I Can Statements for PE, Sorted by SHAPE Standard

What does a fill-in template for PE I can statements look like?

A template needs six fields per row: standard, grade span, the statement, a success cue, a student check and a revisit point. Copy the first two columns into a document and make one copy per unit.

Every I can statement should point back to one standard. SHAPE America's 2024 standards name four: S1 motor skills, S2 movement and fitness concepts, S3 social skills and S4 personal skills. Posters that call S3 fitness use the numbering of the 2013 edition, which had five standards. For state standards, swap the Standard column, as in the New York PE learning standards guide.

Which I can statements cover Standard 1, motor skills?

Standard 1 statements describe a movement you can watch, so each one names a single skill and the cue that shows it done well. SHAPE America words the standard as “Develops a variety of motor skills.” All 24 statements in this guide are original wording, so compare them with SHAPE America's indicators for your grade span before citing one in a curriculum review.

Landing, rolling or balancing on equipment assumes mats, space between students and your supervision. Have students rate those targets only on your cue.

Which I can statements cover Standard 2, movement and fitness concepts?

Standard 2 statements ask students to explain or apply an idea, so they start with verbs such as find, choose, describe or use. SHAPE America words it as “Applies knowledge related to movement and fitness concepts.”

Replace the generic wording with the game or activity in your unit, so the statement matches what students do that day.

Which I can statements cover Standard 3, social skills?

Standard 3 statements name a behavior you can observe in a game or group task, such as sharing space, giving feedback or settling a rule dispute. SHAPE America words it as “Develops social skills through movement.”

Give students example wording, such as “nice try” or “good pass,” so a partner knows what to listen for.

Which I can statements cover Standard 4, personal skills and healthy choices?

Standard 4 statements ask students to reflect on, set goals for and choose physical activity, so the evidence is a sentence or a plan instead of a skill demonstration. SHAPE America words it as “Develops personal skills, identifies personal benefits of movement, and chooses to engage in physical activity.”

Use an exit slip or a short journal line for these targets, because no partner can confirm a personal answer by watching. Students decide what to share aloud.

How do you write an I can statement students can check themselves?

Write each statement as one observable action plus one cue, so a student or partner can answer yes or no after watching one attempt. Students rate themselves with the same three words every class: Not yet, Almost, Got it.

In mixed-ability classes, write two or three steps of one skill and let students choose where to start; the guide to an adaptive PE curriculum goes further. Before you grade against a target, make sure the check matches it, and see the guide on PE assessment.

How do you post and revisit targets in the gym?

Post one target at student eye level where the class lines up, read it aloud at the start and rate it again at the exit. A short routine keeps students moving. SHAPE America recommends moderate-to-vigorous physical activity for 50 percent of PE class time (SHAPE America position statement, 2017), so keep reading and rating the target under a minute.

1. Before class, post the statement and its cue, printed large enough to read from the line-up spot.
2. At the start, read the statement with the class and demonstrate the cue once.
3. After a round of practice, a partner watches one attempt and checks it against the cue.
4. At the exit, students stand at one of three cones labeled Not yet, Almost and Got it, or show a thumb, and you note which groups need more practice.
5. At the start of the next class, read the same statement, run one quick attempt and move to a new target only when most students show Got it.

For K–2, add a picture of the skill and say the sentence together. The exit rating fits at the end of your PE cool-down, while students are already standing still. Keep a running list of the unit's targets, so you can bring an older one back in a later warm-up. To tie each target to a lesson, see PE lesson plans and the SHAPE standards and aligning lessons with SHAPE America.

Frequently asked questions

Is an I can statement the same as a learning objective?

Nearly. An I can statement is the student version of the teacher's learning objective. The objective “Students will dribble with their fingertips while walking” becomes “I can dribble with my fingertips and keep my head up while I walk.” Keep the skill and the cue, and change the voice.

How many I can statements should I post per class?

Post one main target per class. Add a second only when the lesson has a separate social or personal goal, for example one S1 statement and one S3 statement. One target keeps the rating quick, so students spend most of class moving.

Can I write I can statements for my state's standards instead?

Yes. Keep the six template fields and put your state's standard code in the Standard column. The statement, the cue and the student check stay the same because they describe what students do in class.

Why do some posters list Standard 3 as fitness?

Those posters use the numbering of the 2013 edition, where S3 was health-enhancing fitness and S4 was responsible personal and social behavior. In the 2024 edition, fitness knowledge sits under S2 and social skills under S3. The statements still work; relabel the Standard field to match the edition your district uses.

Should I grade students on their self-ratings?

No. Treat the Not yet, Almost and Got it rating as feedback that tells you and the student where to practice next. If a target counts toward a grade, score it with a check that matches the target, such as a skills checklist you fill in while you watch one attempt per student.

What is the difference between a PE learning target and success criteria?

A learning target says what students will learn, and success criteria say how they will know they got there. In the template, the I can statement is the target and the success cue is the success criteria, for example fingertips on the ball, ball below the waist, eyes up. Students rate themselves against those cues, not against the sentence.