IEP goals for ball skills (throwing, catching, kicking)

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A ball skills IEP goal names the skill, the ball and distance, and a criterion scored by form or by outcome. Example: during a PE throwing station, Eli will throw a tennis ball overhand showing 4 of 4 form components on 3 of 4 trials. Use a component rubric for form and a count out of 10 for catches or hits.

Ball skills decide whether a student plays in PE and at recess or stands at the edge. A good goal names the skill, the ball, the distance and how success is scored. Two scoring methods cover most goals: a skill-component rubric for form, and a count out of a set number of tries for outcome.

This page gives 24 goals in six groups, with a weak and measurable pair in each. It is written for adapted PE teachers and PTs who share a student. The numbers are illustrations. IDEA counts physical education as part of special education, so ball skill goals belong in the IEP when a student needs specially designed PE.^[2]^[1] The physical therapy IEP goals pillar explains how PT and PE goals divide.

How to choose the right ball skills goal

What you see in PE or at recess	Sub-skill to target	Measurement method
Throws with feet square to the target, no step	Overhand throwing form	Rubric components, out of 4, across 3 trials
Traps the ball against the chest or turns away	Catching with hands	Catches out of 10 tosses
Kicks with a toe poke or misses a rolling ball	Kicking	Rubric components, or kicks to a target out of 10
Swings and misses a pitched ball	Striking	Contacts out of 10 swings
Loses the ball after 1 or 2 bounces	Dribbling	Consecutive bounces, or seconds of control
Has the skill alone but freezes in a game	Ball skills in game play	Successful actions out of game opportunities

Score form or outcome, not both, in one goal. A student can hit a target with poor form, or show good form and miss. Pick the one the team cares about this year.

Throwing goals

Form goals use a rubric. The rubric scoring page explains how to set one up so two adults score it the same.

Throwing a tennis ball at a wall target 15 feet away, Eli will throw overhand showing 4 of 4 components (side to target, arm back, step with the opposite foot, follow-through) on 3 of 4 trials. Baseline: 2 of 4 components. Template.
Standing 8 feet from a hoop on the floor, Mia will toss a beanbag underhand into the hoop on 6 of 10 tosses. Baseline: 2 of 10. Template.
Seated on the floor 6 feet from a partner, Leo will roll a playground ball so it reaches the partner's hands on 8 of 10 rolls. Baseline: 3 of 10. Template.
During a game of target throw, Omar will throw a yarn ball overhand and hit a 3-foot target on the wall from 12 feet on 5 of 10 throws. Baseline: 1 of 10. Template.

Weak: "Eli will throw a ball correctly." Measurable: Goal 1 above. The four components define "correctly."

Catching goals

Count catches out of 10 tosses from a fixed distance. A catch counts only if the ball is held in the hands, not trapped against the body.

Given 10 underhand tosses of an 8-inch foam ball from 6 feet, Ruby will catch it in her hands only, without trapping it against her body, on 7 of 10 tosses. Baseline: 2 of 10. Template.
Given 10 bounce passes of a playground ball from 8 feet, Kai will catch the ball after one bounce on 8 of 10 passes. Baseline: 4 of 10. Template.
During a class game of catch, Ruby will catch a beanbag tossed by a peer from 10 feet on 6 of 10 tosses. Baseline: 1 of 10. Template.
When a ball is tossed 3 feet to her side, Grace will step toward it and catch it with two hands on 6 of 10 tosses. Baseline: 1 of 10. Template.

Weak: "Ruby will improve her catching." Measurable: Goal 1 above. It names the ball size, the distance and what counts as a catch.

Kicking and trapping goals

Given a stationary soccer ball, Jayden will kick it with the inside of his foot into a 6-foot goal from 15 feet on 7 of 10 kicks. Baseline: 3 of 10, toe kicks. Template.
Given a ball rolled to him from 15 feet, Theo will step in and kick it forward past a line 10 feet away on 6 of 10 rolls. Baseline: 2 of 10. Template.
Given a ball rolled to her from 10 feet, Lina will stop it with the sole or inside of her foot on 7 of 10 rolls. Baseline: 2 of 10. Template.
During kickball, Omar will kick a rolled ball into fair territory and run to first base on 3 of 4 turns. Baseline: kicks into play on 1 of 4, does not run. Template.

Weak: "Jayden will kick a ball." Measurable: Goal 1 above. It names the kick, the goal size and the distance.

Striking goals

Striking uses a bat, a racket or a paddle. Many students start with a ball on a tee and a large, light bat.

Using an adapted bat and a ball on a tee, Sam will hit the ball forward past a cone 10 feet away on 7 of 10 swings. Baseline: 3 of 10. Template.
Given 10 slow underhand pitches of a 10-inch ball, Kai will swing a bat with side-on form and make contact on 5 of 10 pitches. Baseline: 1 of 10. Template.
Using a short-handled racket and a foam ball dropped by an adult, Mia will hit a forehand over a low net on 6 of 10 drops. Baseline: 2 of 10. Template.
With a partner across a table, Jay will keep a paddle-ball rally going for 5 hits in a row on 3 of 5 rallies. Baseline: 1 hit in a row. Template.

Weak: "Sam will participate in softball." Measurable: Goal 1 above. It names the equipment, the target and the count.

Dribbling goals

Measure dribbling as consecutive bounces or as distance with control. A loss of control ends the count.

Standing in place, Theo will dribble a playground ball with one hand for 10 consecutive bounces on 3 of 4 trials. Baseline: 2 bounces. Template.
Walking the length of the basketball court, Eli will dribble a basketball with one hand without losing control on 3 of 4 trials. Baseline: loses control 4 times per length. Template.
Moving through a line of 5 cones, Jayden will dribble a soccer ball with his feet and keep it within 3 feet of him on 3 of 4 trials. Baseline: loses the ball at cone 2. Template.
During a dribbling game with one defender, Omar will shield the ball and keep possession for 10 seconds on 3 of 5 tries. Baseline: loses it within 3 seconds. Template.

Weak: "Theo will dribble a basketball." Measurable: Goal 1 above. It sets the count and the trials.

Ball skills in game play

Skills that look solid at a station often fall apart in a game. These goals count game actions.

During a small-sided soccer game, Kai will pass the ball to an open teammate on 3 of 5 times he has the ball. Baseline: 0 of 5; keeps the ball until it is taken. Template.
During a basketball unit, Sam will shoot at a 6-foot lowered hoop from 5 feet and make 4 of 10 shots. Baseline: 1 of 10. Template.
During a boccia game, Leo will roll or ramp each ball to land within 3 feet of the target ball on 3 of 6 throws. Baseline: 0 of 6. Template.
During a volleyball lead-up game with a beach ball, Ruby will bump the ball with a forearm pass toward a partner on 5 of 10 tosses. Baseline: 1 of 10. Template.

Weak: "Kai will play soccer with peers." Measurable: Goal 1 above. It counts passes against the number of times he had the ball.

Adapted PE activities for ball skills

These are ways to practice, not goals. Change one variable at a time so you can see what helps.

Change	Examples	Use it when
Ball	Larger, lighter, slower: beach ball, balloon, yarn ball, bell ball for low vision	The student flinches, misses or cannot grip
Distance	Start at 4 to 6 feet and step back after success	Catching or throwing accuracy is low
Target	Bigger goal, closer hoop, wall target with a bright color	The student loses interest after misses
Equipment	Tee, short racket, bowling ramp, lowered hoop	Grip or arm movement limits striking
Position	Seated, kneeling or from a wheelchair	Standing balance takes all the student's effort
Rules	Two bounces allowed, no defenders, peer tosser	The skill is there but game pace is too fast

The guide to PE accommodations and rule modifications shows how to write these into the IEP so the PE teacher uses them every class.

How to measure ball skill goals

Rubric components for throwing, kicking and striking form. Score 3 to 4 trials and record the median components shown. Short video clips make this much easier. Use the rubric scoring data sheet.
Counts out of 10 for catches, hits and targets. Keep the ball, the distance and the tosser the same. Use the opportunity data sheet.
Consecutive count for dribbling and rallies.
Game actions out of opportunities during real play, checked about every two weeks.

Probe weekly for most goals. The gross motor data collection guide shows a full rubric worked example.

Short-term objectives and grade adaptations

Objectives usually step through distance, ball size or game demand: catch an 8-inch ball from 4 feet, then from 6 feet, then a 6-inch ball from 8 feet, then in a game.

Grade band	Typical ball skill focus	Example condition
Preschool	Rolling, two-hand catch of a large ball, kicking a still ball	Seated rolling game; 8-inch ball from 4 feet
K to 2	Underhand toss, overhand form, kicking, dribbling in place	PE stations
Grades 3 to 5	Lead-up games, striking, dribbling while moving	Small-sided games
Middle school	Sport units, passing in games, rule use	Basketball or soccer unit
High school	Lifetime sports: bowling, boccia, pickleball	Community bowling alley

For running and galloping, see locomotor skills IEP goals. For sport-by-sport goals, see adapted PE IEP goals; for athletes in Special Olympics programs, see that page. Template wording is on gross motor goals, sport and game skills and the adapted PE role page. Check any draft in the goal checker.

Frequently asked questions

Should a ball skills goal measure form or accuracy?

Pick one per goal. Use a component rubric when the movement pattern is the problem, such as no step or no follow-through. Use a count out of 10 when the student has the pattern but misses the target or the catch.

Who writes ball skills goals, the PT or the adapted PE teacher?

Often the adapted PE teacher, since ball skills are part of the PE curriculum. A PT may write them when a motor pattern or balance limits the skill, and the two usually share data.

What ball should I use for a catching goal?

Start with a ball the student can track and hold, often 8 inches and soft. Name the ball in the goal, because changing to a smaller ball changes the task. Move to smaller balls in later objectives.

Use it in IEP Atlas

Sources

34 CFR §300.108: Physical education, U.S. Department of Education (IDEA website)
34 CFR §300.39: Special education, Legal Information Institute, Cornell Law School
34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.