ALEX Resources

   View Standards     Standard(s): [PE] (3) 31 :

3-5.3) Share the reasons for enjoying various physical activities.

APE accommodation suggestions: peer assistance and modeling

[PE] (3) 32 :

3-5.4) Identify and compare the positive social interactions when engaging in partner, small-group, and large-group physical activities.

APE accommodation suggestions: peer assistance and modeling

[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] (4) 27 :

4-4.3) Invite players of all skill levels into the physical activity.

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

[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] (5) 27 :

5-4.3) Actively involve others of all skill levels and abilities into physical activities and group projects.

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

[PE] (6) 26 :

6-3.7) Explain the role of warm-ups and cool-downs before and after physical activity and show correct techniques and methods of stretching.

Examples: dynamic and static stretching

APE accommodation suggestions: Visual aids and cues

Students choose a partner. Each set of partners is given an index card with a series of questions. For this activity, students simply walk with their partner and interview them using the questions provided. Once all of the questions are asked, the partners switch roles using the questions on the backside of the card. 

This is a great cool-down activity. 

   View Standards     Standard(s): [PE] (0) 29 :

K-5.1) Acknowledge that physical activity is important for good health.

APE accommodation suggestions: peer assistance and modeling

[PE] (0) 31 :

K-5.3) Name physical activities that are enjoyable.

APE accommodation suggestions: peer assistance and modeling

[PE] (1) 29 :

1-5.1) Identify physical activity as a component of good health.

APE accommodation suggestions: peer assistance and modeling

[PE] (2) 22 :

2-3.1) Describe the benefits of participating in moderate to vigorous activities outside physical education class.

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

[PE] (2) 29 :

2-5.1) Describe the relationship between physical activity and good health.

APE accommodation suggestions: peer assistance and modeling

[PE] (3) 22 :

3-3.1) List physical activity opportunities outside physical education class.

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

[PE] (3) 31 :

3-5.3) Share the reasons for enjoying various physical activities.

APE accommodation suggestions: peer assistance and modeling

[PE] (4) 29 :

4-5.1) Compare and contrast an active lifestyle with a sedentary lifestyle.

APE accommodation suggestions: peer assistance and modeling

[PE] (4) 30 :

4-5.2) Rate physical activities based on enjoyment.

APE accommodation suggestions: peer assistance and modeling

[PE] (5) 31 :

5-5.3) Explain the difference between physical activities that are enjoyable and activities that are more challenging.

APE accommodation suggestions: peer assistance and modeling

Encourage kids to keep moving when they get home from school. Kids will think about how they can add movement into their time at home.