Adapted PE Motor & Sensory Skills (OT, PT & Adapted PE) IEP goals
87 motor & sensory skills (OT, PT & adapted PE) templates tagged for the adapted PE teacher, across 3 skills: physical fitness & PE participation, gross motor skills, sensory processing & regulation. Each opens in the builder with a matching data sheet.
87 templates · 3 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.
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.
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.
Fine motor, handwriting, visual-motor, gross motor, fitness, functional mobility, feeding, and sensory processing 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:
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 16 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 37 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 8 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 8 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 14 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal 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
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.