Locomotor skills IEP goals: running, skipping and galloping

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A locomotor skills IEP goal names the movement, the distance or setting, and a criterion scored on a skill-component rubric. Example: during the PE warm-up, Ruby will gallop 30 feet leading with either foot, showing 3 of 3 components on 3 of 4 trials. Locomotor skills include running, galloping, sliding, skipping, leaping and changing direction.

Locomotor skills move the whole body from one place to another: running, galloping, sliding sideways, skipping, leaping, dodging. They show up in every PE warm-up and most recess games. A student who cannot gallop or skip often ends up last in line, left out of tag, or sitting out the warm-up.

Most locomotor goals use a skill-component rubric. The skill is broken into parts, each part is scored present or absent in each trial, and the goal raises the number of parts shown. This page gives 20 goals in five groups, each with a baseline and a template link. The numbers are illustrations, not norms. The physical therapy IEP goals pillar covers other PT goal areas.

Jumping and one-foot hopping have their own page, IEP goals for jumping and hopping.

How to choose the right locomotor goal

What you see in PE or at recess	Sub-skill to target	Measurement method
Runs flat-footed, arms stiff or swinging across the body	Running form	Rubric components, out of 4
Runs well but slowly; last in relay	Running speed and agility	Seconds on a set distance
Cannot gallop or slide; steps instead of leading	Galloping and sliding	Rubric components, out of 3
Marches or hops instead of skipping	Skipping	Rubric components; skips in a row
Stops at obstacles; cannot leap or dodge	Leaping, dodging, changing direction	Trials correct, out of 5
Has the skill alone but not in a game or sequence	Locomotor skills in games and sequences	Correct actions out of game chances

Ages when children typically gallop or skip vary. If you need a general reference, the CDC's milestone checklists are a sound source.^[1] Base the goal on the student's own rubric baseline and what PE asks.

Running goals

Running components often scored: arms bend and swing opposite the legs, a brief moment with both feet off the ground, landing on the heel or ball of the foot (not flat-footed), and the non-support leg bends near 90 degrees.

Running across the gym (50 feet), Eli will show 4 of 4 running components on 3 of 4 trials. Baseline: 2 of 4; arms stiff, flat-footed. Template.
During the PE warm-up lap, Mia will run with arms swinging opposite her legs for the full lap on 3 of 4 PE days. Baseline: arms held at her sides. Template.
During a shuttle run of 2 lengths of 30 feet, Theo will touch each line and turn without stopping in under 15 seconds on 3 of 4 trials. Baseline: 24 seconds, stops at each turn. Template.
During a timed agility course of 5 cones, Kai will finish in under 20 seconds without knocking a cone on 3 of 4 trials. Baseline: 34 seconds, 2 cones down. Template.

Weak: "Eli will run with better coordination." Measurable: Goal 1 above. The four components define coordination.

Galloping and sliding goals

Gallop components: a step forward with the lead foot, the back foot steps up to land next to or behind the lead foot, and a brief flight phase with both feet off the ground. Slide components are similar, moving sideways with the body turned.

During the PE warm-up, Ruby will gallop 30 feet leading with either foot, showing 3 of 3 components on 3 of 4 trials. Baseline: 1 of 3; runs instead of galloping. Template.
Along a line on the gym floor, Jayden will slide sideways 20 feet to the right and 20 feet to the left, showing 3 of 3 components each way, on 3 of 4 trials. Baseline: 1 of 3; crosses his feet. Template.
During a music and movement game, Lina will switch from galloping to sliding on the teacher's signal within 3 seconds on 4 of 5 signals. Baseline: stops on each signal. Template.
During basketball defense drills, Omar will slide to stay in front of a partner for 10 seconds without crossing his feet on 3 of 4 trials. Baseline: crosses his feet or turns to run. Template.

Weak: "Ruby will learn to gallop." Measurable: Goal 1 above. It sets the distance, the lead foot and the components.

Skipping goals

Skip components: a step and a hop on the same foot, then a step and a hop on the other foot, arms swinging opposite the legs, and a smooth rhythm without pauses.

Across the gym (40 feet), Mia will skip with a step-hop on alternating feet, showing 3 of 3 components on 3 of 4 trials. Baseline: step-hops on the right foot only. Template.
During the warm-up, Theo will skip 8 skips in a row without breaking into a run or a gallop on 3 of 4 trials. Baseline: 2 skips in a row. Template.
During a skipping game in a circle, Ruby will skip with the group for one full lap of the circle on 4 of 5 trials. Baseline: gallops instead of skipping. Template.
During a line dance unit, Lina will perform the 4-count skip and clap sequence in time with the music on 3 of 4 trials. Baseline: loses the beat after 1 count. Template.

Weak: "Mia will skip with her peers." Measurable: Goal 1 above. It names the distance and the components.

Leaping, dodging and changing direction goals

After a 3-step running approach, Omar will leap across a 2-foot "river" marked by two ropes, taking off on one foot and landing on the other without slowing, on 4 of 5 trials. Baseline: stops at the rope and steps across. Template.
During a tag game, Kai will dodge a tagger by changing direction at least once before being tagged on 4 of 5 chases. Baseline: runs straight and is tagged within 3 seconds. Template.
During a stop-and-go game, Jayden will stop within 2 steps and switch direction on the whistle on 4 of 5 signals. Baseline: takes 5 or more steps to stop. Template.
During a chasing game, Ruby will run to a hoop "safe zone" and stop inside it with both feet before the tagger reaches her on 4 of 5 chases. Baseline: runs past the hoop or stops outside it on 4 of 5. Template.

Weak: "Kai will be safe during tag games." Measurable: Goal 2 above. It names the action and counts chases.

Locomotor skills in games and sequences

During a PE obstacle course with 6 stations, Omar will move over, under and through each station in order without an adult showing him, completing 6 of 6 stations on 3 of 4 trials. Baseline: 3 of 6. Template.
During a follow-the-leader game, Lina will copy the leader's locomotor movement (gallop, slide, skip, march) within 3 seconds on 8 of 10 changes. Baseline: 4 of 10. Template.
During a marching song, Mia will march to the beat, lifting each knee, for the full 1-minute song on 3 of 4 trials. Baseline: loses the beat after 15 seconds. Template.
During an animal walk relay, Theo will bear crawl and crab walk 20 feet each without stopping on 3 of 4 trials. Baseline: 6 feet of each. Template.

Weak: "Omar will improve motor planning." Measurable: Goal 1 above. It counts stations done without a model.

How to measure locomotor goals

Rubric components: score each part present or absent in each of 3 or 4 trials, and record the median. A short video slowed down makes it far easier to see a flight phase or a step-hop. Use the rubric scoring data sheet.
Time for speed and agility goals, on a marked course, best of 2 or 3 trials.
Trials correct out of 5 for leaping, stopping and dodging.
Count in a row for skips or rhythm goals.

Keep the distance, surface and footwear the same each probe. Probe weekly or every other week. The guide on how to measure gross motor goals walks through building a rubric and scoring it with one student from baseline to annual review.

Short-term objectives and grade adaptations

Objectives usually add components in order: for a gallop, first the lead step with the back foot catching up, then the flight phase, then leading with either foot.

Grade band	Typical locomotor focus	Example condition
Preschool	Running, marching, early galloping	Music and movement circle
K to 2	Gallop, slide, skip, running form	PE warm-up; tag games
Grades 3 to 5	Agility, leaping, dodging in games	Relay races; obstacle courses
Middle and high school	Sport-specific footwork and speed	Defense slides; track unit

Preschool goals are on gross motor goals for preschoolers. Recess skills like climbing and swings are on playground IEP goals, and ball work is on ball skills IEP goals. For who provides PT and how, see school-based physical therapy. Template wording is on gross motor goals and the PT role page. Check any draft with the goal checker.

Frequently asked questions

What are locomotor skills?

Locomotor skills move the body from one place to another, such as walking, running, galloping, sliding, skipping, hopping and leaping. Object skills, like throwing and kicking, are a separate group.

How do you measure galloping or skipping for an IEP goal?

Use a skill-component rubric. Break the skill into 3 or 4 parts, such as a step-hop on each foot and arm swing for skipping, and score each part present or absent across 3 or 4 trials.

Should a PT or the PE teacher write locomotor goals?

Either can, depending on the student and district. PTs often write them when balance or coordination limits the skill; adapted PE teachers write them as part of the PE curriculum. Sharing one rubric keeps the data consistent.

Use it in IEP Atlas

Sources

CDC's Developmental Milestones, Centers for Disease Control and Prevention
34 CFR §300.108: Physical education, U.S. Department of Education (IDEA website)
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.