Adapted PE IEP goal bank
130 templates across 24 skills in 9 areas, led by motor & sensory skills (OT, PT & adapted PE), functional & independence skills, and social-emotional & communication. Every goal opens in the builder, where ten checks keep it measurable, and links to the data sheet that matches its measure.
130 templates · 24 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. 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.
Gross Motor Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Balance on one foot during classroom and PE activities
Static balance
By the annual IEP review date, when asked to stand on one foot on a flat floor during PE or a therapy session, the student will independently stand on one foot without the other foot touching the floor and without holding on, with arms free for at least 8 seconds, on 3 consecutive weekly trials on each foot, as measured by duration recording collected weekly during PE or therapy.
Walk along a line or low balance beam
Dynamic balance
By the annual IEP review date, given a 10-foot taped line on the floor, the student will walk the full length with no more than one step off independently with arms free in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.
Play & Social Participation Social-Emotional & Communication
Play a playground game with peers for several minutes
Participating in playground games
By the annual IEP review date, during recess when peers are playing a game with simple rules (tag, four square, kickball, a chasing game), the student will participate in the game with peers by taking turns, running, or playing their position independently for at least 8 minutes, across 3 consecutive observed recess periods, as measured by duration recording collected twice weekly at recess.
Take part in a recreation activity with peers in the community
Leisure and recreation with peers
By the annual IEP review date, during a community recreation activity with peers (such as bowling, a recreation center class, a gaming group), the student will participate in the activity alongside peers, taking their turns and responding to peers' comments independently for at least 30 minutes, across 3 consecutive sessions, as measured by duration recording collected each session.
Following Multi-Step Directions Executive Function
Follow multi-step directions with a safety step in active classes
Directions in labs, shops, and PE
By the annual IEP review date, when given a three- to four-step oral direction in a lab, shop, art room, or gym that includes a safety step, the student will complete every step in order, including the safety step, before beginning the activity independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected each activity session and summarized weekly.
Act on two-part movement directions in PE
Movement directions in PE
By the annual IEP review date, during PE or adapted PE when the teacher gives a two-part movement direction to the group, the student will do both movements in order independently in at least 5 of 6 opportunities, on 3 of 4 consecutive PE classes, as measured by direct observation collected each PE class.
Sensory Processing & Regulation Motor & Sensory Skills (OT, PT & Adapted PE)
Enter the gym with a chosen support
Taking part in assemblies and cafeteria with a plan
By the annual IEP review date, when the class arrives at the gym door for PE, the student will put on or take the chosen support and walk into the gym to their spot at the edge or with their buddy with no adult prompts within 45 seconds, on 4 of 5 observed PE classes, as measured by latency recording collected at each PE class.
Safety Behaviors Behavior & Classroom Expectations
Use playground equipment the taught way
Safe use of equipment
By the annual IEP review date, during recess on the playground with the equipment rules reviewed before going out, the student will use each piece of equipment the taught way (feet first down the slide, climb on the climbing side, walk around swings) for the whole recess independently in 5 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily at recess, summarized weekly.
Stop rough play when a peer says stop
Stopping rough play
By the annual IEP review date, during recess or free play when a peer says "stop", says "no", or pulls away during an active game, the student will stop the contact within 3 seconds, step back, and check with the peer ("are you okay?" or "want to keep playing?") independently in 5 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily at recess, summarized weekly.
Following Adult Directions Behavior & Classroom Expectations
Follow directions during specials and unstructured periods
Following a first-time direction
By the annual IEP review date, when given a one-step direction by the specialist during PE, music, art, or library, the student will independently follow the direction within 15 seconds without a repeat in at least 8 of 10 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each specials period, first 5 directions, summarized every 2 weeks.
Leisure & Recreation Functional & Independence Skills
Start a chosen recess activity promptly
Choosing a leisure activity from options
By the annual IEP review date, at the start of outdoor recess, after choosing an activity from a recess choice card, the student will start the chosen recess activity (swings, climbing, a ball game, chalk) independently within 60 seconds, on 4 of 5 consecutive recess periods, as measured by latency recording collected during three recess periods a week.
Sample a new activity and rate it
Choosing a leisure activity from options
By the annual IEP review date, during a weekly leisure sampling time with one new activity offered (a craft, a game, a song, a sport skill), the student will try the new activity for the agreed short time and rate it on a three-point like scale independently in at least 3 of 4 opportunities, in 3 of 4 consecutive monthly reviews, as measured by opportunity-by-opportunity data collected weekly.
All 24 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Motor & Sensory Skills (OT, PT & Adapted PE)
Functional & Independence Skills
Social-Emotional & Communication
Executive Function
Behavior & Classroom Expectations
Speech & Language
Vision, Hearing & Assistive Technology
Transition & Postsecondary Skills
Adapted physical education goals cover motor skills, fitness, and participation in physical education with modifications. They are measured with trials, duration, and task-analysis steps so progress can be recorded during the class itself.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 55 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 3 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 24 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 23 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 7 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 10 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 8 goals here
Frequently asked questions
Is adapted PE a related service or special education?
Under IDEA, physical education, including specially designed PE, is part of special education (34 CFR 300.39(b)(2)). Goals for adapted PE are IEP goals written and reported like any other.
What skills do adapted PE goals target?
Locomotor skills, object control (throwing, catching, kicking), balance, fitness endurance, and participation in games with modified rules or equipment.
How is participation measured?
Duration of active engagement, number of activity steps completed, or opportunities in which the student followed game rules, with the modifications stated in the condition.
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.