The project developed and evaluated an individualized physical education curriculum (called I CAN) for trainable mentally retarded children, ages 5-14 years. The instructional system consists of a set of primary psychomotor skills curriculum resource materials for individualizing instruction and a competency-based teaching guide for diagnostic-prescriptive teaching. Used for designing the instructional system were six major criteria: diagnostic-prescriptive nature, replicability, flexibility, adaptability, interrelatedness, and accountability. Included in the I CAN program are primary skills in aquatics, body management, fundamental skills, and health/fitness. System evaluation focused on identifying deficiencies and alternatives in form, substance, and methodology related to the use of I CAN by classroom teachers and physical education specialists. Assessment and reassessment of student status occurred within the instructional setting. Learner impact data reported by student gains, grouped by skill and teacher type, indicated: (1) the effectiveness of the instructional system, and (2) replicability and transportability for both classroom and physical education specialists. (More than half the document consists of appendixes such as sample field test materials, working papers, evaluation handbook for the field test teachers, evaluation data tables, and revisions recommended by field test teachers.) (Author/DB)