Alternate Curriculum w-Goals

Skill # Strand
Performance
Area
Skill FPI Sample Behaviors/Activities Goal
PE 1.1 Safety
Adaptive
Behaviors
Learn to use
equipment safely
and responsibly
wear necessary safety
equipment
wear helmet for bike riding or skating wear shin guards for
soccer
wear gloves while gardening, raking, sweeping, shoveling and
cleaning
wear eye protection while working in lab, or art, goggles for
swimming, sunglasses when outdoors
wear harness or seatbelt while riding on bus
Student will wear necessary safety equipment by
keeping helmet buckled under chin whild riding a
bicycle for 20 minutes 4 out of 5 trials 75% of the time.
PE 1.2 Safety
Adaptive
Behaviors
Learn to use
equipment safely
and responsibly
carry personal items for
identification and safety
wear backpack, fanny pack or carry purse containing a wallet
with identification and emergency information
carry a communication wallet useable by the student to
indicate wants and needs
Student will carry a communication wallet useable by
the student to indicate wants and needs 5 out of 5
trials 75% of the time.
PE 1.3 Safety
Adaptive
Behaviors
Learn to use
equipment safely
and responsibly
request appropriate
safety equipment for
activity
Ask to wear or use:
goggles when swimming
seatbelt on bus and/or car
gloves when gardening
baseball glove when catching balls in outfield
shin guards when playing game of soccer or hockey
boots when hiking
sunglasses while outdoors to protect eyes
adult's arm when ascending or descending stairs
Student will request appropriate safety equipment
needed for activiy by using a communication wallet 4
out of 5 trials 75% of the time.
PE 1.4 Safety
Adaptive
Behaviors
Learn to use
equipment safely
and responsibly
follow directions and
instructions when using
equipment
check behind and to the sides before swinging a golf club
aim toward target with ball, ring, dart, beanbag
jump on trampoline with 2 feet, in center of mat
drop but to the ground before running to first base
pick up a bowling ball with two hands from the ball return
Student will follow directions and instructions when
using equipment 4 out of 5 trials 75% of the time.
PE 1.5 Safety
Adaptive
Behaviors
Learn to use
equipment safely
and responsibly
use recreational
equipment for its
intended purpose
paint on paper
use Legos to build a structure
kick soccer ball toward goal
roll bowing ball down lane toward pins
wear headphones to listen to music
Student will use recreational equipment for its
indended purpose by using a paddle to strike a ball 4
out of 5 trials 75% of the time.
PE 2.1
Movement /
Mobility
Perceptual
Motor
Identify various parts
of the body and their
location - for
example, arms, legs
and hands
demonstrate a physical
reaction to sensation on
body part
allow hair/teeth to be brushed by another
cooperate with staff when clothing is pulled over arms/legs,
socks on feet
show relaxed tone when given a massage on back, hands, arms,
legs
demonstrate a response to temperatures and textures
open mouth when spoon or cut is tapped lightly on lower lip
PE 2.2
Movement /
Mobility
Perceptual
Motor
Identify various parts
of the body and their
location - for
example, arms, legs
and hands
move body part in
response to direction
touch switch, turn head, raise hand, kick foot, swing arm, shake
hands, wave, nod head "yes," shake head "no," place feet on
floor, put hands down in response to direction
play games like Mother My I,' "Simon Says," "Red Light/Green
Light"
C. Martinich Page 1 2014
Alternate Curriculum w-Goals
Skill # Strand
Performance
Area
Skill FPI Sample Behaviors/Activities Goal
PE 2.3
Movement /
Mobility
Perceptual
Motor
Identify various parts
of the body and their
location - for
example, arms, legs
and hands
locate body part in
imitation of a model
Play "Simon Says." "Follow the Leader"
follow teacher instructions/peer instructions in P.E. classes
place equipment on in imitation of instructor (hat, goggles,
gloves, etc.)
PE 2.4
Movement /
Mobility
Perceptual
Motor
Identify various parts
of the body and their
location - for
example, arms, legs
and hands
identify body parts on
self
touch nose, mouth, shoulders, arms, hands legs, knees, feet
play "Simon Says" game
PE 2.5
Movement /
Mobility
Perceptual
Motor
Identify various parts
of the body and their
location - for
example, arms, legs
and hands
identify body parts on
another person
Identify parts on another person, doll, drawing
Perform the following dance steps with another person: back to
back, swing/elbow, shake hands, join hands and circle left
PE 3.1
Movement /
Mobility
Perceptual
Motor
Place the body and
limbs in different
positions,
demonstrating, high,
middle, and low
levels
allow another to move
body and limbs in
different positions
accept physical manipulation of body to learn a new skill
not protest movement of head and limbs while in fully
supported sitting position
not protest weight bearing while in a standing position
bear weight with a partner while performing dance steps
PE 3.2
Movement /
Mobility
Perceptual
Motor
Place the body and
limbs in different
positions,
demonstrating, high,
middle, and low
levels
move body and limbs in
imitation
serve a volleyball
perform movements while watching exercises on video
follow dance routine
follow leader type games
copy teacher demonstration of new skill
put on sports equipment/clothing/shoes/skates after watching
it being done by another
PE 3.3
Movement /
Mobility
Perceptual
Motor
Place the body and
limbs in different
positions,
demonstrating, high,
middle, and low
levels
move body and limbs on
request
raise hand upon request to do so
walk to a named location upon request to do so
follow movements in an exercise video
follow leader during dance routines
participate in individual sport events, (e.g., races; "on your
mark, set, go", request to line up, stand up, sit down, head up,
hands down)
PE 3.4
Movement /
Mobility
Perceptual
Motor
Place the body and
limbs in different
positions,
demonstrating, high,
middle, and low
levels
assist in completing
motions to perform a
physical activity
float on back/stomach
use weight lifting equipment
clean tables
sweep floors
put on sweater, clothing
walk in a walker
perform aerobic exercise
perform domestic chores
C. Martinich Page 2 2014
Alternate Curriculum w-Goals
Skill # Strand
Performance
Area
Skill FPI Sample Behaviors/Activities Goal
PE 3.5
Movement /
Mobility
Perceptual
Motor
Place the body and
limbs in different
positions,
demonstrating, high,
middle, and low
levels
move body and limbs in
different positions
play tug-o-war
do "animal walks"
perform dance steps with or without a partner
participate in rhythmic activities
jump rope
climb stairs
perform a variety of recreation activities
participate in dressing activities
perform a variety of mobility skills
PE 3.6
Movement /
Mobility
Perceptual
Motor
Place the body and
limbs in different
positions,
demonstrating, high,
middle, and low
levels
perform activities that
require sequencing
steps
develop skills in toileting, hand washing, dressing
demonstrate turn taking
participate in gymnastics, dancing, bowling activities
demonstrate competence in arcade games or exercise routines
perform daily arrival skills (e.g., walk to class, put backpack
away, hangs up jacket, sit down at desk, etc.)
PE 3.7
Movement /
Mobility
Perceptual
Motor
Place the body and
limbs in different
positions,
demonstrating, high,
middle, and low
levels
explore movement with
equipment
will demonstrate skill using playground equipment, weight
machines, jump ropes, parachutes, streamers, kites, hoops,
boxes, scoops/balls, obstacles courses, swings, float equipment in
pool
carry items to deliver
sweep with a broom
push a vacuum cleaner
demonstrate skill moving a shovel/rake
PE 4.1
Movement /
Mobility
Perceptual
Motor
Balance while
bending, twisting or
stretching
maintain head at
midline
raise head to erect
hold head in midline position in various postures
return head to midline if turned
hold head erect/midline while in standing or other posture
equipment, seated in desk, working on task, at the computer
facing the screen, watching a movie
PE 4.2
Movement /
Mobility
Perceptual
Motor
Balance while
bending, twisting or
stretching
maintain upright
position
tolerate standing in stander for 45 minutes
stand in one place with 1 or 2 hands held
maintain hip and knee extension to allow weight bearing for 3
minutes while another helps maintain alignment
PE 4.3
Movement /
Mobility
Perceptual
Motor
Balance while
bending, twisting or
stretching
transition from one
position to another
transition from standing to sitting or lying down
get into/out of adapted equipment
climb stairs, get on/off elevators and escalators, kick a ball, step
up/down curbs, walk across varied surfaces/inclines
move through a n obstacles course, tumble on a mat, reach to
pick up object from ground, walk on a balance beam, jump on
trampoline, manipulate objects while standing, perform exercise
PE 4.4
Movement /
Mobility
Perceptual
Motor
Balance while
bending, twisting or
stretching
return to upright
position
stand and wing a bat at a ball on a tee
swing to hit a golf ball
pivot in standing positions when holding onto a stationary
object or another person
C. Martinich Page 3 2014
Alternate Curriculum w-Goals
Skill # Strand
Performance
Area
Skill FPI Sample Behaviors/Activities Goal
PE 4.5
Movement /
Mobility
Perceptual
Motor
Balance while
bending, twisting or
stretching
maintain balance while
in motion
maintain balance while hiking, walking running, on various
surfaces/inclines, ascending and descending, stairs, moving in
sports and games )dribbling ball in basketball/soccer), and
participating in exercise routines
walk holding a walker or pushing a wheelchair/vacuum
maintain balance while getting into and out of a regular
chair/wheelchair, seats on bus/car
maintain balance while skating, biking, standing on step stool to
reach for items, climbing on playground equipment
PE 5.1
Movement /
Mobility
Locomotor
Travel and change
directions quickly in
response to a singal
start/stop body move in
response to signal
start or stop activity in response to a touch on shoulder,
whistle, bell, voice command, sign, gesture,
start or stop an activity in response to an environmental cure,
music, traffic, horn, signals
PE 5.2
Movement /
Mobility
Locomotor
Travel and change
directions quickly in
response to a singal
travel in imitation of
model
walk with a group
propel self in wheelchair
follow the group to specific locations
walk/run on track in lanes with peer models
PE 5.3
Movement /
Mobility
Locomotor
Travel and change
directions quickly in
response to a singal
travel in response to
direction
wheel//walk/run, skip, jump, hop, gallop, slide, participate in
dance routines/steps
participate in individual sports skills, running races, start to
finish, skate in clockwise direction
deliver items to specific locations
move in response to teacher direction, to traffic signals, to
visual instruction
PE 5.4
Movement /
Mobility
Locomotor
Travel and change
directions quickly in
response to a singal
travel and change
course in response to
direction
travel left and then right, up and then down, through and then
around, over, and then under in response to direction
travel through an obstacle course, shopping mall, grocery store
aisle in response to direction
demonstrate dance steps in response to direction
PE 5.5
Movement /
Mobility
Locomotor
Travel and change
directions quickly in
response to a singal
respond to signal
requiring change in
movement directions
cross streets as a response to traffic signals and lights
participate in dance routines/ music/ instruments with verbal
instructions
respond to verbal or visual signals while participating in
exercises and games with stop/go commands
PE 6.1
Movement /
Mobility
Perceptual
Motor
Travel in different
ways in a large group
without bumping
into others or falling
demonstrate change in
body posture/facial
expression when in
physical contact with
object or person
accept various textures without adverse reactions
give visual attention to area being touched
move over when contact is made with an object or person to
avoid bumping again
demonstrate change in facial expression with a change in
temperature
PE 6.2
Movement /
Mobility
Locomotor
Travel in different
ways in a large group
without bumping
into others or falling
navigate around
stationary obstacles
without bumping in to
them
roll, creep, crawl to an activity
steer bike
walk/run/wheel around tables, chairs, people
negotiate doorways, displays in stores, aisles in malls, stores,
and buses
C. Martinich Page 4 2014
Alternate Curriculum w-Goals
Skill # Strand
Performance
Area
Skill FPI Sample Behaviors/Activities Goal
PE 6.3
Movement /
Mobility
Locomotor
Travel in different
ways in a large group
without bumping
into others or falling
follow leader in a group
activity without
bumping into others
perform warm-up drills, exercise, aerobic activities without
bumping into others.
swim in own lane
dance in own space on dance floor
walk in a line while on community trips
PE 6.4
Movement /
Mobility
Locomotor
Travel in different
ways in a large group
without bumping
into others or falling
navigate through a
group of people without
bumping into others
navigate self through cafeteria lines, during recess on
playgrounds, passing periods and assemblies on campus
demonstrate navigational skills at community locations,
entering/exiting public transportation, shopping malls, grocery
stores aisles/displays, fast food restaurants waiting in lines/carry
items to table
move through crowds at sporting events/stadiums/gyms
locate seat in movie theatre/classes while being aware of
people around him
jump/drive into a swim pool, stay in own lanes on track/pool
PE 7.1
Movement /
Mobility
Object Control
Travel in relationship
to objects: over,
under, behind, and
through
orient toward object(s)
in path of travel
climb into wheelchair
lower self to sit on classroom chair
go up and down stairways
step over "holes"/puddles on ground
duck under tree branches
walk around fire hydrants/poles/benches
walk through doorways/turnstiles
PE 7.2
Movement /
Mobility
Locomotor
Travel in relationship
to objects: over,
under, behind, and
through
navigate obstacles in
path of travel
go through a tunnel, under and umbrella, over a curb, around a
store-display
go up/down stairs/inclines
complete obstacle course
propel wheelchair safely in class avoiding obstacles
PE 7.3
Movement /
Mobility
Locomotor
Travel in relationship
to objects: over,
under, behind, and
through
demonstrate travel
abilities in various
environments
navigate around obstacles courses, playgrounds, classroom on
campus
stay with group while in community settings, restaurants, work
training sites, shopping centers/sores
demonstrate use of public transportation
perform various P.E. activities involving balance beams, stairs
walk on varied surfaces/inclines
step up/down from varied heights
PE 7.4
Movement /
Mobility
Perceptual
Motor
Travel in relationship
to objects: over,
under, behind, and
through
understand and use
basic movement
concepts of space
awareness and
movement control
travel from one location to anther combining travel patterns
(step up/down, walk, run, side step, burn around, bend, go
through, go under)
use learned movement to determine how to reach desired
location
play games staying within boundaries
go on planned hikes on established trails with varied terrain
demonstrate movement while playing games (golf, tennis,
bowling, ping pong, hockey, soccer, basketball) completing,
errands, dancing
C. Martinich Page 5 2014
Alternate Curriculum w-Goals
Skill # Strand
Performance
Area
Skill FPI Sample Behaviors/Activities Goal
PE 8.1
Movement /
Mobility
Physical Fitness
Maintain aerobic
activity for a
specified time
maintain movement
activity for a set time
period
walk 100 feet with two hands held
move to music for 10 minutes
walk on the track for 15 minutes without stopping
ride bike for 30 minu8tes around course
roller skate at rink for 20 minutes without stops
follow exercise routine for 30 minutes
wheel self in chair for 15 minutes around the tack
walk in community for 40 minutes without sitting down on
pavement
walk in walker continuously for 15 minutes
PE 8.2
Movement /
Mobility
Physical Fitness
Maintain aerobic
activity for a
specified time
follow aerobic activity
with group
follow exercise video
walk/run for a specified length of time
perform aerobic exercises
wheel self for specified length of time
walk on a treadmill
ride an exercycle
swim laps/perform water exercises
jump rope
jump on trampoline/airflow mattress
dance
ride bike
go on community walks
PE 9.1 Fine Motor
Perceptual
Motor
Manipulate objects
with accuracy and
speed
tolerate contact with an
object/texture
touch varied textures/shapes
allow physical assistance to reach for and touch objects
tolerate varied temperatures
PE 9.2 Fine Motor Object Control
Manipulate objects
with accuracy and
speed
maintain contact with
object
place hand on railing on buses
use hands to search for toy/object
stand using furniture for support
push button for walk signal at corners
pull stop cord on public buses
use switch
use keyboard with computers
push on/off switch on CD/tape player/VCR
keep hand on door to push door open
PE 9.3 Fine Motor Object Control
Manipulate objects
with accuracy and
speed
maintain grasp on
object
grasp free weights on handles of weight machines
grasp handlebars of bike
hold on to paddles/rackets/bats/clubs
grasp pencil/pen/marker/crayon
grasp utensils
grasp ball
grasp puzzle pieces
grasp vacuum/broom/mop/duster handles
C. Martinich Page 6 2014
Alternate Curriculum w-Goals
Skill # Strand
Performance
Area
Skill FPI Sample Behaviors/Activities Goal
PE 9.4 Fine Motor Object Control
Manipulate objects
with accuracy and
speed
maintain grasp/control
and move object
shake rattle/bell
push a switch
push walk button
push start on copier
keep hand on computer keys/mouse
snap/buckle
roll/bounce ball
push/squeeze stapler
carry lunch try to table
throw out trash
deliver items to other locations from classroom
push/pull doors open/closed
push number on a telephone to dial
grasp paintbrush and move paint on paper
grasp scissors and open and close to cut, push button on
calculator
maintain grasp on larger items to carry from location to another
carry foot trays in restaurants
deliver items to other classroom/mailboxes, hold comb/brush
PE 9.5 Fine Motor Object Control
Manipulate objects
with accuracy and
speed
manipulate object in a
variety of ways
zip/unzip a zipper
button/unbutton sweater
twist lids on/off
turn a doorknob
cut paper
glue items together
pour liquid
use computer mouse
use a screwdriver
put coins in vending machine
tie shoes
fold and hang clothing
wash counters/windows
sweep dirt to dust pan
pickup trash/put in trash can
push shopping cart
place items in named /labeled locations
release items to another or to a specific location
PE 10.1
Recreation Leisure
Sportsmanship
Object Control
Toss and catch a ball
aone or with a
partner
move/manipulate a ball
touch a ball
hold ball in 2 hands
hold in 1 hand
move form 1 hand to the other
move ball with 2 hands
move ball with 1 hand at a time
PE 10.2
Recreation Leisure
Sportsmanship
Object Control
Toss and catch a ball
aone or with a
partner
direct the ball to
another person/target
roll a ball push a ball
push a ball
throw a ball underhand/overhand
bounce a ball
give a ball
C. Martinich Page 7 2014
Alternate Curriculum w-Goals
Skill # Strand
Performance
Area
Skill FPI Sample Behaviors/Activities Goal
PE 10.3
Recreation Leisure
Sportsmanship
Object Control
Toss and catch a ball
aone or with a
partner
trap/catch ball with
body/hands
trap/catch a variety of sizes of balls thrown from varied
distances, tossed underhand, thrown overhand, bounced
trap/catch a variety of objects: Frisbee, ball of variety of sizes,
beanbags
PE 10.4
Recreation Leisure
Sportsmanship
Object Control
Toss and catch a ball
aone or with a
partner
throw/catch a ball with
use of equipment
use plastic "wiffle" scoops
use Velcro mitts
PE 11.1
Recreation Leisure
Sportsmanship
Object Control
Strike a stationary
ball with any part of
the body
locate the ball
track ball from starting point to ending point (left to right, from
1 person to another)
move self toward the ball
reach toward the ball
watch games shifting visual attention to locate the ball
PE 11.2
Recreation Leisure
Sportsmanship
Object Control
Strike a stationary
ball with any part of
the body
aim in direction of ball
with body or object
reach towards a piece of equipment to participate in traditional
for adapted games
touch ball with feet
reach towards an object with his/her hands
PE 11.3
Recreation Leisure
Sportsmanship
Object Control
Strike a stationary
ball with any part of
the body
make contact with the
ball using any part of
the body or object
use softball bat to strike ball off tee
use golf club to hit golf ball off tee
use hand for serve in volleyball
kick for soccer
use paddle for ping pong/air hockey, video arcade, games,
foosball games, racquetball, handball
push ball down ramp to bowl
hit balloon with hand to keep in air
PE 11.4
Recreation Leisure
Sportsmanship
Object Control
Strike a stationary
ball with any part of
the body
make contact with ball
with body part or object
to direct the ball toward
a specific target
play golf going to specific hole
play ping pong over net
play tennis
play billiards
kick and/or pass a soccer ball
hit volleyball to teammate or over net
catch a softball batted to the outfield or thrown to player on
base
shoot ball toward hoop
play catch and throw games (Monkey the Middle)
PE 12.1
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Play and assit others
in activities in group
of three to five
engage in activity by self
relax, remain calm and take a break from group
use makers, paints and crayons to make a picture
turn pages of magazines/book, looking at pages one at a time
put together puzzles
make items using manipulatives
PE 12.2
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Play and assit others
in activities in group
of three to five
engage in activity with
another person
play catch with a partner
complete 1 step of a 2-step assembly task with a partner
completing 2nd step
PE 12.3
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Play and assit others
in activities in group
of three to five
follow rules of group
games/activities
accept the call of an official or referee during game play
C. Martinich Page 8 2014
Alternate Curriculum w-Goals
Skill # Strand
Performance
Area
Skill FPI Sample Behaviors/Activities Goal
PE 12.4
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Play and assit others
in activities in group
of three to five
cooperate with others in
group games/activities
follow game sequence and play their position in game with
others
voluntarily share equipment used in group activity
remain seated and quiet during school assembly
PE 13.1
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Participate in games,
sports, dance and
outdoor pursuits,
both in and out of
school, according to
individual intersts
and capabilities
accept exposure to a
variety of activities
accept various textures involved in various games (hot potato,
etc.)
stand independently during various game activities
tolerate noise level during group games by keeping hand off
ears
PE 13.2
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Participate in games,
sports, dance and
outdoor pursuits,
both in and out of
school, according to
individual intersts
and capabilities
accept and cooperate in
activity chosen by
teacher
participate in small group or large group activities (specify the
activity)
tolerate varied grouping of partners
follow sequence of class rather than on own
take turn in groups and teams
participate with no negative responses or protests regarding
the activities
grasp or hold ribbon stick
PE 13.3
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Participate in games,
sports, dance and
outdoor pursuits,
both in and out of
school, according to
individual intersts
and capabilities
choose preferred
activity
make request to play specific game/sport/activity
ask for an active team position
remain on task for extended time periods
chose partners/groups to work with
make choice between offered selections
PE 13.4
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Participate in games,
sports, dance and
outdoor pursuits,
both in and out of
school, according to
individual intersts
and capabilities
actively engage in
preferred activity
activate computer
play video game
pedal bicycle
press witch to operate toy
PE 14.1
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Reognize the
funamental
strategies in simple
games
observe others playing a
game
turn head to follow action
stay on bleachers, sitting for 15 minutes
PE 14.2
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Reognize the
funamental
strategies in simple
games
follow directions of
game leader
follow leaders directional cues
change positions in game
hand ball to next player
pass beanbag to next player
stay in position during game
PE 14.3
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Reognize the
funamental
strategies in simple
games
take turns during game
play
hand ball to next player
pass beanbag to next player
stay in position during game
C. Martinich Page 9 2014
Alternate Curriculum w-Goals
Skill # Strand
Performance
Area
Skill FPI Sample Behaviors/Activities Goal
PE 14.4
Recreation Leisure
Sportsmanship
Object Control
Reognize the
funamental
strategies in simple
games
use skill combinations
and follow sequence of
game to actively
participate during game
play
hit a ball and run to first base
catch a ball and throw it to another person
roll dice and move playing piece the correct number of spaces
dribble a ball and throw it in a basket
PE 14.5
Recreation Leisure
Sportsmanship
Object Control
Reognize the
funamental
strategies in simple
games
indicate the object of
the game
touch switch to choose the correct answer
kick ball toward goal
verbally answer questions on object of game
PE 15.1
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Accept and respect
the decisions made
by game officials -
whether they are
students, teachers or
officials outsied of
school
identify game
officials/referees
point at the person with the whistle
PE 15.2
Recreation Leisure
Sportsmanship
Locomotor
Accept and respect
the decisions made
by game officials -
whether they are
students, teachers or
officials outsied of
school
follow instructions of
game officials/referees
run in direction indicated
will take turns when told
stop playing when game is finished
PE 15.3
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Accept and respect
the decisions made
by game officials -
whether they are
students, teachers or
officials outsied of
school
accept when turn is up
sit down when turn is over
leave field when team is up to bat
PE 15.4
Recreation Leisure
Sportsmanship
Adaptive
Behaviors
Accept and respect
the decisions made
by game officials -
whether they are
students, teachers or
officials outsied of
school
accept game outcome
appropriately
give high 5's and handshakes to other team
congratulate other team and teammates
refrain from negative comments
PE 16.1
Growth and
Maturation
Adaptive
Behaviors
Begin to recognize
changes in his or her
body, such as
changes in height
and weight
identify body sensory
signals
indicate when hungry, thirsty, not hungry, not thirsty
indicate when hot, tired, cold
indicate when in pain, comfortable, wet/soiled
PE 16.2
Growth and
Maturation
Adaptive
Behaviors
Begin to recognize
changes in his or her
body, such as
changes in height
and weight
identify appropriate
clothing for age, height,
weight, activity,
weather
choose clothing (shoes appropriate for the activity (swimming,
basketball, running, skating)
identify correct clothing to wear in summer, winter, etc.
choose clothes which are the correct size for him/her
C. Martinich Page 10 2014
Alternate Curriculum w-Goals
Skill # Strand
Performance
Area
Skill FPI Sample Behaviors/Activities Goal
PE 16.3
Growth and
Maturation
Physical Fitness
Begin to recognize
changes in his or her
body, such as
changes in height
and weight
respect others in group
activities regardless of
ethnicity, gender, body
type, or skill level
perform endurance activities, strength activities, flexibility
activities, agility activities
complete fitness testing 2 to 3 times per year
PE 16.4
Growth and
Maturation
Adaptive
Behaviors
Begin to recognize
changes in his or her
body, such as
changes in height
and weight
follow instructions of
game officials/referees
hand shake, give high 5's or other feedback while participating
to team/group/class activities
help classmate/teammate complete a skill during a game
state feeling in appropriate manner
take turns showing others a skill they are good at
accept another person's point of view/option even though they
feel differently
C. Martinich Page 11 2014
Alternate Curriculum Observations
PHYSICAL EDUCATION
Skill # Strand FPI Observations Skill # Strand FPI Observations
PE 1.1 wear safety equipment PE 9.1 tolerate object/texture
PE 1.2 carry identification PE 9.2 maintain contact
PE 1.3 request safety equip PE 9.3 maintain grasp
PE 1.4 follow directions PE 9.4 grasp & move object
PE 1.5 use rec equipment PE 9.5 manipulate object
PE 2.1 reactions to sensation PE 10.1 move/manipulate ball
PE 2.2 move in response PE 10.2 direct ball to target
PE 2.3 locate body parts PE 10.3 trap/catch ball
PE 2.4 identify body parts self PE 10.4
throw/catch a ball with
use of equipment
PE 2.5 identify parts - another PE 11.1 locate the ball
PE 3.1 allow another to move PE 11.2 aim in direction of ball
PE 3.2 move in imitation PE 11.3 make contact w object
PE 3.3 move on request PE 11.4 contact w ball to target
PE 3.4 assist in motions PE 12.1 self engage
PE 3.5 moves in positions PE 12.2 engage with another
PE 3.6 sequences steps PE 12.3 follow rules games
PE 3.7 moves with equipment PE 12.4 cooperate with others
PE 4.1 keeps head at midline PE 13.1 accept variety activities
PE 4.2 keeps upright position PE 13.2 cooperate in activity
PE 4.3 position transition PE 13.3 choose activity
PE 4.4 return to upright PE 13.4 actively engage
PE 4.5 balance while in motion PE 14.1 observe others playing
PE 5.1 start/stop to signal PE 14.2 follow directions
PE 5.2 travel in imitation PE 14.3 take turns during game
PE 5.3 travel to direction PE 14.4 use skill combinations
PE 5.4 change course PE 14.5 indicate game object
PE 5.5 respond to signal PE 15.1 identify game officials
PE 6.1 change in posture PE 15.2 follow instructions of ref
PE 6.2 stationary obstacles PE 15.3 accept when turn is up
PE 6.3 follow leader PE 15.4 accept game outcome
PE 6.4 through a group PE 16.1 identify body signals
PE 7.1 orient toward object(s) PE 16.2 identify clothing
PE 7.2 navigate obstacles PE 16.3 respect others in group
PE 7.3 travel abilities PE 16.4 follow instructions of ref
PE 7.4 use basic mvt
PE 8.1 maintain activity
PE 8.2 follow aerobic activity
Observation Date:
F
i
n
e

M
o
t
o
r
R
e
c
r
e
a
t
i
o
n

L
e
i
s
u
r
e

S
p
o
r
t
s
m
a
n
s
h
i
p
G
r
o
w
t
h

a
n
d

M
a
t
u
r
a
t
i
o
n
S
a
f
e
t
y
M
o
v
e
m
e
n
t

/

M
o
b
i
l
i
t
y
Student Name:
Birthdate:
C. Martinich 2014
CA Content Standards Goals
Grade
Subject
Area Desc
Performanc
e Area
State Standard SS Code Essential Standard Key Word Goal Description Benchmark 1 Benchmark 2
5 Motor
Perceptual
Motor
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.1
Perform simple small-group
balance stunts by sharing
the dirstribution of weight
and base of support.
Body
Management
(name) will perform simple small-
group balance stunts by sharing the
dirstribution of weight and base of
support with 75% accuracy in 3/4
trials.
(name) will perform simple small-
group balance stunts by sharing the
dirstribution of weight and base of
support with 50 % accuracy in 3/4
trials.
(name) will perform simple small-
group balance stunts by sharing the
dirstribution of weight and base of
support with 60 % accuracy in 3/4
trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.10
Strike a dropped ball with a
racket/paddle toward a
target using a forehand
movement pattern.
Manipulative
Skills
(name) will strike a dropped ball with
a racket/paddle toward a target using
a forehand movement pattern with
75% accuracy in 3/4 trials.
(name) will strike a dropped ball with
a racket/paddle toward a target using
a forehand movement pattern with
50% accuracy in 3/4 trials.
(name) will strike a dropped ball with
a racket/paddle toward a target using
a forehand movement pattern with
60% accuracy in 3/4 trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.11
Backhand hit a softly tossed
ball with a paddle/racket.
Manipulative
Skills
(name) will backhand hit a softly
tossed ball with a paddle/racket with
75% accuracy in 3/4 trials.
(name) will backhand hit a softly
tossed ball with a paddle/racket with
50% accuracy in 3/4 trials.
(name) will backhand hit a softly
tossed ball with a paddle/racket with
60% accuracy in 3/4 trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.12
Strike a gently tossed ball
with a bat from a side
orientation.
Manipulative
Skills
(name) will strike a gently tossed ball
with a bat from a side orientation with
75% accuracy in 3/4 trials.
(name) will strike a gently tossed ball
with a bat from a side orientation with
50% accuracy in 3/4 trials.
(name) will strike a gently tossed ball
with a bat from a side orientation with
60% accuracy in 3/4 trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.13
Serve a lightweight ball over
a low net using an
underhand movement
pattern.
Manipulative
Skills
(name) will serve a lightweight ball
over a low net using an underhand
movement pattern with 75% accuracy
in 3/4 trials.
(name) will serve a lightweight ball
over a low net using an underhand
movement pattern with 50% accuracy
in 3/4 trials.
(name) will serve a lightweight ball
over a low net using an underhand
movement pattern with 60% accuracy
in 3/4 trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.14
Dribble a ball (hand and
foot) while preventing
another from stealing it.
Manipulative
Skills
(name) will dribble a ball (hand and
foot) while preventing another from
stealing it with 75% accuracy in 3/4
trials.
(name) will dribble a ball (hand and
foot) while preventing another from
stealing it with 50% accuracy in 3/4
trials.
(name) will dribble a ball (hand and
foot) while preventing another from
stealing it with 60% accuracy in 3/4
trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.15
Dribble a ball and kick
toward a goal while being
guarded.
Manipulative
Skills
(name) will dribble a ball and kick
toward a goal while being guarded
with 75% accuracy in 3/4 trials.
(name) will dribble a ball and kick
toward a goal while being guarded
with 50% accuracy in 3/4 trials.
(name) will dribble a ball and kick
toward a goal while being guarded
with 60% accuracy in 3/4 trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.16
Pass a ball back and forth
with a partner using a
bounce pass and chest pass.
Manipulative
Skills
(name) will pass a ball back and forth
with a partner using a bounce pass
and chest pass with 75% accuracy in
3/4 trials.
(name) will pass a ball back and forth
with a partner using a bounce pass
and chest pass with 50% accuracy in
3/4 trials.
(name) will pass a ball back and forth
with a partner using a bounce pass
and chest pass with 60% accuracy in
3/4 trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.17
Volley a tossed ball to an
intended location.
Manipulative
Skills
(name) will volley a tossed ball to an
intended location with 75% accuracy
in 3/4 trials.
(name) will volley a tossed ball to an
intended location with 50% accuracy
in 3/4 trials.
(name) will volley a tossed ball to an
intended location with 50% accuracy
in 3/4 trials.
5 Motor Locomotor
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.18
Design and perform a
creative dance combining
locomotor patterns with
intentional changes in
speed and direction.
Rhythmic Skills
(name) will design and perform a
creative dance combining locomotor
patterns with intentional changes in
speed and direction with 75%
accuracy in 3/4 trials.
(name) will design and perform a
creative dance combining locomotor
patterns with intentional changes in
speed and direction with 50%
accuracy in 3/4 trials.
(name) will design and perform a
creative dance combining locomotor
patterns with intentional changes in
speed and direction with 60%
accuracy in 3/4 trials.
5 Motor Locomotor
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.19
Design and perform a
routine to music involving
manipulation of an object.
Rhythmic Skills
(name) will design and perform a
routine to music involving
manipulation of an objectwith 75%
accuracy in 3/4 trials.
(name) will design and perform a
routine to music involving
manipulation of an objectwith 50%
accuracy in 3/4 trials.
(name) will design and perform a
routine to music involving
manipulation of an objectwith 60%
accuracy in 3/4 trials.
5 Motor Locomotor
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.2
Jump for height using
proper takeoff and landing
form.
Locomotor
Movement
(name) will jump for height using
proper takeoff and landing form with
75% accuracy in 3/4 trials.
(name) will jump for height using
proper takeoff and landing form with
50% accuracy in 3/4 trials.
(name) will jump for height using
proper takeoff and landing form with
60% accuracy in 3/4 trials.
5 Motor Locomotor
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.3
Jump for distance using
proper takeoff and landing
form.
Locomotor
Movement
(name) will jump for distance using
proper takeoff and landing form with
75% accuracy in 3/4 trials.
(name) will jump for distance using
proper takeoff and landing form with
50% accuracy in 3/4 trials.
(name) will jump for distance using
proper takeoff and landing form with
60% accuracy in 3/4 trials.
C. Martinich Page 13 2014
CA Content Standards Goals
Grade
Subject
Area Desc
Performanc
e Area
State Standard SS Code Essential Standard Key Word Goal Description Benchmark 1 Benchmark 2
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.4
Enter, jump, and leave a
turning long rope.
Manipulative
Skills
(name) will enter, jump, and leave a
turning long rope with 75% accuracy
in 3/4 trials.
(name) will enter, jump, and leave a
turning long rope with 50% accuracy
in 3/4 trials.
(name) will enter, jump, and leave a
turning long rope with 60% accuracy
in 3/4 trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.5
Throw a flying disc for
accuracy at a target/partner
using a backhand
movement pattern.
Manipulative
Skills
(name) will throw a flying disc for
accuracy at a target/partner using a
backhand movement pattern with
75% accuracy in 3/4 trials.
(name) will throw a flying disc for
accuracy at a target/partner using a
backhand movement pattern with
50% accuracy in 3/4 trials.
(name) will throw a flying disc for
accuracy at a target/partner using a
backhand movement pattern with
60% accuracy in 3/4 trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.6
Throw and catch an object
overhand and underhand
while avoiding an apponent.
Manipulative
Skills
(name) will throw and catch an object
overhand and underhand while
avoiding an apponent with 50%
accuracy in 3/4 trials.
(name) will throw and catch an object
overhand and underhand while
avoiding an apponent with 50%
accuracy in 3/4 trials.
(name) will throw and catch an object
overhand and underhand while
avoiding an apponent with 60%
accuracy in 3/4 trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.7 Field a thrown ground ball.
Manipulative
Skills
(name) will field a thrown ground ball
with 75% accuracy in 3/4 trials.
(name) will field a thrown ground ball
with 50% accuracy in 3/4 trials.
(name) will field a thrown ground ball
with 60% accuracy in 3/4 trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.8
Punt a ball dropped from
the hands at a target.
Manipulative
Skills
(name) will punt a ball dropped from
the hands at a target with 75%
accuracy in 3/4 trials.
(name) will punt a ball dropped from
the hands at a target with 50%
accuracy in 3/4 trials.
(name) will punt a ball dropped from
the hands at a target with 60%
accuracy in 3/4 trials.
5 Motor
Object
Control
Demonstrate motor skills and
movement patterns needed to
perform a variety of physical
activities.
5.1.9
Stop a kicked ball by
trapping it with the foot
while moving.
Manipulative
Skills
(name) will stop a kicked ball by
trapping it with the foot while moving
with 75% accuracy in 3/4 trials.
(name) will stop a kicked ball by
trapping it with the foot while moving
with 50% accuracy in 3/4 trials.
(name) will stop a kicked ball by
trapping it with the foot while moving
with 60% accuracy in 3/4 trials.
5 Motor
Physical
Fitness
Assess and maintain a level of
physical fitness to improve health and
performance.
5.3.1
Demonstrate how to warm-
up muscles and joints prior
to running, jumping,
kicking, throwing, and
striking.
Fitness Concepts
(name) will demonstrate how to warm-
up muscles and joints prior to running,
jumping, kicking, throwing, and
striking with 75% accuracy in 3/4
trials.
(name) will demonstrate how to warm-
up muscles and joints prior to running,
jumping, kicking, throwing, and
striking with 50% accuracy in 3/4
trials.
(name) will demonstrate how to warm-
up muscles and joints prior to running,
jumping, kicking, throwing, and
striking with 60% accuracy in 3/4
trials.
5 Motor
Physical
Fitness
Assess and maintain a level of
physical fitness to improve health and
performance.
5.3.3
Participate 3-4 days per
week, for increasing
amounts of time, in
continuous, moderate to
vigorous physical activities
at the appropriate intensity
to increase aerobic
capacity.
Fitness Concepts
(name) will participate 3-4 days per
week, for increasing amounts of time,
in continuous, moderate to vigorous
physical activities at the appropriate
intensity to increase aerobic capacity.
with 75% accuracy in 3/4 trials.
(name) will participate 3-4 days per
week, for increasing amounts of time,
in continuous, moderate to vigorous
physical activities at the appropriate
intensity to increase aerobic capacity.
with 50% accuracy in 3/4 trials.
(name) will participate 3-4 days per
week, for increasing amounts of time,
in continuous, moderate to vigorous
physical activities at the appropriate
intensity to increase aerobic capacity.
with 60% accuracy in 3/4 trials.
5 Motor
Object
Control
Assess and maintain a level of
physical fitness to improve health and
performance.
5.3.4
Continuously perform
increasing numbers of
oblique curl-ups on each
side.
Manipulative
Skills
(name) will continuously perform
increasing numbers of oblique curl-
ups on each side with 75% accuracy in
3/4 trials.
(name) will continuously perform
increasing numbers of oblique curl-
ups on each side with 50% accuracy in
3/4 trials.
(name) will continuously perform
increasing numbers of oblique curl-
ups on each side with 60% accuracy in
3/4 trials.
5 Motor
Object
Control
Assess and maintain a level of
physical fitness to improve health and
performance.
5.3.5
Perform increasing
numbers of triceps push-
ups.
Manipulative
Skills
(name) will perform increasing
numbers of triceps push-ups with 75%
accuracy in 3/4 trials.
(name) will perform increasing
numbers of triceps push-ups with 50%
accuracy in 3/4 trials.
(name) will perform increasing
numbers of triceps push-ups with 60%
accuracy in 3/4 trials.
C. Martinich Page 14 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Balance Beam
Perceptual
Motor
1
The student will step up onto a ____ inch high by ____ inches wide balance beam with support for 3 out of 4
attempts ____ % of the time.
Balance Beam
Perceptual
Motor
2
The student will step up onto a ____ inch high by ____ inches wide balance beam independently for 3 out of 4
attempts _____ % of the time.
Balance Beam
Perceptual
Motor
3
The student will walk with one foot on a ____ inch high by ____ inches wide by ____ feet long balance beam with
support for 3 out of 4 attempts _____ % of the time.
Balance Beam
Perceptual
Motor
4
The student will walk with one foot on a ____ inch high by ___ inches wide by ____ foot long balance beam
independently for 3 out of 4 attempts _____ % of the time.
Balance Beam
Perceptual
Motor
5
The student will walk sideways on 4" beam, both directions, with support for length of beam without stepping off
for 2 out of 3 tries for each way ____% of the time.
Balance Beam
Perceptual
Motor
6
The student will walk sideways on 4" beam, both directions, independently for length of beam without stepping
off for 2 out of 3 tries for each way ____% of the time.
Balance Beam
Perceptual
Motor
7
The student will walk ____ steps forward on a ____ inch high by ____ inches wide by ____ foot long balance
beam with support for 3 out of 4 attempts ____% of the time.
Balance Beam
Perceptual
Motor
8
The student will walk forward on 4" beam using alternating steps for length of beam/a minimum of 6 steps
without stepping off for 2 out of 3 attempts ____% of the time.
Balance Beam
Perceptual
Motor
9
The student will walk ____ steps backward on a ____ inch high by ___inches wide by ____ foot long balance
beam with support for 3 out of 4 attempts ____% of the time.
Balance Beam
Perceptual
Motor
10
The student will walk ____ steps forward heel to toe on a ____ inch high by ____inches wide by ____ foot long
balance beam independently for 3 out of 4 ____% of the time.
Balance Beam
Perceptual
Motor
11
The student will walk ____ steps backward heel to toe on a ____ inch high by ____inches wide by ____ foot long
balance beam with support for 3 out of 4 attempts ____% of the time.
Balance Beam
Perceptual
Motor
12
While walking the balance beam, the student will demonstrate erect head position, with eyes focused on target
at eye level, knees slightly bent, and arms down at sides, for 3 out of 4 attempts ____% of the time.
Balance Beam
Perceptual
Motor
13
While walking the balance beam, the student will demonstrate erect head position, with eyes focused on target
at eye level, knees slightly bent, and arms down at sides, for 3 out of 4 attempts ____% of the time.
Balance Dynamic
Perceptual
Motor
1 The student will walk sideways a distance of _____ with support on 3 out of 4 attempts _____ % of the time.
C. Martinich Page 15 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Balance Dynamic
Perceptual
Motor
2
The student will walk sideways in both directions, a distance of _____ with support on 3 out of 4 attempts _____
% of the time.
Balance Dynamic
Perceptual
Motor
3
The student will walk sideways a distance of _____ without assistance on 3 out of 4 attempts _____ % of the
time.
Balance Dynamic
Perceptual
Motor
4
The student will walk sideways in both directions a distance of _____ without assistance on 3 out of 4 attempts
_____ % of the time.
Balance Dynamic
Perceptual
Motor
5 The student will walk backward a distance of _____ with support, on 3 out of 4 attempts _____ % of the time.
Balance Dynamic
Perceptual
Motor
6
The student will walk backward a distance of _____ without assistance, on 3 out of 4 attempts_____ % of the
time.
Balance Dynamic
Perceptual
Motor
7
The student will walk ____ steps forward on a ____ inch wide line, with support, on 3 out of 4 attempts _____ %
of the time.
Balance Dynamic
Perceptual
Motor
8
The student will walk ____ steps forward on a ____ inch wide line, independently, on 3 out of 4 attempts _____
% of the time.
Balance Dynamic
Perceptual
Motor
9
The student will walk ____ steps backward on a ____ inch wide line, with support on 3 out of 4 attempts _____ %
of the time.
Balance Dynamic
Perceptual
Motor
10
The student will walk ____ steps backward on a ____ inch wide line, independently, on 3 out of 4 attempts _____
% of the time.
Balance Dynamic
Perceptual
Motor
11
The student will walk forward heel to toe ____ steps on a ____ inch wide line, with support on 3 out of 4
attempts _____ % of the time.
Balance Dynamic
Perceptual
Motor
12
The student will walk forward heel to toe ____ steps on a ____ inch wide line, independently on 3 out of 4
attempts _____ % of the time.
Balance Static
Perceptual
Motor
1
While standing the student will squat to retrieve an object from the floor, then re-erect, maintaining balance for
3 out of 4 attempts _____ % of the time.
Balance Static
Perceptual
Motor
2
The student will stand on his/her tip-toes for ___ seconds, with both hands held for 3 out of 4 attempts _____ %
of the time.
Balance Static
Perceptual
Motor
3
The student will stand on his/her tip-toes for ___ seconds, with one hand held for 3 out of 4 attempts _____ % of
the time.
C. Martinich Page 16 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Balance Static
Perceptual
Motor
4
The student will stand on his/her tip-toes for ___ seconds, unassisted for 3 out of 4 attempts _____ % of the
time.
Balance Static
Perceptual
Motor
5
The student will stand on his/her ______ foot for _____seconds, with both hands supported for 3 out of 4
attempts _____ % of the time.
Balance Static
Perceptual
Motor
6
The student will stand on his/her ______ foot for _____seconds, with one hand supported for 3 out of 4 attempts
_____ % of the time.
Balance Static
Perceptual
Motor
7
The student will stand on his/her ______ foot for _____seconds, unassisted for 3 out of 4 attempts _____ % of
the time.
Balance Static
Perceptual
Motor
8
The student will stand on his/her ______ foot for _____seconds, unassisted with his/her eyes closed for 3 out of
4 attempts _____ % of the time
Ball Skills Object Control 1
The student will bounce and catch an _____" ball with two hands on one bounce, with adult assistance 3 out of 5
times ____% of the time.
Ball Skills Object Control 2
The student will drop an __" ball and catch it after _____ bounce(s) unassisted 3 out of 5 times ____% of the
time.
Ball Skills Object Control 3
The student will bounce an ___" ball and catch it after one bounce, with arms and body, 3 out of 5 times ____%
of the time.
Ball Skills Object Control 4
The student will bounce an ___" ball and catch it after one bounce, with hands only 3 out of 5 times ____% of the
time.
Ball Skills Object Control 5
The student will bounce and catch an ____" ball, on one bounce, ____ consecutive times unassisted, 3 out of 5
times ____% of the time.
Ball Skills Object Control 6 The student will bounce an ___" ball ___ consecutive times, with both hands, 3 out of 5 times ____% of the time.
Ball Skills Object Control 7
The student will bounce an __" ball ______ consecutive times, with preferred hand, controlling it with fingertips
3 out of 5 times ____% of the time.
Ball Skills Object Control 8
The student will bounce an ___" ball _____ consecutive times with non-preferred hand, controlling it with
fingertips 3 out of 5 times ____% of the time.
Ball Skills Object Control 9
The student will dribble an ___" ball a distance of _______" with preferred hand, controlling it with fingertips, 3
out of 5 times ____% of the time.
C. Martinich Page 17 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Ball Skills Object Control 10
The student will dribble an ____" ball a distance of _______ with non-preferred hand, controlling it with
fingertips, 3 out of 5 times ____% of the time.
Ball Skills Object Control 11
The student will bounce and catch a tennis ball _______ time(s) with preferred hand 3 out of 5 times ____% of
the time.
Ball Skills Object Control 12
The student will bounce and catch a tennis ball ______ time(s) with non-preferred hand 3 out of 5 times ____%
of the time.
Catching Skills Object Control 1
The student will in a sitting or kneeling position, stop and pick up a slowly rolled ____" ball, 2 out of 3 times
_____ % of the time.
Catching Skills Object Control 2
The student will in a sitting or kneeling position, stop and pick up a gently bouncing ____"ball 3 out of 5 times
_____ % of the time.
Catching Skills Object Control 3
The student will contact an ____" ball dropped from overhead 3 out of 5 times_____ % of the time _____ % of
the time.
Catching Skills Object Control 4
The student will catch a large ball bounced or thrown from 4-6' away using arms and body for 3 out of five tries
_____ % of the time.
Catching Skills Object Control 5
The student will catch an _______"ball tossed from _____' with hands and chest, 3 out of 5 times _____ % of the
time.
Catching Skills Object Control 6 The student will catch an ____" ball tossed from _____" with hands only, 3 out of 5 times _____ % of the time.
Catching Skills Object Control 7
The student will catch an __" ball bounced from_____with arms and body, 3 out of five times _____ % of the
time.
Catching Skills Object Control 8 The student will catch an ___" ball, tossed from ____with arms and body 3 out of 5 times _____ % of the time.
Catching Skills Object Control 9
The student will catch an ___" ball, bounced from ______', with hands and chest 3 out of 5 times _____ % of the
time.
Catching Skills Object Control 10
The student will catch an ______" ball, tossed from _____' with hands and chest 3 out of 5 times _____ % of the
time.
Catching Skills Object Control 11 The student will catch an _____" ball, bounced from ____, with hands only 3 out of 5 times _____ % of the time.
C. Martinich Page 18 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Catching Skills Object Control 12 The student will catch an ___" ball, tossed from _____', with hands only 3 out of 5 times _____ % of the time.
Catching Skills Object Control 13 The student will bouncing a large ball to self and catching for 3 out of 5 times _____ % of the time.
Catching Skills Object Control 14 The student will bouncing a tennis ball to self and catching for 3 out of 5 times _____ % of the time.
Catching Skills Object Control 15
The student will catch a tennis ball, bounced from ____' with one/two hand(s) The student will 3 out of 5 times
_____ % of the time.
Catching Skills Object Control 16
The student will catch a tennis ball tossed from ______' with one/two hand(s)3 out of 5 times _____ % of the
time.
Catching Skills Object Control 17 The student will utilize the skill of catching when playing with peers_______% of the time.
Catching Skills Object Control 18
The student will catch an ____" ball bounced/tossed _____' beyond his reach by anticipating the direction of the
ball and move in that direction successfully catching the ball with only his hands ___ out of ____ trials _____ %
of the time.
Catching Skills Object Control 19
The student will demonstrate a mature catch by: catching an 8" ball, bounced from 15, with hands only, arms
giving with the ball 3 out of 5 times _____ % of the time. The student will catch an 8" ball, tossed from 15', with
hands only, arms giving with the ball.
Catching Skills Object Control 20
The student will demonstrate a mature catch by catching an 8" ball, tossed from 15', with hands only, arms giving
with the ball 3 out of 5 times _____ % of the time.
Catching Skills Object Control 21
The student will catch an 8" ball bounced/tossed 2-3' beyond his reach by anticipating the direction of the ball
and move in that direction successfully catching the ball with only his hands 3 out of 5 times _____ % of the time.
Galloping Locomotor 1
Given a visual demonstration, the student will assume a staggered stance (one foot placed ahead of the other),
facing the desired direction of travel for 3 out of 4 attempts _____ % of the time.
Galloping Locomotor 2
The student will gallop forward (at walking speed), keeping the lead foot in front, and the trail foot behind for
___ feet, for 3 out of 4 attempts _____ % of the time.
Galloping Locomotor 3
The student will demonstrate the ability to gallop forward, leading with the left and right foot for ___ feet, for 3
out of 4 attempts _____ % of the time.
Galloping Locomotor 4
While galloping, the student will demonstrate arms positioned at waist level, an observable non-support phase,
and correct lead and trail foot placement, for 3 out of 4 attempts _____ % of the time.
C. Martinich Page 19 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Game Skills
Adaptive
Behaviors
1
After completing an instructional unit in _______________________, student will achieve a score of
____________%, on a teacher-made competency checklist.
Game Skills
Adaptive
Behaviors
2
The student will participate and learn a minimum of 2 simple line games with peers by lining up in correct
position with classmates to begin game, for 2 out of 3 days a game is played.
Game Skills
Adaptive
Behaviors
3
The student will participate and learn a minimum of 2 simple line games with peers by moving in correct
direction with classmates safely during game, for 2 out of 3 days a game is played.
Game Skills
Adaptive
Behaviors
4
The student will participate and learn a minimum of 2 simple line games with peers by giving name of game upon
request, for 2 out of 3 days a game is played.
Game Skills
Adaptive
Behaviors
5
The student will participate and learn a minimum of 2 simple line games with peers by giving one-two rules upon
request, for 2 out of 3 days a game is played.
Game Skills
Adaptive
Behaviors
6
The student will participate and learn a minimum of 2 simple line games with peers by recognizing boundaries
and staying within, for 2 out of 3 days a game is played.
Game Skills
Adaptive
Behaviors
7
The student will participate and learn a minimum of 2 simple line games with peers by recognizing own team, for
2 out of 3 days a game is played.
Hopping Locomotor 1
The student will attempt to hop by standing on his/her (preferred,non-preferred) foot momentarily, for 3 out of
4 attempts _____ % of the time.
Hopping Locomotor 2 The student will hop ___ times with assistance on his/her ____ foot,for 3 out of 4 attempts _____ % of the time.
Hopping Locomotor 3 The student will hop ___ times unassisted on his/her ___ foot, for 3 out of 4 attempts _____ % of the time.
Hopping Locomotor 4
While hopping, the student will demonstrate knee flexion and extension on support leg, arm backswing and
follow through, and nonsupport foot positioned behind the body for 3 out of 4 attempts _____ % of the time.
Inclusion
Adaptive
Behaviors
1
The student will participate in regular physical education program a minimum of 2-3 times weekly with his
classmates with modifications as necessary with APE Specialist consulting to classroom teacher and student as a
resource a minimum of one time monthly.
Inclusion
Adaptive
Behaviors
2
The student will participate in specially designed physical education program a minimum of 2-3 times weekly
with his/her classmates with modifications as necessary with APE Specialist consulting to classroom teacher and
student as a resource a minimum of one time monthly.
Jumping Locomotor 1
The student will step down from a __" high raised platform without falling, with support, on 3 out or 4 attempts
_____ % of the time.
C. Martinich Page 20 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Jumping Locomotor 2
The student will step down from a ___" high raised platform without falling, unassisted on 3 out of 4 attempts
_____ % of the time.
Jumping Locomotor 3
The student will jump down from a ___ high raised platform without falling, with support on 3 out of 4 attempts
_____ % of the time.
Jumping Locomotor 4
The student will jump down from a __" high raised platform without falling, unassisted on 3 out of 4 attempts
_____ % of the time.
Jumping Locomotor 5
The student will jump off the floor one time (both feet elevated), with assistance on 3 out of 4 attempts _____ %
of the time.
Jumping Locomotor 6
The student will jump off the floor (both feet elevated),one time unassisted, on 3 out of 4 attempts _____ % of
the time.
Jumping Locomotor 7
The student will jump off the floor (both feet elevated) __ consecutive times without pausing between jumps,
unassisted, on 3 out of 4 attempts _____ % of the time.
Jumping Locomotor 8 The student will jump a distance of ___ without falling, on 3 out of 4 attempts _____ % of the time.
Jumping Locomotor 9 The student will jump over a ___ " high obstacle without falling on 3 out of 4 attempts _____ % of the time.
Jumping Locomotor 10
While jumping, the student will demonstrate knee flexion and extension, arm backswing and follow-through,
and two foot simultaneous take-off and landing on 3 out of 4 attempts _____ % of the time.
Jumping Locomotor 11 The student will jump over a swinging rope ____ times on 3 out of 4 attempts _____ % of the time.
Jumping Locomotor 12 The student will jump over a turning rope ___ times on 3 out of 4 attempts _____ % of the time.
Jumping Locomotor 13 The student will jump a self-turned rope ___ times on 3 out of 4 attempts _____ % of the time.
Kicking Object Control 1 The student will kick a stationary __ ball by stepping into it while walking, 3 out of 5 times _____ % of the time.
Kicking Object Control 2
The student will kick a stationary ______ ball a distance of ______, demonstrating an observable backswing with
knee flexion, rapid extension, and solid contact, 3 out of 5 times _____ % of the time.
C. Martinich Page 21 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Kicking Object Control 3
The student will kick an _____" ball, rolled from ________, a distance of _______, demonstrating an observable
backswing with knee flexion, rapid extension, and solid contact, 3 out of 5 times _____ % of the time.
Kicking Object Control 4
The student will walk _____steps, and kick a stationary _____ ball a distance of ______, demonstrating an
observable backswing with knee flexion, rapid extension, and solid contact, 3 out of 5 times _____ % of the time.
Kicking Object Control 5
The student will walk _____ steps, and kick an _____" ball, rolled from a distance of _____', demonstrating an
observable backswing with knee flexion, rapid extension, and solid contact, 3 out of 5 times _____ % of the time.
Kicking Object Control 6
The student will run ___ steps, and kick a stationary ___ ball, a distance of _____, demonstrating an observable
backswing with knee flexion, rapid extension, and solid contact , 3 out of 5 times _____ % of the time.
Kicking Object Control 7
The student will run ____ steps, and kick an _____ " ball, rolled from a distance of _______, demonstrating an
observable backswing with knee flexion, rapid extension, and solid contact, 3 out of 5 times _____ % of the time.
Kicking Object Control 8
The student will punt an ___" ball, a distance of _____' by dropping it and kicking it before it reaches the ground,
with solid contact, 3 out of 5 times _____ % of the time.
Kicking Object Control 9
The student will punt an _____" ball a distance of _____, taking two steps, dropping it, and kicking it before it
reaches the ground, with solid contact,
Kicking Object Control 10 3 out of 5 times _____ % of the time.
Participation
Adaptive
Behaviors
1
The student will participate and play in a group of peers (a minimum of ______ children) learning 2-3 new game
activities by participating a minimum of _____ minutes in game activity without stopping for 2 out of 3 days a
game is played.
Participation
Adaptive
Behaviors
2
The student will participate and play in a group of peers (a minimum of ______ children) learning 2-3 new game
activities by attending to game a minimum of _____ minutes with only ____ verbal prompts for 2 out of 3 days a
game is played.
Participation
Adaptive
Behaviors
3
The student will participate and play in a group of peers (a minimum of ______ children) learning 2-3 new game
activities by learning skills necessary to participate in game successfully for 2 out of 3 days a game is played.
Participation
Adaptive
Behaviors
4
The student will participate and play in a group of peers (a minimum of ______ children) learning 2-3 new game
activities by learning rules and strategies to participate in game successfully for 2 out of 3 days a game is played
for 2 out of 3 days a game is played.
Participation
Adaptive
Behaviors
5
The student will demonstrate improvement in transferring his/her sports skills into a game situation by
maintaining control with proficiency when in possession of the ball 80% of the time.
Participation
Adaptive
Behaviors
6
The student will demonstrate improvement in transferring his/her sports skills into a game situation by remaining
within the set boundaries of the game 90% of the time.
C. Martinich Page 22 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Participation
Adaptive
Behaviors
7
The student will demonstrate improvement in transferring his/her sports skills into a game situation by following
the given rules of the game without teacher cueing 90% of the time.
Participation
Adaptive
Behaviors
8
The student will demonstrate improvement in transferring his/her sports skills into a game situation by remaining
on task throughout the game with a maximum of 3 reminders from the teacher.
Participation Locomotor 9
The student will perform basic locomotor skills, such as skipping, sliding, and hopping, with rhythmical, balanced
and smooth performance in relays, games and drills as observed on 4 out of five occasions.
Preambulatory
Skills
Perceptual
Motor
1
The student in a supine position, will turn head to either direction given a visual and/or verbal cue for 2 out of 3
tries _____ % of the time.
Preambulatory
Skills
Perceptual
Motor
2
The student in a supine position will roll to a prone position given the verbal cue for 2 out of 3 tries _____ % of
the time.
Preambulatory
Skills
Perceptual
Motor
3
The student will perform one complete log roll given the verbal cue (supine to prone to supine) for 2 out of 3
tries _____ % of the time.
Preambulatory
Skills
Perceptual
Motor
4
The student will lift head from prone position by lifting head and chest off the floor for a minimum of 3 seconds
for 2 out of 3 tries _____ % of the time.
Preambulatory
Skills
Perceptual
Motor
5
The student will move from a prone position to a low creeping position (knees and elbows) for 2 out of 3 tries
_____ % of the time.
Preambulatory
Skills
Perceptual
Motor
6
The student will move from a prone position to a high creeping position (hands and knees) on 2 out of 3 tries
_____ % of the time.
Preambulatory
Skills
Perceptual
Motor
7
The student will utilize a reciprocal creeping pattern (hands and knees) a minimum of 10 feet on 2 out of 3 tries
_____ % of the time.
Preambulatory
Skills
Perceptual
Motor
8 The student will creep over an obstacle maintaining balance 2 out of 3 tries _____ % of the time.
Preambulatory
Skills
Perceptual
Motor
9
From a creeping position the student will move to a side sitting position with balance on 2 out of 3 tries _____ %
of the time.
Preambulatory
Skills
Perceptual
Motor
10
While in a sitting position on the floor, the student will maintain sufficient balance to free both hands for activitiy
for 2 out of 3 tries _____ % of the time.
Preambulatory
Skills
Perceptual
Motor
11
The student will pivot while sitting and resume and maintain a sitting position without falling for 2 out of 3 tries
_____ % of the time.
C. Martinich Page 23 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Running Locomotor 1
Given the verbal cue "run", the student will demonstrate an increased speed while walking for 3 out of 4
attempts _____ % of the time.
Running Locomotor 2
Given the verbal cue "run", the student will demonstrate a brief non-support phase (momentarily air born), for 3
out of 5 strides _____ % of the time.
Running Locomotor 3 While running the student will demonstrate oppositional arm swing for 3 out of 4 times _____ % of the time.
Running Locomotor 4
The student will demonstrate a mature running pattern for a distance of 20 feet without falling 8 out of 10 times
_____ % of the time.
Running Locomotor 5 While running with classmates, the student will avoid contact with others 8 out of 10 times _____ % of the time.
Skipping Locomotor 1
The student will perform a step, then hop on his/her preferred foot, ____ times, for 3 out of 4 attempts _____ %
of the time.
Skipping Locomotor 2
The student will perform a step, then hop on his/her non-preferred foot _____ times, for 3 out of 4 attempts
_____ % of the time.
Skipping Locomotor 3
The student will perform a one-sided skipping pattern: step-hop with preferred foot, then step with non-
preferred foot, (repeated) for____ feet, for 3 out of 4 attempts _____ % of the time.
Skipping Locomotor 4
The student will perform an alternating step-hop pattern, with slow, deliberate movements, for _____ feet, for 3
out of 4 attempts _____ % of the time.
Skipping Locomotor 5
The student will skip with a rhythmical, alternating step-hop pattern for ___ feet, for 3 out of 4 attempts _____ %
of the time.
Skipping Locomotor 6
While skipping, the student will demonstrate an alternating step-hop pattern, with a brief non-support phase,
non-support foot placement behind body, and arms swinging in opposition, for 3 out of 4 attempts _____ % of
the time.
Stair Climbiing Locomotor 1 The student will creep up ____ stairs of ____ inch height, for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 2 The student will creep backwards down ___ stairs of ____inch height, for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 3
The student will scoot forward (in sitting position) down ___ stairs of ____ inch height, for 2 out of 3 tries _____
% of the time.
C. Martinich Page 24 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Stair Climbiing Locomotor 4 The student will climb on and off furniture of ____ inch height, for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 5
The student will ascend ____ stairs, of ___ inch height, placing ____ foot /feet on each step, with 2 hands held,
for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 6
The student will descend ____ stairs, of ____ inch height, placing ____ foot/feet on each step, with 2 hands held,
for 2 out of 3 tries _____ % of the time
Stair Climbiing Locomotor 7
The student will ascend ____stairs, of ____ inch height, placing ____ foot/feet on each step, with one hand held
by an adult and the other hand on the rail, for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 8
The student will descend ____stairs, of ____ inch height, placing ____ foot/feet on each step, with one hand held
by an adult and the other hand on the rail, for 2 out of 3 tries _____ % of the time.The student will ascend
____stairs, of ____ inch height, placing ____ foot/feet on each step, with two hands on the rail, for 2 out of 3
Stair Climbiing Locomotor 9
The student will descend ____stairs, of ____ inch height, placing ____ foot/feet on each step, with two hands on
the rail, for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 10
The student will ascend ____stairs, of ____ inch height, placing ____ foot/feet on each step, with one hand held
or holding the rail, for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 11
The student will descend ____stairs, of ____ inch height, placing ____ foot/feet on each step, with one hand held
by an adult or holding the rail, for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 12
The student will ascend ____stairs, of ____ inch height, placing ____ foot/feet on each step, without support, for
2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 13
The student will descend ____stairs, of ____ inch height, placing ____ foot/feet on each step, without support,
for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 14
The student will ascend ____stairs, of ____ inch height, placing ____ foot/feet on each step, while carrying an
object requiring the use of both hands, for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 15
The student will descend ____stairs, of ____ inch height, placing ____ foot/feet on each step, while carrying an
object requiring the use of both hands, for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 16
The student will climb ____ steps of a slide ladder with rungs spaced ____ inches apart, placing ____ foot/feet on
each step, with adult support, for 2 out of 3 tries _____ % of the time.
Stair Climbiing Locomotor 17
The student will climb ____ steps of a slide ladder with rungs spaced ____ inches apart, placing ____ foot/feet on
each step, independently, for 2 out of 3 tries _____ % of the time.
C. Martinich Page 25 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Standing
Perceptual
Motor
1 The student will maintain a kneeling position on both knees with support for 2 out of 3 tries _____ % of the time.
Standing
Perceptual
Motor
2 The student will assume and maintain a kneeling position unassisted for 2 out of 3 tries _____ % of the time.
Standing
Perceptual
Motor
3 The student will pull to a standing position with support for 2 out of 3 tries _____ % of the time.
Standing
Perceptual
Motor
4 The student will stand with support for ____ seconds for 2 out of 3 tries _____ % of the time.
Standing
Perceptual
Motor
5 The student will maintain standing balance ___ seconds for 2 out of 3 tries _____ % of the time.
Standing
Perceptual
Motor
6
The student will from a sitting or kneeling position, the student will rise to a standing position unassisted for 2
out of 3 tries _____ % of the time.
Striking Object Control 1
The student will strike a waist-high object, suspended, or supported with a tee, with one hand, making solid
contact 3 out of 5 times _____ % of the time.
Striking Object Control 2
The student will strike a waist-high object, suspended or supported with a tee, with a paddle or racquet, making
solid contact, 3 out of 5 times _____ % of the time.
Striking Object Control 3
The student will strike an _____" ball, tossed to waist level from ______, with one hannd, making solid contact, 3
out of 5 times _____ % of the time.
Striking Object Control 4
The student will strike an ______" ball, tossed to waist level from ______, with a paddle or racket, making solid
contact, 3 out of 5 times _____ % of the time.
Striking Object Control 5
The student will strike a waist-high _____" ball, suspended or supported with a tee, with a ____ bat,
demonstrating correct stance, grip, forward step, level swing, and solid contact, 3 out of 5 times _____ % of the
time.
Striking Object Control 6
The student will strike an ____" ball, tossed to waist level, from _____, with a _____ bat, demonstrating correct
stance, grip, forward step, level swing, and solid contact, 3 out of 5 times _____ % of the time.
Striking Object Control 7
The student will strike a stationary ______" ball with a pillo-polo or hocckey stick, with solid contact, 3 out of 5
times _____ % of the time.
Striking Object Control 8
The student will stop and control a rolling ____" ball with a pillo-polo or hockey stick, 3 out of 5 times _____ % of
the time.
C. Martinich Page 26 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Striking Object Control 9
The student will strike rolling ___ball with a pillo-polo or hockey stick, with solid contact 3 out of 5 times _____ %
of the time.
Striking Object Control 10
The student will strike a stationary ball into a goal area from ____ away, with a pillo-pollo or hockey stick, 3 out
of 5 times _____ % of the time.
Striking Object Control 11
The student will strike a rolling _____ ball into a _____goal area from _____ away, with a pillo-pollo or hockey
stick,, 3 out of 5 times _____ % of the time.
Striking Object Control 12
The student will dribble a _____" rolling ball with control with a pillo-polo or hockey stick a distance of ______
while walking, 3 out of 5 times _____ % of the time.
Striking Object Control 13
The student will dribble with control a _____" rolling ball with a pillo-polo or hockey stick a distance of ______,
while running, 3 out of 5 times _____ % of the time.
Walking Locomotor 1 The student will walk sideways ___ feet, using objects for support for 2 out of 3 tries _____ % of the time.
Walking Locomotor 2
The student will demonstrate a reciprocal walking pattern for ___ feet with support for 2 out of 3 tries _____ %
of the time.
Walking Locomotor 3
The student will demonstrate a reciprocal walking pattern for ____ feet unassisted, for 2 out of 3 tries _____ % of
the time.
Walking Locomotor 4
While walking forward the student will step over a ____ inch high obstacle without falling, for 2 out of 3 tries
_____ % of the time.
Walking Locomotor 5
While walking forward the student will carry an object requiring the use of both hands, for 2 out of 3 tries _____
% of the time.
Walking Locomotor 6 Given a verbal cue the student will walk fast for ____ feet without falling, for 2 out of 3 tries _____ % of the time.
Walking Locomotor 7
Given an auditory cue, the student will demonstrate the skills of starting and stopping while walking without
falling, for 2 out of 3 tries _____ % of the time.
Wheel Toys 1 The student will pull wheel toy on a string from a sitting or lying position for 2 out of 3 tries _____ % of the time.
Wheel Toys 2 The student will pull wheel toy on a string while standing for 2 out of 3 tries _____ % of the time.
C. Martinich Page 27 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Wheel Toys 3
The student will pull wheel toy on a string while standing, for a distance of _____, for 2 out of 3 tries _____ % of
the time.
Wheel Toys 4 The student will push a wheel toy while walking a distance of ____, for 2 out of 3 tries _____ % of the time.
Wheel Toys 5
The student will propel _______ (distance) in a ____________direction, while sitting on a scooter board for 2 out
of 3 tries _____ % of the time.
Wheel Toys 6
The student will propel _______ (distance) in a ____________direction, while lying prone on a scooter board for
2 out of 3 tries _____ % of the time.
Wheel Toys 7
The student will propel _______ forward while sitting on a whirl-o-wheel or flying turtle for 2 out of 3 tries _____
% of the time.
Wheel Toys 8
The student will maneuver around obstacles while using a scooter board or roller-racer without collision for 2 out
of 3 times _____ % of the time.
Wheel Toys 9
The student will mount and dismount an appropriate sized wheel toy, with adult assistance for 2 out of 3 times
trials _____ % of the time.
Wheel Toys 10
The student will mount and dismount an appropriate sized wheel toy, independently, for 2 out of 3 times tried as
_____ % of the time observed and recorded by the APE specialist and/or SDC teacher.
Wheel Toys 11
The student will pedal an appropriately-sized wheel toy with adult assistance or feet stabilized for a distance of
_______ for 2 out of 3 times tried _____ % of the time.
Wheel Toys 12
The student will maneuver an appropriately-sized hand propelled wheel toy with adult assistance or feet
stabilized for a distance of _______ for 2 out of 3 times _____ % of the time.
Wheel Toys 13
The student will pedal an appropriately-sized tricycle independently for a distance of _______ for 2 out of 3 times
tried _____ % of the time.
Wheel Toys 14
The student will pedal an appropriately-sized bicycle with training wheels independently for a distance of
_______ for 2 out of 3 times tried.
Wheel Toys 15
The student will pedal an appropriately-sized bicycle independently for a distance of _______ for 2 out of 3 times
tried _____ % of the time.
Wheel Toys 16
While riding an appropriately sized wheel toy, demonstrate the ability to turn in either direction to avoid
stationary obstacles for 2 out of 3 times tried _____ % of the time as observed and recorded by the APE Specialist
and/or the SDC teacher.
C. Martinich Page 28 2014
Basic Skill Goals
Skill
Performance
Area
# Goal
Wheel Toys 17
While riding an appropriately sized wheel toy, demonstrate the ability to ride with and avoid collision with
classmates, with the utilization of starting, slowing, stopping and turning skills for 2 out of 3 times tried _____ %
of the time.
Wheel Toys 18
The student will roller-skate a distance of ______ with adult assistance for 2 out of 3 times tried _____ % of the
time.
Wheel Toys 19 The student will roller-skate a distance of ______ independently for 2 out of 3 times tried _____ % of the time.
Wheel Toys 20
The student will demonstrate while roller-skating, the ability to turn in either direction to avoid stationary
obstacles for 2 out of 3 times tried _____ % of the time.
Wheel Toys 21
While roller-skating with classmates, demonstrate the ability to skate while avoiding collisions and exhibiting the
skills of: slowing, turning, starting, and stopping, for 2 out of 3 trials _____ % of the time.
C. Martinich Page 29 2014
Alternate Curriculum Physical Education Observations
Eilg: Birthdate:
Observation Date(s):
Skill # Strand FPI Observations
PE 1.1 wear safety equipment
PE 1.2 carry identification
PE 1.3 request safety equip
PE 1.4 follow directions
PE 1.5 use rec equipment
PE 2.1 reactions to sensation
PE 2.2 move in response
PE 2.3 locate body parts
PE 2.4 identify body parts self
PE 2.5 identify parts - another
PE 3.1 allow another to move
PE 3.2 move in imitation
PE 3.3 move on request
PE 3.4 assist in motions
PE 3.5 moves in positions
PE 3.6 sequences steps
PE 3.7 moves with equipment
PE 4.1 keeps head at midline
PE 4.2 keeps upright position
PE 4.3 position transition
PE 4.4 return to upright
PE 4.5 balance while in motion
PE 5.1 start/stop to signal
PE 5.2 travel in imitation
PE 5.3 travel to direction
PE 5.4 change course
PE 5.5 respond to signal
PE 6.1 change in posture
PE 6.2 stationary obstacles
PE 6.3 follow leader
PE 6.4 through a group
PE 7.1 orient toward object(s)
PE 7.2 navigate obstacles
PE 7.3 travel abilities
PE 7.4 use basic mvt
PE 8.1 maintain activity
PE 8.2 follow aerobic activity
Student Name:
S
a
f
e
t
y
M
o
v
e
m
e
n
t

/

M
o
b
i
l
i
t
y
C. Martinich 30 2014
Alternate Curriculum Physical Education Observations
Skill # Strand FPI Observations
S
a
f
e
t
y
PE 9.1 tolerate object/texture
PE 9.2 maintain contact
PE 9.3 maintain grasp
PE 9.4 grasp & move object
PE 9.5 manipulate object
PE 10.1 move/manipulate ball
PE 10.2 direct ball to target
PE 10.3 trap/catch ball
PE 10.4
throw/catch a ball with use of
equipment
PE 11.1 locate the ball
PE 11.2 aim in direction of ball
PE 11.3 make contact w object
PE 11.4 contact w ball to target
PE 12.1 self engage
PE 12.2 engage with another
PE 12.3 follow rules games
PE 12.4 cooperate with others
PE 13.1 accept variety activities
PE 13.2 cooperate in activity
PE 13.3 choose activity
PE 13.4 actively engage
PE 14.1 observe others playing
PE 14.2 follow directions
PE 14.3 take turns during game
PE 14.4 use skill combinations
PE 14.5 indicate game object
PE 15.1 identify game officials
PE 15.2 follow instructions of ref
PE 15.3 accept when turn is up
PE 15.4 accept game outcome
PE 16.1 identify body signals
PE 16.2 identify clothing
PE 16.3 respect others in group
PE 16.4 follow instructions of ref
C
O
M
M
E
N
T
S
R
e
c
r
e
a
t
i
o
n

L
e
i
s
u
r
e

S
p
o
r
t
s
m
a
n
s
h
i
p
G
r
o
w
t
h

a
n
d

M
a
t
u
r
a
t
i
o
n
F
i
n
e

M
o
t
o
r
C. Martinich 31 2014