Physical Fitness & PE Participation IEP goals for grades 3 to 5
32 of the physical fitness & PE participation templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
32 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Physical Fitness & PE Participation Motor & Sensory Skills (OT, PT & Adapted PE)
Walk or jog continuously for a set number of minutes
Cardiovascular endurance
By the annual IEP review date, during the PE warm-up on the track or gym floor, the student will independently continue walking or jogging without stopping or sitting down for at least 10 minutes, in 3 of 4 consecutive weekly sessions, as measured by duration recording collected weekly during PE.
Complete laps of the track or gym in a set time
Laps and distance
By the annual IEP review date, given a 10-minute timing on the school track, the student will complete laps of the course by walking or jogging independently at least 7 times per 10-minute timing (laps completed), in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during PE.
Perform curl-ups in one minute
Core strength
By the annual IEP review date, given a mat and a 1-minute timing during the PE fitness unit, the student will perform curl-ups with the shoulder blades lifting off the mat and returning each time independently at least 15 times per 1-minute timing, in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during PE.
Perform push-ups or modified push-ups with correct form
Upper body strength
By the annual IEP review date, given a mat and a 1-minute timing during the PE fitness unit, the student will perform knee push-ups with the body straight from the knees to the head, lowering until the elbows reach 90 degrees independently at least 10 times per 1-minute timing, in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during PE.
Hold a stretch for a set number of seconds
Flexibility
By the annual IEP review date, during the stretching portion of the PE warm-up, given a hamstring stretch demonstrated by the teacher, the student will independently hold the stretch position without bouncing and without releasing early for at least 20 seconds, in 3 of 4 consecutive weekly sessions, as measured by duration recording collected weekly during the PE warm-up or therapy.
Complete the PE warm-up routine with the class
Warm-up routine
By the annual IEP review date, during the PE class warm-up led by the teacher, the student will complete the steps of the warm-up routine along with the class, performing at least 6 of 7 steps independently, on 4 of 5 consecutive PE classes, as measured by a task-analysis checklist collected each PE class for one week per month.
Grades 3 to 5 physical fitness & PE participation goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 10 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 5 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 2 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 9 goals here
Frequently asked questions
What changes in physical fitness & PE participation goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
IEP Atlas Pro
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.