ALEX Resources

   View Standards     Standard(s): [PE] (0) 5 :

K-1.5) Use different bases of support to maintain momentary stillness.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (0) 6 :

K-1.6) Attempt to create wide, narrow, curled, and twisted body shapes by curling and stretching.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (0) 7 :

K-1.7) Attempt to transfer weight from one body part to another:

a. In self-space.

Examples: three body parts to two body parts, crab walk position to plank position

b. By rolling sideways in multiple body shapes.

Examples: log roll, egg roll, pencil roll

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (1) 5 :

1-1.5) Maintain stillness on different bases of support with different body shapes.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (1) 6 :

1-1.6) Create wide, narrow, curled, and twisted body shapes by curling and stretching.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (1) 7 :

1-1.7) Transfer weight from one body part to another in self-space with both narrow and curled body shapes

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (2) 5 :

2-1.5) Balance on different bases of support, combining levels and shapes.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (2) 6 :

2-1.6) ADifferentiate among twisting, curling, bending, and stretching actions.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (2) 7 :

2-1.7) Transition weight from various bases of support by:

•   Transferring weight from feet to different body parts while maintaining balance.

•   Rolling in different directions with both a narrow and curled body shape.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (3) 5 :

3-1.5) Balance on different bases of support, demonstrating muscular tension and extensions of body parts.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (3) 6 :

3-1.6) Move into and out of curling, twisting, and stretching positions.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (3) 7 :

3-1.7) Transfer weight from feet to hands for momentary weight support both individually and in various partner stunts and counter balance.

Examples: tripod balance, headstand, back to back, wheelbarrow, toe to toe stand

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (4) 5 :

4-1.5) Balance on different bases of support in multiple levels and shapes while utilizing a variety of equipment.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (4) 6 :

4-1.6) Create sequences using curling, twisting, and stretching actions.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (4) 7 :

4-1.7) Combine traveling with balance and weight transfers to create a sequence with or without equipment.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (5) 5 :

5-1.5) Combine balance and transferring weight in a sequence or dance with a partner.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (5) 6 :

5-1.6) Perform curling, twisting, and stretching actions with correct application in dance, individual, partner, and small group activities.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (5) 7 :

5-1.7) Transfer weight in movement patterns by combining actions and balances to create a sequence with a partner, with or without equipment.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

This website identifiies 4 technology based resources that a teacher could use to enhance their gymnastics unit. 

   View Standards     Standard(s): [PE] (0) 1 :

K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (1) 3 :

1-1.3) Perform jumping and landing actions with balance.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (1) 7 :

1-1.7) Transfer weight from one body part to another in self-space with both narrow and curled body shapes

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (2) 5 :

2-1.5) Balance on different bases of support, combining levels and shapes.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (2) 7 :

2-1.7) Transition weight from various bases of support by:

•   Transferring weight from feet to different body parts while maintaining balance.

•   Rolling in different directions with both a narrow and curled body shape.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

This resource is a balance beam lesson focusing on dismounts and balance beam movements. It includes several movements that students can do to enhance their balance, coordination, weight transfer, and directionality skills. 

   View Standards     Standard(s): [PE] (2) 5 :

2-1.5) Balance on different bases of support, combining levels and shapes.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (2) 6 :

2-1.6) ADifferentiate among twisting, curling, bending, and stretching actions.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (2) 7 :

2-1.7) Transition weight from various bases of support by:

•   Transferring weight from feet to different body parts while maintaining balance.

•   Rolling in different directions with both a narrow and curled body shape.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (3) 5 :

3-1.5) Balance on different bases of support, demonstrating muscular tension and extensions of body parts.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (3) 6 :

3-1.6) Move into and out of curling, twisting, and stretching positions.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (3) 7 :

3-1.7) Transfer weight from feet to hands for momentary weight support both individually and in various partner stunts and counter balance.

Examples: tripod balance, headstand, back to back, wheelbarrow, toe to toe stand

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (4) 5 :

4-1.5) Balance on different bases of support in multiple levels and shapes while utilizing a variety of equipment.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (4) 6 :

4-1.6) Create sequences using curling, twisting, and stretching actions.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (4) 7 :

4-1.7) Combine traveling with balance and weight transfers to create a sequence with or without equipment.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

Five groups of activities in this lesson ensure that youngsters receive a variety of experiences. Pick a few activities from each group and teach them alternately. For example, teach one or two animal movements, then a tumbling and inverted balance, followed by a balance stunt, etc. Give equal time to each group of activities. 

Videos of this lesson are included in this resource. 

   View Standards     Standard(s): [PE] (0) 3 :

K-1.3) Perform jumping and landing actions.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (0) 7 :

K-1.7) Attempt to transfer weight from one body part to another:

a. In self-space.

Examples: three body parts to two body parts, crab walk position to plank position

b. By rolling sideways in multiple body shapes.

Examples: log roll, egg roll, pencil roll

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (1) 3 :

1-1.3) Perform jumping and landing actions with balance.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (1) 7 :

1-1.7) Transfer weight from one body part to another in self-space with both narrow and curled body shapes

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (2) 3 :

2-1.3) Use a variety of one-and two-footed take-offs and landings.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (2) 7 :

2-1.7) Transition weight from various bases of support by:

•   Transferring weight from feet to different body parts while maintaining balance.

•   Rolling in different directions with both a narrow and curled body shape.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (3) 3 :

3-1.3) Use correct form for jumping and landing.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (3) 30 :

3-5.2) Explain the challenge that comes from learning a new physical activity.

APE accommodation suggestions: peer assistance and modeling

[PE] (4) 3 :

4-1.3) Combine jumping and landing patterns with locomotor and manipulative skills.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance.

Examples: mini trampoline, rope on floor, peer assistance

[PE] (4) 7 :

4-1.7) Combine traveling with balance and weight transfers to create a sequence with or without equipment.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (5) 7 :

5-1.7) Transfer weight in movement patterns by combining actions and balances to create a sequence with a partner, with or without equipment.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

Teaching parkour is a great way to get students active with their surroundings inside or outside, and to get them excited about taking safe risks and enjoying movement. 

   View Standards     Standard(s): [PE] (0) 3 :

K-1.3) Perform jumping and landing actions.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (1) 1 :

1-1.1) Demonstrate correct form for hopping, galloping, and sliding.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (1) 3 :

1-1.3) Perform jumping and landing actions with balance.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (2) 1 :

2-1.1) Demonstrate correct form for skipping.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 2 :

2-1.2) Demonstrate correct form for jogging and running.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 3 :

2-1.3) Use a variety of one-and two-footed take-offs and landings.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (2) 7 :

2-1.7) Transition weight from various bases of support by:

•   Transferring weight from feet to different body parts while maintaining balance.

•   Rolling in different directions with both a narrow and curled body shape.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (3) 1 :

3-1.1) Demonstrate correct form for leaping.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (3) 3 :

3-1.3) Use correct form for jumping and landing.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (3) 7 :

3-1.7) Transfer weight from feet to hands for momentary weight support both individually and in various partner stunts and counter balance.

Examples: tripod balance, headstand, back to back, wheelbarrow, toe to toe stand

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (4) 3 :

4-1.3) Combine jumping and landing patterns with locomotor and manipulative skills.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance.

Examples: mini trampoline, rope on floor, peer assistance

[PE] (4) 5 :

4-1.5) Balance on different bases of support in multiple levels and shapes while utilizing a variety of equipment.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (4) 7 :

4-1.7) Combine traveling with balance and weight transfers to create a sequence with or without equipment.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (5) 1 :

5-1.1) Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (5) 3 :

5-1.3) Apply jumping and landing patterns with locomotor and manipulative skills in individual, partner, and small group activities.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance.

Examples: mini trampoline, rope on floor, peer assistance

[PE] (5) 5 :

5-1.5) Combine balance and transferring weight in a sequence or dance with a partner.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (5) 7 :

5-1.7) Transfer weight in movement patterns by combining actions and balances to create a sequence with a partner, with or without equipment.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

Parkour is an art of movement in which you train the body and mind to overcome obstacles. It emphasizes strength, flexibility, balance, body control, creativity, fluidity, discipline, and precision. Parkour movements include running, jumping, vaulting, climbing, balancing, and crawling. Parkour training focuses on safety, responsibility, overcoming fear, and self-improvement.

   View Standards     Standard(s): [PE] (1) 7 :

1-1.7) Transfer weight from one body part to another in self-space with both narrow and curled body shapes

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (2) 7 :

2-1.7) Transition weight from various bases of support by:

•   Transferring weight from feet to different body parts while maintaining balance.

•   Rolling in different directions with both a narrow and curled body shape.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

Performance criteria for students performing the forward roll.

   View Standards     Standard(s): [PE] (0) 1 :

K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (0) 8 :

K-1.8) Attempt underhand and overhand throw.

APE accommodation suggestions: Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers

[PE] (0) 9 :

K-1.9) Attempt to catch a dropped ball from varying heights.

APE accommodation suggestions: Decrease distance ball is tossed, rolled, or bounced; provide students the opportunity to catch an object using a bucket or basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies)

[PE] (1) 1 :

1-1.1) Demonstrate correct form for hopping, galloping, and sliding.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (1) 8 :

1-1.8) Throw underhand and overhand with hand/foot opposition.

APE accommodation suggestions: Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers

[PE] (1) 9 :

1-1.9) Catch various sizes of soft objects from a self-toss before they hit the ground.

APE accommodation suggestions: Decrease distance ball is tossed, rolled, or bounced; provide students the opportunity to catch an object using a bucket or basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies)

[PE] (2) 1 :

2-1.1) Demonstrate correct form for skipping.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 2 :

2-1.2) Demonstrate correct form for jogging and running.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 3 :

2-1.3) Use a variety of one-and two-footed take-offs and landings.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (2) 5 :

2-1.5) Balance on different bases of support, combining levels and shapes.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (2) 7 :

2-1.7) Transition weight from various bases of support by:

•   Transferring weight from feet to different body parts while maintaining balance.

•   Rolling in different directions with both a narrow and curled body shape.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (2) 8 :

2-1.8) Throw underhand and overhand, demonstrating correct form with hand/ foot opposition.

APE accommodation suggestions: Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers

[PE] (2) 9 :

2-1.9) Catch a self-tossed or well-thrown object with hands, not trapping or cradling against the body.

APE accommodation suggestions: Decrease distance ball is tossed, rolled, or bounced; provide students the opportunity to catch an object using a bucket or basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies)

This resource provides posters that can be printed with the skills and cues that are associated with locomotor and manipulative skills.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.

   View Standards     Standard(s): [PE] (0) 1 :

K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (0) 8 :

K-1.8) Attempt underhand and overhand throw.

APE accommodation suggestions: Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers

[PE] (1) 1 :

1-1.1) Demonstrate correct form for hopping, galloping, and sliding.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (1) 8 :

1-1.8) Throw underhand and overhand with hand/foot opposition.

APE accommodation suggestions: Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers

[PE] (1) 9 :

1-1.9) Catch various sizes of soft objects from a self-toss before they hit the ground.

APE accommodation suggestions: Decrease distance ball is tossed, rolled, or bounced; provide students the opportunity to catch an object using a bucket or basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies)

[PE] (2) 1 :

2-1.1) Demonstrate correct form for skipping.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 2 :

2-1.2) Demonstrate correct form for jogging and running.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 5 :

2-1.5) Balance on different bases of support, combining levels and shapes.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (2) 7 :

2-1.7) Transition weight from various bases of support by:

•   Transferring weight from feet to different body parts while maintaining balance.

•   Rolling in different directions with both a narrow and curled body shape.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (2) 8 :

2-1.8) Throw underhand and overhand, demonstrating correct form with hand/ foot opposition.

APE accommodation suggestions: Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers

[PE] (2) 9 :

2-1.9) Catch a self-tossed or well-thrown object with hands, not trapping or cradling against the body.

APE accommodation suggestions: Decrease distance ball is tossed, rolled, or bounced; provide students the opportunity to catch an object using a bucket or basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies)

This resource provides a self-assessment for locomotor and manipulative skills for students in K-2. Students will draw a face to show how well they think they did on a skill.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.