| 1 | To be able to assess motor performance (gross/fine motor skills, balance, coordination, flexibility, strength, endurance) and develop a needs profile. |
| 2 | To be able to design an individualized education program–aligned and ethically sound adapted physical education and sports plan (including warm-up/cool-down, risk management, and relevant health information). |
| 3 | To be able to select and adapt accessible activities and games, plan equipment and space modifications, and use assistive devices for diverse disability profiles. |
| 4 | To be able to apply instructional strategies that foster social skills, self-regulation, teamwork, and participation through physical activity (e.g., peer-supported/cooperative tasks, station work). |
| 5 | To be able to monitor performance with process and outcome measures, make data-based decisions, collaborate with families and related professionals (e.g., physiotherapists, occupational therapists), and promote active-lifestyle habits sustainably. |