The paper provides an overview of a data based physical education program for the severely handicapped which has been developed at Oregon State University's Department of Physical Education in cooperation with the Special Education Department of Teaching Research. Concepts which form the basis of the model include that there is no way of determining the extent to which a student will progress (therefore, no ceiling is placed on the curriculum) and that because of the range of individual abilities among the handicapped all materials must be individually sequenced. The basic learning approach is behavior modification involving cues, the student's behavior, and consequences or reinforcers. A special "Game, Exercise, and Leisure Sport Curriculum" developed to meet the physical education needs of the severely handicapped has sections on the following skill areas: movement concepts, skills found in popular elementary games, physical fitness skills, and popular lifetime leisure skills. The curriculum consists of a series of behavior analyses (task analyses) of basic physical education skills. The instructional team includes a physical or special educator (familiar with the student's movement needs, the student's reinforcement schedule, and language capabilities) and parents (who serve to maintan skills learned in the curriculum through home instruction). A clipboard is established for each student which contains the weekly cover sheet (specifying all programs in which the student is engaged), the consequence list of things that are reinforcing to the student, a language sheet on the level of the student's language complexity, a behavioral sequence sheet, a program cover sheet, and a data sheet. Inservice training to implement the data based system covers specific objectives such as ability to conduct prescriptive physical education programs and knowledge of behavior management and behavioral terminology. An example of one skill (the underhand roll) from the curriculum is outlined. (SW)