side to target, step, throw".
- We do: You practice together. Say one specific thing that went well and one cue to try next.
- You do: Your student practices alone, then uses the skill in the game. Watch and give one cue at a time.
- Check: At the end of the first week of each unit, use the quick check below. If it is not there yet, repeat the We do step.
Feedback tip: name what went well, then give one cue to try next, like "great step, now follow through toward the target".
The weekly structure
| Part | Minutes (our plan) |
|---|---|
| Warm-up | 5 |
| Skill practice | 10 |
| Fitness (strength or jumps) | 5–7 |
| Game or dance | 5–7 |
| Cool-down | 3 |
| Total | 30 |
| Day | Focus | Strength | Bone (jumps) | Vigorous |
|---|---|---|---|---|
| Monday | Skill and strength | Yes | ||
| Tuesday | Skill, then a jump and run game | Yes | Yes | |
| Wednesday | Strength and jumps | Yes | Yes | |
| Thursday | Rhythm, dance or yoga, then a fast game | Yes | ||
| Friday | Fitness circuit and a family game | Yes | Yes | Yes |
| Every day | The rest of the Daily 60 outside PE: walking, biking, active play and chores. | |||
Units
A 36-week year: 4 units of 8 weeks, plus 4 check-and-choose weeks. Week 1 and week 35 are friendly self-checks (students compare only with themselves), week 18 is a family field day, and in week 36 students choose their own activities (our plan).
| Unit | Weeks | Focus |
|---|---|---|
| K1. Moving my body | 2–9 | walk, run, hop, gallop, jump; personal space |
| K2. Balance and shapes | 10–17 | balance on one foot, body shapes, levels |
| K3. Toss, roll and catch | 19–26 | sock-ball toss, rolling to a target, catching a balloon |
| K4. Rhythm and animal moves | 27–34 | moving to a beat, animal walks, freeze dance |
Inside each unit: weeks 1–2 learn the move, weeks 3–4 add time or reps, weeks 5–6 combine moves, weeks 7–8 play a game or put on a show.
Sample sessions
One full session per unit. Repeat it through the unit and use the "next steps" line to keep it fresh. The numbered tags open the exercise card.
Unit K1 sample: My space, your space 30 min
| Part | Time | What to do |
|---|---|---|
| Warm-up | 5 min | March in place #1 for 30 s, arm circles #2 (5 each way), then follow the leader around the room for 2 minutes. |
| Skill | 10 min | Personal space bubble: arms out, turn slowly. Practice walk, march, gallop #10 and run in place, changing on a clap: 30 s each, 2 rounds. |
| Fitness | 6 min | Bunny hops #16 (2 × 8, soft landings) and bear crawl #13 to the couch and back (2 trips). |
| Game | 6 min | Red light, green light #57, with gallop or hop as the "green light" move. |
| Cool-down | 3 min | Melting snowman: stand tall, then slowly sink to the floor. Take 3 belly breaths. |
Equipment: Open floor space, a tape line.
Safety: Clear the floor; bare feet on a non-slip floor or sneakers; stop if tired and get water.
Next steps in later weeks: In later weeks add pathways (straight, curvy, zigzag) and speed changes.
Quick check for understanding: Show me your space bubble, then gallop to the wall and back. Look for: Arms out without touching anything; the same foot stays in front while galloping.
Covers: A, V, B, M · S1 (locomotor), S2 (space), S3 (taking turns). Key: A aerobic, V vigorous, M muscle, B bone; S1 to S4 are the SHAPE America standards.
Unit K2 sample: Statues and shapes 30 min
| Part | Time | What to do |
|---|---|---|
| Warm-up | 5 min | Freeze dance #56 (3 min), then cat-cow #45 (4 slow). |
| Skill | 10 min | Stork stand #39: each foot 5–10 s, 3 times, a hand on the wall is fine. Make wide, narrow, curled and twisted shapes when called. |
| Fitness | 6 min | Frog jumps #15 (2 × 6) and crab walk #14 (2 short trips). |
| Game | 6 min | Statue garden: move, then freeze in the shape you are shown. |
| Cool-down | 3 min | Tree pose #41 (5 s each side) and butterfly stretch #42 (10 s). |
Equipment: A wall or chair for balance.
Safety: Balance near a wall or chair; no shoes with slippery soles.
Next steps in later weeks: Eyes on a spot, then arms crossed, then standing on a pillow.
Quick check for understanding: Stand on one foot while I count to 5. Look for: Balances for 5 seconds, with a hand on the wall if needed.
Covers: M, B, A · S1 (nonlocomotor), S2 (shapes, levels), S4 (try again). Key: A aerobic, V vigorous, M muscle, B bone; S1 to S4 are the SHAPE America standards.
Unit K3 sample: Sock-ball toss 30 min
| Part | Time | What to do |
|---|---|---|
| Warm-up | 5 min | Arm circles #2 and high knees #4 (2 × 15 s). |
| Skill | 10 min | Toss and catch to yourself #47 (10 tries). Underhand toss #48 to a laundry basket from 1.5 m, then 2 m (10 tries). Roll a ball to knock down bottle pins (8 tries). |
| Fitness | 6 min | Squats #24, "sit on the invisible chair" (2 × 6), and jumps over a tape line #21 (2 × 10). |
| Game | 6 min | Clean your room: toss all the sock balls into the basket before the song ends. |
| Cool-down | 3 min | Seated reach #43 (10 s) and 3 breaths. |
Equipment: Sock balls, a laundry basket, plastic bottles.
Safety: Soft balls only.
Next steps in later weeks: A smaller target, then catch a balloon, then a soft ball.
Quick check for understanding: Toss the sock ball into the basket from 1.5 m. Look for: Faces the target, swings low and lets go toward the basket.
Covers: S1 (manipulative), M, B, A · S3 (share the balls). Key: A aerobic, V vigorous, M muscle, B bone; S1 to S4 are the SHAPE America standards.
Unit K4 sample: Zoo parade 30 min
| Part | Time | What to do |
|---|---|---|
| Warm-up | 5 min | March to music (2 min) and jumping jacks #3 (2 × 8, slow). |
| Skill | 10 min | Animal walks to a beat: bear #13, crab #14, frog #15 and flamingo #39, 30 s each, 2 rounds. |
| Fitness | 6 min | Kangaroo jumps #16 (3 × 8). |
| Game | 6 min | Freeze dance #56 with animal freezes. |
| Cool-down | 3 min | Child's pose #44 (10 s), then a sleeping lion rest (30 s). |
Equipment: Music, open floor space.
Safety: Space between moving students; soft landings.
Next steps in later weeks: Students invent a new animal walk and teach it to you.
Quick check for understanding: Show me a bear walk and a frog jump. Look for: Hips high on the bear walk; soft, bent-knee landing on the frog jump.
Covers: S1 (rhythm), M, B, V · S4 (enjoyment). Key: A aerobic, V vigorous, M muscle, B bone; S1 to S4 are the SHAPE America standards.
Safety rules for every session
- Warm up first.
- Clear the floor.
- Have water nearby.
- Wear sneakers, or go barefoot on a non-slip floor.
- Land softly.
- Stop if something hurts, or if you feel dizzy or sick.
- Tell an adult.
Quick checks for understanding
Use one at the end of the first week of each unit. If the skill is not there yet, go back to the We do step for a few more sessions.
| Unit | Ask or say "show me" | Look for |
|---|---|---|
| K1. Moving my body | Show me your space bubble, then gallop to the wall and back. | Arms out without touching anything; the same foot stays in front while galloping. |
| K2. Balance and shapes | Stand on one foot while I count to 5. | Balances for 5 seconds, with a hand on the wall if needed. |
| K3. Toss, roll and catch | Toss the sock ball into the basket from 1.5 m. | Faces the target, swings low and lets go toward the basket. |
| K4. Rhythm and animal moves | Show me a bear walk and a frog jump. | Hips high on the bear walk; soft, bent-knee landing on the frog jump. |
Exercises used
March in place · Arm circles · Jumping jacks · High knees · Gallop · Bear crawl · Crab walk · Frog jumps · Bunny hops · Line hops · Squat · Stork stand · Tree pose · Butterfly stretch · Seated reach · Child's pose · Cat-cow · Toss and catch · Underhand throw · Freeze dance · Red light, green light
Doses for kindergarten to grade 2 are our plan: 1 set of 5 to 8 reps or 10 to 15 second holds, done as play, and 20 to 40 soft landings a session, inside the AAP range for strength work.[5] Students as young as 5 can build strength with hops and frog jumps, says the American Academy of Pediatrics.[6]
Progress checks: "I can" list
- I can hop on one foot 5 times.
- I can gallop and skip a few steps.
- I can stand on one foot for 5 seconds.
- I can toss a sock ball into a basket.
- I can move fast and slow, high and low.
- I can take turns in a game.
- I can tell how my body feels after moving.
Students compare only with themselves. Check in at week 1 and again at week 35.
Free printables
Plans and logs to print. No answer sheets needed.
Black and white versions use less ink.
Find an activity in your community
Organized activities add coaches, teammates and new skills, and the minutes count toward the Daily 60. Here are common options and where to read more on UpOnly Learning.
- Martial arts: jiu-jitsu, taekwondo, karate, judo
CDC lists martial arts as a vigorous activity for school-age students.[7]
Martial arts in our activities guide · Taekwondo, karate or jiu-jitsu? Choosing a martial art
- Gymnastics and dance
CDC lists vigorous dancing as a vigorous activity.[7]
- Swimming
CDC lists swimming as both a moderate and a vigorous activity, depending on effort.[7]
- Soccer, basketball and other team sports
CDC lists soccer and basketball as vigorous activities, and sports with jumping or quick changes of direction as bone-strengthening.[7]
- Track and running
CDC lists running as vigorous and as bone-strengthening.[7]
- Cycling
CDC lists bike riding as a moderate activity.[7]
- Climbing
CDC lists climbing (ropes, trees or playground equipment) as muscle-strengthening.[7]
- Outdoor clubs and scouting-style groups
CDC lists hiking as a moderate activity.[7]
- Community recreation leagues
Choosing a local program
- Ask for a free or trial class before you sign up.
- Ask how students are supervised, what training the coaches have, and whether coaches pass background checks.
- Look for groups sorted by age or skill, so your student learns with peers.
- Ask about the full cost: fees, uniforms, gear, travel and tournaments.
- Watch one practice. Your student should get plenty of turns and leave smiling.
More help: How to choose: a simple checklist · Questions to ask a coach, studio or program · What activities cost.
Where to look
Start with your city or county parks and recreation department, a community or recreation center, the public library's events board, or your homeschool group or co-op. Many list classes by age and season.
Want math, reading and science with the same daily rhythm? See the full K–8 curriculum.
More: parent guide · exercise library · adapted PE · developmental milestones by age · all grades
Sources
Last checked: October 31, 2026. Numbers in brackets in the text, like [1], point to this list. Session lengths, reps, holds and jump counts are our plan (program choices within these guidelines), not guideline numbers.
- [1]U.S. Department of Health and Human Services. Physical Activity Guidelines for Americans, 2nd edition (2018). U.S. federal government. odphp.health.gov/sites/default/files/2019-09/Physical_Activity_Guidelines_2nd_edition.pdf
- [2]Office of Disease Prevention and Health Promotion (ODPHP). Top 10 things to know about the second edition of the Physical Activity Guidelines for Americans (2018). U.S. federal government. odphp.health.gov/our-work/nutrition-physical-activity/physical-activity-guidelines/current-guidelines/top-10-things-know
- [3]World Health Organization (WHO). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age (2019). International health agency. www.who.int/publications/i/item/9789241550536
- [4]SHAPE America. New National Physical Education Standards (2024). National professional association. www.shapeamerica.org/standards/pe/new-pe-standards
- [5]American Academy of Pediatrics (AAP), HealthyChildren.org. Strength training (2011). National medical association. www.healthychildren.org/English/healthy-living/sports/Pages/Strength-Training.aspx
- [6]American Academy of Pediatrics (AAP). Resistance training for children and adolescents (Stricker, Faigenbaum, McCambridge; Pediatrics 145(6):e20201011), summary on HealthyChildren.org (2020). National medical association. www.healthychildren.org/English/news/Pages/Guidance-on-Resistance-Training-for-Children.aspx
- [7]Centers for Disease Control and Prevention (CDC). What counts for children and teens (2024). U.S. federal government. www.cdc.gov/physical-activity-basics/adding-children-adolescents/what-counts.html
Please read: Move Every Day is general education, not medical advice. Check with your student's doctor before starting a new activity program if your student has a heart, lung or other health condition, an injury, or a disability that affects movement. Stop and get medical help if your student faints, has chest pain, severe shortness of breath or dizziness during activity. In an emergency, call 911.