ALEX Resources

   View Standards     Standard(s): [PE] (0) 23 :

K-3.2) Participate in physical education class.

[PE] (1) 23 :

1-3.2) Actively engage in physical education class.

[PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

[PE] (3) 23 :

3-3.2) Actively engage in physical education class with little or no teacher redirection.

[PE] (4) 23 :

4-3.2) Actively engage in physical education class, both with teacher direction and independently.

[PE] (5) 22 :

5-3.1) Compare and contrast fitness benefits of various physical activities.

APE accommodation suggestions: Verbal prompting and peer assistance to model correct physical education participation.

This Kindergarten through 5th-grade activity puts a spin on traditional bingo.  Each student gets a fitness bingo card. Finding a new partner for each exercise, students will do the exercise then sign their partner’s paper. Students will continue this until all spots have been filled. This lesson focuses on different exercises to move the whole body (psychomotor skills) as well as teamwork (affective skills).

This video is available in both English and Spanish audio, along with corresponding closed captions.

   View Standards     Standard(s): [PE] (0) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (0) 20 :

K-2.3) Travel:

•   In general space with varying speeds.

•   Attempting directionality concepts.

Examples: left, right, up, down, over, under

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (0) 27 :

K-4.3) Share equipment and space with peers.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (1) 23 :

1-3.2) Actively engage in physical education class.

[PE] (1) 25 :

1-4.1) Acknowledge personal responsibility by using equipment and space safely and appropriately while following the rules and boundaries of the learning environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (1) 27 :

1-4.3) Work in a variety of class environments with moderate supervision.

Examples: partner, small group, large group, whole class

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 19 :

2-2.2) Integrate shapes, levels, and pathways into simple movement sequences.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

[PE] (2) 27 :

2-4.3) Work in a variety of class environments with minimum supervision.

Examples: partner, small group, large group, whole class

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 32 :

2-5.4) Describe the positive social interactions that come when engaging with others in physical activity.

APE accommodation suggestions: peer assistance and modeling

This is a chasing and tagging game where students are focused on practicing being kind to others. Additionally, students will work on spatial awareness, balance, and moving using different types of pathways. 

   View Standards     Standard(s): [PE] (0) 23 :

K-3.2) Participate in physical education class.

[PE] (0) 24 :

K-3.3) Discover the connection between physical activity and change in heart rate and breathing.

[PE] (1) 23 :

1-3.2) Actively engage in physical education class.

[PE] (1) 24 :

1-3.3) Verbalize how active play and physical activity strengthen the heart muscle.

[PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

[PE] (2) 24 :

2-3.3) Identify physical activities that contribute to a high level of fitness and the importance of warm-up and cool-down related to vigorous physical activity.

[PE] (3) 24 :

3-3.3) Describe the components of health-related fitness (muscular strength, muscular endurance, flexibility and cardiovascular endurance).

[PE] (4) 23 :

4-3.2) Actively engage in physical education class, both with teacher direction and independently.

[PE] (4) 24 :

4-3.3) Describe the difference between skill-related and health-related fitness.

[PE] (5) 23 :

5-3.2) Actively engage in all components of physical education to the best of his/her ability.

[PE] (5) 24 :

5-3.3) Identify each component of the FITT Principle (frequency, intensity, time, and type).

[PE] (6) 21 :

6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] (6) 24 :

6-3.5) Identify the components of health-related and skill-related fitness.

APE accommodation suggestions: Visual aids and cues

This resource is a large collection of games and activities that are fitness focused. Most of these activities are geared towards cardio fitness.

This resource includes both written and visual descriptions. 

   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) 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) 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) 27 :

K-4.3) Share equipment and space with peers.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[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] (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] (1) 20 :

1-2.3) Demonstrate the difference between strong and light force.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[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) 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) 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)

[PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

A cooperative game for students that incorporates the seasons (science) and activity. The following link is also needed for the task cards for this activity:

https://openphysed.org/wp-content/uploads/2019/01/PC-01-06-SpaceScienceConnection-ChangeSeasonTaskCard.pdf

Locomotor, balance, and throwing skills are utilized on these cards.

• Skill: I will follow movement pathways and patterns.
• Cognitive: I will discuss how the sun’s position relative to the
  Earth affects our patterns of daylight and temperature.
• Fitness: I will stay actively engaged during the activity.
• Personal & Social Responsibility: I will share equipment and
  space with classmates.

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

   View Standards     Standard(s): [PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

[PE] (2) 25 :

2-4.1) Practice skills with minimal teacher prompting and accept responsibility for behavior and performance actions to ensure a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 26 :

2-4.2) Appropriately respond to and implement specific feedback from the teacher.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 27 :

2-4.3) Work in a variety of class environments with minimum supervision.

Examples: partner, small group, large group, whole class

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 25 :

4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[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)

In this exciting video for grades 2 through 5, students get to unite cognitive and psychomotor skills. Students pick a card with an exercise written on it such as 20 crunches. They then decide whether to take the deal by showing a thumbs-up or to decline the deal by showing a thumbs-down. Students may pass once and then must perform the exercise on the second card they select.

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

   View Standards     Standard(s): [PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

[PE] (3) 23 :

3-3.2) Actively engage in physical education class with little or no teacher redirection.

[PE] (5) 23 :

5-3.2) Actively engage in all components of physical education to the best of his/her ability.

[PE] (5) 25 :

5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (6) 21 :

6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 37 :

8-4.7) Independently use equipment appropriately and identify specific safety concerns to prevent injuries.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

This is a fantastic instant activity for classes to get a quick warm-up or workout in before the main lesson for the class. This activity can be set up for grades 2-12th by simply modifying the exercise cards. You may access the cards and activity plans in a Word or PDF format on the OpenPsyEd.org website in the Instant Activities to make it your own. Words on cards could be replaced with pictures for K-1 to be able to use the same activity.

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