Adapted PE Executive Function IEP goals
8 executive function templates tagged for the adapted PE teacher, across 5 skills: following multi-step directions, organization, impulse control & inhibition, time management, cognitive flexibility. Each opens in the builder with a matching data sheet.
8 templates · 5 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
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.
Organization Executive Function
Pack the gym bag from a checklist
Packing a PE or activity bag
By the annual IEP review date, the evening before a PE or activity day, the student will pack the gym or activity bag using the checklist, performing at least 5 of 6 steps independently, for 3 consecutive weeks, as measured by a task-analysis checklist collected on each PE or activity day.
Impulse Control & Inhibition Executive Function
Freeze when the music stops in a game
Stopping an action on a cue
By the annual IEP review date, during a movement game when the music stops, the student will stop moving and hold a freeze pose independently within 2 seconds, on 4 of 5 consecutive sessions, as measured by latency recording collected three times a week, timing five stops per game.
Stop play quickly at the whistle
Stopping an action on a cue
By the annual IEP review date, when the PE teacher blows the whistle during a game, the student will stop moving, hold the ball, and freeze in place independently within 2 seconds, on 4 of 5 consecutive PE classes, as measured by latency recording collected each PE class, timing three whistles.
Time Management Executive Function
Change for PE within the locker room time
Changing for PE within the time
By the annual IEP review date, at the start of PE, in the locker room, the student will complete changing clothes and storing items in the locker independently within 6 minutes, on 4 of 5 consecutive PE classes, as measured by duration recording collected each PE class.
Cognitive Flexibility Executive Function
Join the next activity after a game ends
Moving on after a game ends or is lost
By the annual IEP review date, when a board, card, or PE game ends and the teacher names the next activity, including games the student did not win, the student will put the game pieces away and move to the next activity independently within 45 seconds, on 4 of 5 consecutive observed game endings, as measured by latency recording collected twice weekly.
Task initiation, organization, planning, attention, and self-monitoring. 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 3 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.