PROGRAM DEVELOPMENT
GOALS AND OBJECTIVESAll physical education programs should be based on goals and objectives to establish desired outcomes and steps to achieve them.
For students with existing goals and/or objectives on their IEP, integrate those into your program where appropriate. To establish new goals and/or objectives for students with IEPs, go to the STUDENT page for guidance. |
HOW TO WRITE PHYSICAL EDUCATION GOALS AND OBJECTIVES IN 7 STEPS
- Create a list of goals areas you wish to achieve for the school year. (i.e. Body Awareness, Locomotor Skills, Object Control Skills, Physical Fitness, Sport Related Skills, Rhythms & Dance, Aquatics, Personal & Social Responsibility, etc.)
- Identify specific skills you wish to achieve within each goal area. (i.e. Body Awareness - Body Management, Balance, Personal Space, General Space, Pathways, Directionality, Levels, etc.)
- Establish an assessment tool to define mastery criteria for each skill. (i.e. Curriculum-Based Rubric)
- Assess students present level of performance of each skill within each goal area. (i.e. Body Awareness - An obstacle course is a great way to test each skill within this goal area) Record data.
- Based on assessment data, refine skills needed to achieve each goal area. (i.e. Add skills previously omitted and/or remove skills that were mastered)
- Re-order skills to ensure they are developmentally appropriate. (i.e. Body Awareness - Personal Space, General Space, Directionality, Levels, Pathways, Extensions, Body Shapes, Relationship with Objects, Relationship with People, Effort)
- Create measurable objectives for each skill within each goal area. (i.e. Body Awareness - Dallin will complete at least 3 out of 4 criteria for Directionality during Unit 2: America Ninja Warrior or At least 13 out of 18 will complete at least 3 out of 4 criteria for Directionality during Unit 2: America Ninja Warrior)
RESOURCES
Determine what resources you currently have available to run your program.
EQUIPMENT AUDIT
BUDGET
ENVIRONMENT
LESSON PLANNING
COMMUNITY PARTNERS
OTHER?
EQUIPMENT AUDIT
- Determine what equipment you have available - Inventory each to identify how many you have of each type of equipment.
- Based on what you have, determine what you will need.
BUDGET
- Find out how much you have to spend on equipment each school year. Does this amount include specialized equipment needs?
- If you budget is limited, are there other sources available? Grants? Donors? Free programs that offer equipment if you join?
ENVIRONMENT
- Where is the space I've been assigned to teach? Is it accessible? Safe? Large enough?
- What resources are available at this space? (i.e. Do they have basketball hoops? Equipment you can use?
LESSON PLANNING
- Do you have a current program you can use/modify to meet the students needs? If not, does your school or district have curriculum for you to use?
- What other resources do I have or can access to enhance lesson planning? (i.e. Websites, Books, Other Teachers)
COMMUNITY PARTNERS
- Do I have access to recreational opportunities? If so, do I have access to their equipment, facilities, or other services?
- What kind of community partners could I add to enhance my program? (i.e. Girls on the Run, Kids on the Move, Active Schools, Discovery Education, Step Express, and more!!)
OTHER?
- Do I have access to support personnel? What other supports do I have access to?
- Do I have professional development opportunities available?