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] (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] (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] (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) 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 is an informative overview of how an experienced physical education teacher teaches gymnastics. This resource includes a unit plan, instructional videos, and instructional materials. 

   View Standards     Standard(s): [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] (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) 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

This Google Slides file is packed with 26 Partner and Group Stunt gifs. Use the whole class or share with students via Google Classroom for small group use.

   View Standards     Standard(s): [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] (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

This is a powerpoint presentation of partner balances. Teachers can display the balances using a projector or print the balance cards for station work. 

   View Standards     Standard(s): [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] (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

The purpose of this activity is to teach students the various concepts they need to know and practice to perform a variety of static balances (tight muscles, symmetrical/non-symmetrical, inverted/upright, counterbalance/countertension).

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