Kick a stationary and rolling ball toward a target
When to use this goal
For students who kick with a straight leg and no backswing, miss the ball, or fall after kicking, so soccer-type games and playground play are hard. A kicking probe with a stationary ball during baseline decides whether to start with stationary or rolling balls.
- Baseline
- Give 10 kicks at a stationary ball and 10 at a rolling ball and count those reaching the target area. Watch for balance loss after the kick and for toe-kicks with a straight leg; both are taught with the planting-foot marker. Record which foot the student prefers.
- Tips
- Recess soccer and PE units give weekly practice. Keep the ball size, distance, and goal width constant for probes. Kicking is often the easiest ball skill to bring into peer play, so link it to a play participation goal when the student avoids games.
- Limits
- Rolling-ball kicks depend on the roll; use the same adult and speed. Students who use mobility devices need adapted PE input on alternatives (pushing the ball with the chair or a ramp). Does not measure dribbling or passing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-013.
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Goal
By the annual IEP review date, given a stationary 8-inch ball and a goal 10 feet wide and 15 feet away, the student will kick the ball with a backswing and contact with the instep so that it travels into the goal area independently in at least 7 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or recess.
Baseline: 3 of 10 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Gross Motor Skills.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Motor & Sensory Skills (OT, PT & Adapted PE) - Gross Motor Skills
- Baseline
- 3 of 10 opportunities.
- Annual goal382 characters
- By the annual IEP review date, given a stationary 8-inch ball and a goal 10 feet wide and 15 feet away, the student will kick the ball with a backswing and contact with the instep so that it travels into the goal area independently in at least 7 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or recess.
- Timeframe
- By the annual IEP review date
- Condition
- Given a stationary 8-inch ball and a goal 10 feet wide and 15 feet away
- Behavior
- The student will kick the ball with a backswing and contact with the instep so that it travels into the goal area independently
- Criteria
- In at least 7 of 10 trials, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during PE or recess
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 7 of 10 trials
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during PE or recess
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a stationary 8-inch ball and a goal 10 feet wide and 15 feet away, the student will kick the ball with a backswing and contact with the instep so that it travels into the goal area independently in at least 7 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or recess.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.