Presented in the curriculum guide are activities for a sequenced physical education program to be used with trainable mentally retarded students (TMR). Defined are teaching approaches such as station teaching. Reviewed are a brief history of adaptive physical education (APE), APE literature on TMR children, and local APE program development. Provided are definitions, an achievement checklist, and activities for each sequence in the following curriculum areas: the physical self, locomotion, coordination, balance, fitness, rhythmic performance, relaxation, and perception. Each curriculum area such as coordination is treated in terms of component skills such as large muscle skills with apparatus, body coordination, and fine motor coordination. Given for component skills in each curriculum area are appropriate activities such as juggling two balls to develop large muscle skills, standing on one foot while counting to three for body coordination, and walking with a frisbee on the head to improve fine motor coordination. Recreational activities offered include circle, line, and active games; organized sports such as volleyball; and activities to improve individual skills of children in grades 1 through 8. Included for perceptual development are M. Frostig's program activities as well as exercises and games. (MC)