IEP goals for good sportsmanship (winning and losing)

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A sportsmanship IEP goal names the game setting, the specific behavior around winning, losing or rules, and a count. Example: at the end of a PE game his team loses, Jamal will give a good-game signal, such as a fist bump or saying "good game," and line up within 1 minute on 4 of 5 losses, recorded by the PE teacher.

Sportsmanship is a set of small, teachable behaviors: playing by the agreed rules, taking turns, saying something kind at the end, accepting a call you disagree with and staying in the game after a mistake. Students who struggle with it are often the ones who care most about winning, or who find the noise and speed of games overwhelming.

The 20 goals below fit PE, adapted PE, recess and table games. Each has a fictional baseline and a template link; the numbers are illustrations. Coping goals for losing in general are on IEP goals for frustration tolerance. The social-emotional IEP goals pillar covers the whole area.

Before writing a sportsmanship goal

Look at what happens before the problem. A student who melts down at the end of every game may be reacting to losing, to the sudden end, to a teammate's comment, or to a loud gym. Each needs a different goal. A short log of 5 or 6 games, noting the moment things went wrong, is usually enough.

Some things to settle first:

Teach the rules explicitly. Many disputes come from rules no one taught, or rules that change from game to game. Write them down.
Give the student a role. Scorekeeper, equipment manager or referee's helper are real ways to take part.
Offer cooperative games too. Not every student needs competition every day. Cooperative games build the same turn-taking and encouragement skills.
Let the student pick the gesture. A handshake is not the only way to say "good game." A fist bump, a wave, a thumbs-up or a typed message on a device all count. Do not require eye contact or a smile.

Adapted physical education is part of special education under IDEA, so PE goals belong in the IEP like any other.^[1] Sportsmanship goals often sit with the PE teacher, the adapted PE teacher or the school psychologist, with recess staff recording.

How to choose a sportsmanship goal

What the team sees	Sub-skill	How to measure
Changes rules mid-game, skips turns, quits early	Playing by the rules	Opportunities: games played to the end
Cries, throws or leaves when the team loses	Losing well	Opportunities: losses with a planned response
Gloats, taunts or celebrates in peers' faces	Winning well	Opportunities: wins with a kind ending
Yells at teammates, ignores them, hogs the ball	Teamwork and encouragement	Frequency per game
Argues every call; disputes stop the game	Disputes, calls and mistakes	Opportunities: disputes settled

Goals for playing by the rules

These goals keep the student in the game from start to finish. Start with short games and add length.

During a 10-minute recess or PE game, Jamal will play by the agreed rules to the end of the game on 4 of 5 games. Baseline: quits or changes rules on 4 of 5. Template.
During a structured game with 3 or 4 peers, Ella will take her turn and wait for others' turns through the whole game on 4 of 5 games. Baseline: 2 of 5. Template.
During table games, Ella will take her turn within 10 seconds of being told it is her turn on 8 of 10 turns. Baseline: 4 of 10. Template.
During line games such as four square, Owen will rotate out when he is out and rejoin the line in 4 of 5 rounds. Baseline: refuses to leave on 3 of 5. Template.

Weak: "Jamal will follow game rules." Measurable: Goal 1 above. It names the game length, the setting and what counts as success.

Goals for losing well

These goals do not ask the student to feel fine about losing. They ask for a planned response that keeps the student safe and in the group.

After losing a game, Jamal will use a coping response, such as saying "Next time" or taking 3 slow breaths, within 30 seconds in 4 of 5 losses. Baseline: 1 of 5. Template.
When he is not chosen first or his team does not win, Owen will respond with a coping step and stay with the group in 4 of 5 opportunities. Baseline: leaves on 3 of 5. Template.
After a small mishap during a game, such as missing a catch, Ella will say "That's okay" and keep playing on 4 of 5 mishaps. Baseline: 1 of 5. Template.
When the group votes for a game he did not choose, Owen will accept the decision and join the game within 2 minutes on 4 of 5 opportunities. Baseline: 1 of 5. Template.

Weak: "Owen will be a good loser." Measurable: Goal 2 above. Staying with the group is something the PE teacher can record from across the gym.

Goals for winning well

Winning can be as hard as losing. These goals teach a kind ending that peers notice.

At the end of a game, win or lose, Jamal will give a good-game signal of his choice to the other team on 4 of 5 games. Baseline: 0 of 5. Template.
After his team wins, Owen will celebrate within the agreed limits, such as a cheer with his own team, without taunting the other team on 4 of 5 wins. Baseline: taunts on 3 of 5. Template.
When a peer compliments his play, Jamal will say "Thanks" or give a thumbs-up in 4 of 5 opportunities. Baseline: 1 of 5. Template.
After a game, Ella will name one thing a teammate or opponent did well, such as "Nice pass," on 3 of 4 games. Baseline: 0 of 4. Template.

Weak: "Owen will be a gracious winner." Measurable: Goal 2 above. The limits are agreed ahead of time, so everyone knows what counts.

Goals for teamwork and encouragement

Team games need passing, calling out and cheering. These goals build the student's part in a team.

During team games in PE, Ella will pass to a teammate and call a teammate's name at least 3 times per game on 4 of 5 games. Baseline: 0 per game. Template.
During a playground game, Owen will play with peers for at least 8 minutes on 4 of 5 recesses. Baseline: 2 minutes. Template.
When a teammate misses or falls, Jamal will offer encouragement or help, such as "You'll get it" or a hand up, in 3 of 4 opportunities. Baseline: laughs or yells on 3 of 4. Template.
During relay or station games, Ella will cheer for teammates at least 2 times per game on 4 of 5 games. Baseline: 0. Template.

Weak: "Ella will be a team player." Measurable: Goal 1 above. Passes and name calls are easy to tally during the game.

Goals for disputes, calls and mistakes

Arguments over calls stop games and push peers away. These goals give the student a fair way to settle them.

When there is an argument over a game rule, Jamal will use a fair fix, such as a do-over or asking the adult, within 1 minute in 4 of 5 disputes. Baseline: 1 of 5. Template.
When two players want the same position or turn, Owen will use a fair-decision strategy, such as rock-paper-scissors, in 4 of 5 opportunities. Baseline: 1 of 5. Template.
When the coach or PE teacher gives feedback on his play, Owen will respond with "Okay" and try the change on 4 of 5 opportunities. Baseline: argues on 4 of 5. Template.
When bumped or tagged hard by accident, Ella will respond without hitting back, such as saying "Watch out" or telling an adult, in 4 of 5 incidents. Baseline: 2 of 5. Template.

Weak: "Jamal will accept the referee's decisions." Measurable: Goal 1 above. A short list of fair fixes gives him something to do besides argue.

How to measure sportsmanship goals

Most of these goals use opportunities: each game, loss, win or dispute is one chance. Teamwork goals use a tally per game. Record on a clipboard card during the game; the end-of-game moment is the one that matters, so record it right away.

Game	Result	Good-game signal	Coping response	Stayed in group
Mon, kickball	Lost	Fist bump	"Next time"	Yes
Tue, four square	Out twice	Not applicable	Breathing, prompted	Yes
Wed, tag	Won	None	Not applicable	Yes, taunted once
Thu, kickball	Lost	Wave	Walked off, returned at 3 minutes	Partly

This fictional card for Jamal shows the pattern clearly: losses go better than wins. That points to the winning goal as the next one to teach. The opportunity data sheet and frequency data sheet both fit. The IEP must say how progress will be measured,^[2] so say in the goal who records it and in which class.

Short-term objectives

For Jamal's losing goal, fade the adult support:

Uses a coping response after a loss when the adult gives a 1-minute warning before the end and stands nearby, on 4 of 5 losses.
Uses it with only a warning before the end, on 4 of 5 losses.
Uses it with no warning or adult nearby, on 4 of 5 losses in PE and at recess.

Adapting by grade and setting

Group	Typical focus	Setting
Grades K to 2	Taking turns, staying to the end, small mishaps	Table games, circle games
Grades 3 to 5	Losing well, fair fixes for disputes, good-game signal	PE, recess, board games
Middle school	Team play, accepting calls, winning without taunting	PE, intramurals, lunch games
High school	Coach feedback, team roles, online and console games	PE, school teams, clubs
Adapted PE	Same goals with modified games and equipment	Adapted PE class, unified sports

The peer interaction goals page and the social skills goal hub have more peer goals. Motor goals for PE are on physical fitness PE goals, and the adapted PE role page gathers goals by provider. For friendships that grow out of games, see IEP goals for friendship skills. Check your draft with the goal checker.

Frequently asked questions

What is a good sportsmanship IEP goal?

One that names the game setting, a specific behavior and a count. For example, at the end of a PE game, win or lose, the student will give a good-game signal of their choice to the other team on 4 of 5 games.

Who should write sportsmanship goals?

Often the PE or adapted PE teacher, with input from the school psychologist or counselor. Recess staff and the classroom teacher can record data during games outside PE.

Does the student have to shake hands after a game?

No. Any clear signal can count, such as a fist bump, a wave, a thumbs-up, saying "good game" or a message on an AAC device. Let the student choose one they are comfortable with.

Use it in IEP Atlas

Sources

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.