Individualized Sports Skills Program
Assessment Report Sample
Coach: RI Ram
Semester/Year: Spring 2000
Athlete Information

Athlete name: “D” (for your report, use athlete’s first and last name. Initials are used here to
protect confidentiality)

Athlete’s age and birthdate: Age 8, August 16, 1992

Athlete’s disability: “D” has autism spectrum disorder which affects his ability to
communicate verbally and focus his attention on tasks at hand. “D” is nonverbal but has no
hearing or visual problems. His motor ability is not affected by his disability, but he has few
sports-related skills because of difficulty participating in activities.
PART ONE: ASSESSMENT OF SPORT SKILLS

Which checklist did you use? Check the appropriate box below and attach the actual
completed checklist.
[X] Developmental sports
[ ] Recreation – Soccer
[ ] Individual options (own)
[ ] Swimming
[ ] Recreation – basketball
[ ] Rhythmic gymnastics
[ ] Fitness activities (own)

Summary of the athlete’s performance: “D” is doing really well so far. I finally got him to
demonstrate some basic fundamental motor skills, mainly catching, throwing, kicking and
running. His skills in catching and throwing are pretty good, but can use refinement as well as
introduction to other fundamental motor skill movements.

Athlete’s strengths:
o Catching beach ball – good hugging grasp
o Throwing small tennis sized ball overhead – good grasp and arm movement
o Picking up ball and throwing
o Kicking stationary kickball
o Choice of equipment to use – can tell pieces he is able to control
o Running

Athlete’s needs:
o Refine catching and throwing to age appropriate skill level
o Introduce fundamental motor skills that are appropriate for age and gender
o Develop competence in various fundamental motor skills
PART TWO: ATHLETE SKILL INFORMATION
Athlete’s movement skills: In some cases your answers will be based upon the results you obtained
when administering the sport skill checklist. In other cases, you will need to simply observe the athlete’s
capabilities to answer these questions.

Body control/posture:
o Good overall control of body
o Posture is slightly forward – needs to work on keeping back straight
o
o
Difficulty grasping and holding onto larger objects
Difficulty with movements leading to kicking actions, getting into place for catch,
follow through for throwing, most other FMS movements

Fundamental motor skills:
o Catching and throwing skills are good but not at an age appropriate level
o Strong leg movement for kick, without lead in movement
o Running demonstrated at a more mature level

Sports and games skills:
o Does not participate in any organized sports or games
o At this time “D” does not have sufficient skills to participate successfully in
organized sports or games

Physical fitness:
o Appears to have good cardiorespiratory fitness – does not tire easily during
activities and is ready to go for another round
o Does not seem overweight, observation of good height/weight ratio
o Does not seem to have any flexibility problems, moves well during stretching
activities

Cognitive skills:
o Language skills are nonverbal in nature – communicates using gestures and
demonstrations
o Attention – generally tries to pay attention but is easily distracted by other
participants, sounds, equipment, etc. Works better when facing away from
others in the far corner of the gym and using a brightly colored ball or other piece
of equipment.
o Does seem to remember activities from last week based on behavior and
performance
o “D” does not seem to make connections between activities we are working on
and games that can be participated in with these skills in the future

Personal-social skills:
o “D” is extremely personable and always has a smile on his face
o At times, “D” seems embarrassed to do activities and refuses to complete skills
o Can not differentiate between emotions, whether I am joking or serious
o “D” gets very upset if there is a loud noise or if I raise my voice – things work
better in a quieter environment and when I speak normal
Health and safety concerns for your athlete: (describe both observed and potential concerns).
Observed – “D” is not mindful of the other athletes around him and goes running around the gym without
watching other participants. Because there is a communication barrier between “D” and myself, there is
potential for injury either from miscommunication or misunderstanding of directions. “D” may not understand
that equipment can hurt others as he has a habit of picking up balls and throwing them at others. Potential
– because of medication changes, seizures may be possible.
Positive reinforcements that work with your athlete: “D” especially likes high fives and big smiles.
Good job “D” works well as long as it is not yelled. Verbal praise and use of a schedule with stars so “D”
knows what he has accomplished for the day.
PART THREE: APPLICATION OF PHYSICAL EDUCATION PRINCIPLES

Which developmental level (reflex behavior, early voluntary movements, fundamental motor
skills, or sports and games) best describes this athlete’s motor development? Justify your
answer and give examples of skills that the athlete should be ready to learn.
o
o

Which principles of motor learning are especially appropriate to consider when planning
instruction and practice for this athlete? Justify your response.
o
o
o

Growth and maturation/appropriate challenge – by knowing about the rate
and age “D” matures, I will know the issues he is dealing with developmentally
and be better able to interact with him and meet his needs. Also by knowing the
levels of skill development, I will be able to know what skill progression to teach
to ensure that “D” develops appropriate fundamental motor skills.
Physiological changes/prerequisites – by knowing the physiological changes
“D” is going through, I will be able to plan according to what he is physically
capable of doing and what skills should proceed others.
Motivation theory – by knowing why children participate in games, etc., I will be
better able to coach effectively and promote learning. In addition, I can relate
skill development to things that are interesting to “D” to make them a motivation
for him.
Which principles of biomechanics are especially appropriate to consider when planning
instruction and practice for this athlete? Justify your response.
o

Fundamental motor skills. Because “D” has not mastered skills at the
fundamental level yet, he needs to work on refining his techniques. He needs to
work on combining skills such as leg movements and throwing, lead in to kicking,
moving into position to catch. “D” should be ready to learn all of the basic
fundamental motor skills, which would lead to more efficient movement patterns
and potentially game play.
The developmental model would be most appropriate for “D” because he is
younger and this disability is not severe. He is able to move but lacks the
technique and skill of most fundamental motor skills that would allow him to
participate in games.
Skill analysis – by knowing the proper form and elements of specific
fundamental skills, I will be better able to teach and coach “D” by prompting him
to use correct form and being able to recognize incorrect form.
Is this athlete physically fit? What recommendations do you have for maintaining or improving
fitness?
o
Yes, “D” appears to be physically fit. He is not overweight and does not tire
easily during an hour of activities. Actually “D” is always on the go and tends to
tire me out with his continuous movement. “D” can maintain this fitness level by
remaining active and eating right. His daily routine should consist of some sort of
physical activity that incorporates use of various fundamental motor skills.