Physical Skills and Movement
KS1PE-KS1-D001
Mastering basic movement skills including running, jumping, throwing and catching, and developing balance, agility and co-ordination across a range of activities.
National Curriculum context
The foundation of KS1 physical education is the development of fundamental movement skills that underpin all subsequent physical activity. The curriculum specifies mastery of running, jumping, throwing and catching as core skills alongside balance, agility and co-ordination, which together form the physical literacy framework that enables pupils to participate confidently in a wide range of activities. The word 'master' is significant: it implies that pupils should develop genuine competence and fluency rather than merely being introduced to these skills. The application of basic skills across a range of activities ensures that learning transfers beyond single-sport contexts, building the physical confidence and versatility that supports lifelong physical activity.
2
Concepts
1
Clusters
3
Prerequisites
2
With difficulty levels
Lesson Clusters
Develop fundamental movement skills and understand their importance for health
practice CuratedFundamental Movement Skills (C001) and Physical Health and Fitness (C005) are naturally co-taught at KS1: movement skill activities are the primary vehicle through which pupils develop health and fitness understanding — noticing changes in heart rate, breathing and energy during physical activity. Separating them would artificially divide what is experienced as unified physical education.
Prerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (2)
Fundamental Movement Skills
skill Specialist TeacherPE-KS1-C001
Fundamental movement skills are the foundational physical competencies that underpin participation in all sports and physical activities. Running, jumping, throwing and catching are the four primary fundamental movement skills specified at KS1; together with balance, agility and co-ordination, they constitute the physical literacy framework. Mastery of these skills in isolation and in combination is the prerequisite for confident, versatile physical participation across the full range of activities in the physical education curriculum.
Teaching guidance
Use a range of activities that require each fundamental skill in isolation before combining them. For running: vary pace, direction and pathways; use relay and chasing games. For jumping: explore different take-offs and landings; horizontal and vertical jumps. For throwing and catching: vary distances, sizes of object, and types of throw (underarm, overarm, roll). Develop balance through gymnastics balances and yoga-style holds. Build agility through obstacle courses, tag games and direction-change activities. Use rhythmic activities to develop coordination. Record and celebrate pupils' improving competence over time.
Common misconceptions
Pupils may believe that physical skill is innate rather than developed through practice. Consistent messaging that all skills can be improved with practice and effort develops a physical growth mindset. Some pupils may have significant developmental differences in motor skills; scaffolding and differentiated tasks ensure all pupils can access and progress. Teachers may focus on the most physically able pupils; deliberate attention to the full range of ability ensures inclusive progress.
Difficulty levels
Performing basic locomotor movements (running, jumping, hopping) and manipulative skills (throwing, catching) with developing control.
Example task
Run across the hall, jump over the low hurdle and throw the beanbag into the hoop.
Model response: I ran with my arms swinging, jumped over the hurdle with two feet and threw the beanbag underarm. It landed near the hoop.
Performing fundamental movement skills with improved coordination and consistency, beginning to link movements together smoothly.
Example task
Run, jump, land and immediately roll. Try to link the movements together without stopping.
Model response: I ran three steps, jumped off one foot, landed on two feet with bent knees and rolled sideways. The movements flowed together without a pause between them.
Demonstrating agility, balance and coordination across a range of movement activities, applying skills in different contexts with control and confidence.
Example task
Complete this obstacle course: balance along the bench, jump off the end, weave between the cones, catch the ball thrown to you.
Model response: I balanced along the bench with my arms out for stability, stepped carefully and didn't wobble. I jumped off with a controlled landing. I weaved quickly between the cones, changing direction sharply. I caught the ball cleanly with soft hands.
Delivery rationale
Physical Education skill concept — requires physical space, expert technique correction, and safety supervision.
Physical Health and Fitness
knowledge AI FacilitatedPE-KS1-C005
Physical education makes a critical contribution to pupils' physical health and wellbeing by developing the habit of regular physical activity and an understanding of its effects on the body. At KS1, pupils begin to understand the relationship between physical activity and health, noticing how their bodies change during exercise and beginning to understand why physical activity is important for overall health and wellbeing. This lays the foundation for the more detailed understanding of fitness and health developed at KS2 and beyond.
Teaching guidance
Build awareness of physical changes during exercise: breathing rate, heart rate, temperature, tiredness. Discuss why physical activity is good for bodies: strength, flexibility, stamina, heart health. Use simple warm-up and cool-down routines to develop understanding of preparation for and recovery from physical activity. Make connections to healthy lifestyle habits: sleep, nutrition and physical activity as interconnected. Keep the emphasis on enjoyment of physical activity so that positive associations are established early.
Common misconceptions
Pupils may equate physical activity with formal sport or competition, missing the broad range of physical activities that contribute to health. Teaching that walking, playing and dancing all count helps broaden pupils' concept of physical activity. Some pupils may have negative associations with physical exertion; connecting physical sensations to positive outcomes (feeling energised, improving at a skill) helps develop positive relationships with physical effort.
Difficulty levels
Recognising that physical activity makes the heart beat faster and the body feel warmer, and that it is good for health.
Example task
After running around the playground, put your hand on your chest. What do you notice?
Model response: My heart is beating really fast! I feel hot and I am breathing quickly. That's because my body was working hard.
Describing the short-term effects of exercise on the body and understanding that regular activity helps keep us healthy.
Example task
What happens to your body when you exercise? Why is it good to exercise regularly?
Model response: When I exercise, my heart beats faster to pump blood around my body. I breathe faster to get more oxygen. My muscles work harder and I get warm. Regular exercise keeps my heart strong, helps my muscles grow, and makes me feel happier and more energetic.
Explaining the link between physical activity, fitness and health, understanding different types of exercise and their benefits, and setting personal physical activity goals.
Example task
Describe three different types of exercise and explain what each one is good for. What physical activity goal would you set for yourself?
Model response: Running improves cardiovascular fitness — it makes the heart and lungs work harder. Climbing and gymnastics build strength — muscles get stronger. Yoga and stretching improve flexibility — you can bend and move more easily. My goal is to be active for at least 60 minutes every day, including running at playtime and cycling after school, because different activities improve different aspects of fitness.
Delivery rationale
PE knowledge concept — factual content deliverable digitally but physical context benefits from facilitator.