Sport & Game Skills IEP goals for kindergarten to grade 2
8 of the sport & game skills templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
8 templates · 1 skill · K–2 · 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.
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.
Repeat a four-count dance pattern
Dance sequences
By the annual IEP review date, given 5 four-move patterns modeled once by the teacher to a steady beat, the student will perform the four moves in the modeled order on the beat independently in at least 4 of 5 opportunities, on 3 of 4 consecutive probe days, as measured by opportunity-by-opportunity data collected weekly during music and movement.
In kindergarten through grade 2, sport & game skills goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
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 3 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
How are sport & game skills goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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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.