Adapted PE Functional & Independence Skills IEP goals
17 functional & independence skills templates tagged for the adapted PE teacher, across 4 skills: leisure & recreation, community & safety skills, daily living skills, health & self-management. Each opens in the builder with a matching data sheet.
17 templates · 4 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.
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.
Community & Safety Skills Functional & Independence Skills
Wait at the water's edge for an adult
Water safety
By the annual IEP review date, at the edge of a pool or splash pad during a swim lesson or water play, before the adult gives the go signal, the student will stop at the marked edge and wait for the adult's go signal before entering the water independently in 5 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected at every water activity.
Follow pool rules at a community pool
Water safety
By the annual IEP review date, during an adapted PE swim session at a community pool, the student will walk on the deck, stay in the area allowed for the student's swim level, and stay with the swim buddy independently in 6 of 6 opportunities, across 3 consecutive pool sessions, as measured by direct observation collected at every pool session, checking at six planned times.
Daily Living Skills Functional & Independence Skills
Use a fitness center locker room
Showering and deodorant
By the annual IEP review date, at a community fitness center or pool during community-based instruction, with a gym bag, the student will complete the locker room routine from storing belongings to leaving dressed with all items, performing at least 8 of 9 steps independently, across 3 consecutive visits, as measured by direct observation collected at each fitness center visit.
Health & Self-Management Functional & Independence Skills
Take heat breaks during outdoor work or sports
Hydration and repositioning reminders
By the annual IEP review date, during outdoor work-based learning, sports practice, or PE on days above the plan's temperature, the student will tell the adult in charge, move to shade, and drink water for the break time in their plan independently in 4 of 4 opportunities, across 3 consecutive months, as measured by direct observation collected on each hot day or warning event.
Set a weekly activity goal and log progress
Exercise and sleep log
By the annual IEP review date, at the start of each week, during a weekly check-in with a teacher or job coach, the student will set a weekly activity goal, log activity on most days, and compare the total to the goal at the end of the week, performing at least 5 of 6 steps independently, across 4 consecutive weeks, as measured by a task-analysis checklist collected weekly.
Routines, daily living, functional academics, community safety, toileting, health, and leisure 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 8 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 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
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.