Sport & Game Skills IEP goals for grades 3 to 5
10 of the sport & game skills 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.
10 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.
Sport & Game Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Swing a bat with side-on striking form
Striking with a bat, racket or paddle
By the annual IEP review date, given 5 balls on a batting tee set at waist height during a striking unit, the student will swing the bat with a side-on stance, hands together, a step toward the target and a level swing through the ball independently, earning a score of at least 6 out of 8 on a 4-component two-hand striking rubric scored 0 to 2 per component, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks during striking units.
Speed dribble the length of the court
Dribbling with hands and with feet
By the annual IEP review date, when dribbling a basketball the length of the gym from baseline to baseline, the student will dribble the ball while jogging, pushing it ahead with the fingertips at waist height and eyes up independently, earning a score of at least 6 out of 8 on a 4-component traveling dribble rubric scored 0 to 2 per component, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks during basketball units.
Set a light ball back to a partner
Volleying
By the annual IEP review date, given 8 underhand tosses of a beach ball from a partner about 6 feet away, the student will independently push the ball back up toward the partner with two hands from above the forehead, without catching it in at least 6 of 8 opportunities, on 3 of 4 consecutive probe days, as measured by opportunity-by-opportunity data collected weekly during volleying units.
Roll a bowling ball with an underhand swing
Bowling approach and release
By the annual IEP review date, given 5 rolls of a light bowling ball at plastic pins 20 feet away in the gym, the student will roll the ball one-handed with a back swing, a step with the opposite foot and a low release toward the pins independently, earning a score of at least 3 out of 4 on a 4-point underhand roll rubric scored 0 or 1 per component, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks during bowling units.
Turn and jump a short rope with form
Jump rope
By the annual IEP review date, given a beaded jump rope sized to the student during a jump rope unit, the student will turn the rope from the wrists and jump it with small two-foot jumps, landing on the balls of the feet independently, earning a score of at least 6 out of 8 on a 4-component self-turned rope rubric scored 0 to 2 per component, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks during jump rope units.
Run in and jump a turning long rope
Jump rope
By the annual IEP review date, when two peers or adults turn a long rope at a steady pace in PE, the student will enter the turning rope, jump it, and run out the far side following the long rope steps, performing at least 5 of 6 steps independently, on 3 of 4 observed days, as measured by a task-analysis checklist collected twice weekly during jump rope units or recess.
Grades 3 to 5 sport & game skills 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:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
What changes in sport & game skills 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
Turn these goals into progress reports
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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.