The K-12 aim of the Saskatchewan physical education curricula is to support students in becoming physically educated individuals who have the understandings and skills to engage in movement activity, and the confidence and disposition to live a healthy, active lifestyle.

The K-12 goals are broad statements identifying what students are expected to know and be able to do upon completion of study in a particular area of study, by the end of Grade 12. The goals of physical education are interdependent and are of equal importance.

The three goals for students from Kindergarten to Grade 12 are:

• Active Living - Enjoy and engage in healthy levels of participation in movement activities to support lifelong active living in the context of self, family, and community.
• Skillful Movement - Enhance quality of movement by understanding, developing, and transferring movement concepts, skills, tactics, and strategies to a wide variety of movement activities.
• Relationships - Balance self through safe and respectful personal, social, cultural, and environmental interactions in a wide variety of movement activities.

The outcomes for Kindergarten Physical Education all make direct connection to the three goals of Active Living, Skillful Movement, and Relationships . Not only do children need to move, they need to understand the "hows, whats, wheres, and whys" of movement. All three goals of physical education are reflected in each outcome, with the goals in boldface font indicating a stronger connection.

Mainly connected to the Active Living goal, the teacher will lead Kindergarten children to understand and practise the basic habits for developing health-related fitness to support personal well-being. The children will be able to recognize beneficial physical movement and the body signals that are a response to this movement. They will participate in a variety of movement activities at a moderate to vigorous level as they begin to establish the habit for a life of participation in movement activities.

Building towards achieving the Skillful Movement goal, the growth and development of children is of significant consideration. Specific movement skills are identified for teachers to focus on when teaching Kindergarten students. Children should be expected to explore and practise a variety of skills, with specific attention to the skills identified in the outcomes. Kindergarten children are expected to perform some skills at a level referred to as Progressing towards Control (the additional levels of Control and Utilization are not a performance level expected of a Kindergarten student).

Progressing towards Control: This level of performance "is characterized by lack of ability to either consciously control or intentionally replicate a movement .... Successful skill performances are a surprise!" (Graham, Holt/Hale, and Parker, 2007, p. 107).

Skillful Movement also includes expanding children's awareness of what the body does, where the body moves, how the body performs the movement, and with whom or with what the body moves. These understandings are referred to as the movement variables. Kindergarten children will begin to explore the variables to support them in growing as skillful movers.

Safe and respectful interactions that reflect a consideration of self, others, and the learning environment are essential while learning and developing as a physically educated person. In Kindergarten, the outcomes that more deeply focus on the Relationships goal encourage children to develop a foundation for safe, considerate, and responsible behaviour while participating in movement activities.