ALEX Resources

   View Standards     Standard(s): [PE] (3) 2 :

3-1.2) Travel showing differentiation in pacing when 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] (3) 18 :

3-2.1) Demonstrate the concept of spatial awareness in a dynamic environment.

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

[PE] (3) 19 :

3-2.2) Demonstrate shapes, levels, and pathways specific to a wide variety of physical activities.

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

[PE] (3) 20 :

3-2.3) Demonstrate the concepts of speed, direction, and force with skills applicable to a wide variety of physical activities.

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

[PE] (4) 1 :

4-1.1) Apply 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] (4) 2 :

4-1.2) Demonstrate correct pacing for distance 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] (4) 19 :

4-2.2) Combine movement concepts of pathways, shapes, and levels with skills in small group activities.

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

[PE] (4) 20 :

4-2.3) Combine concepts of speed, direction, and force with skills in small group activities.

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

[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) 18 :

5-2.1) Understand and apply spatial awareness skills in a game setting.

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

[PE] (5) 19 :

5-2.2) Execute combined movement concepts of pathways, shapes, and levels with skills in various physical activity settings.

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

[PE] (5) 20 :

5-2.3) Execute combined concepts of speed, direction, and force with skills in various physical activity settings.

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

Divide the class into small groups and appoint one member in each group to lead. Groups move around the area following any movement the leader does. On signal, another person in the group becomes the leader. The leader can use various types of locomotor movements and/or exercises.

This activity can be used to practice locomotor movements, to work on directionality and space awareness, and as a fitness warm-up activity. A demonstrative video is included in this resource. 

   View Standards     Standard(s): [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)

[PE] (2) 20 :

2-2.3) Recognize and adjust exertion of force on an object required during an activity.

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

[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] (3) 8 :

3-1.8) Throw underhand and overhand to a partner or target with accuracy.

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

[PE] (3) 9 :

3-1.9) Catch a ball thrown by a partner, demonstrating correct form.

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] (3) 20 :

3-2.3) Demonstrate the concepts of speed, direction, and force with skills applicable to a wide variety of physical activities.

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

[PE] (3) 27 :

3-4.3) Acknowledge others' success in movement performance and praise their efforts.

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

[PE] (4) 8 :

4-1.8) Throw underhand and overhand to a partner or target for accuracy and distance.

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

[PE] (4) 9 :

4-1.9) Catch a ball, thrown at varying levels and distances by a partner, with correct form.

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] (4) 20 :

4-2.3) Combine concepts of speed, direction, and force with skills in small group activities.

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

[PE] (5) 8 :

5-1.8) Throw underhand and overhand using correct form in dynamic environments.

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

[PE] (5) 9 :

5-1.9) Catch with correct form in dynamic individual, partner, and small group activities.

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] (5) 20 :

5-2.3) Execute combined concepts of speed, direction, and force with skills in various physical activity settings.

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

[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

In this activity, students are in circle formation, facing in. Each stands in a wide straddle stance with the side of the foot against the neighbor's. The hands are on the knees. Two balls are used. The object of the game is to roll one of the balls between the legs of another player before he can get his hands down to stop the ball. Each time a ball goes between the legs of an individual, a point is scored. The players having the fewest points scored against them are the winners. Keep the circles small so students have more opportunities to handle the ball. Players must catch and roll the ball, rather than batting it. Children must keep their hands on their knees until a ball is rolled at them.

   View Standards     Standard(s): [PE] (5) 8 :

5-1.8) Throw underhand and overhand using correct form in dynamic environments.

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

[PE] (5) 9 :

5-1.9) Catch with correct form in dynamic individual, partner, and small group activities.

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] (5) 18 :

5-2.1) Understand and apply spatial awareness skills in a game setting.

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

[PE] (5) 19 :

5-2.2) Execute combined movement concepts of pathways, shapes, and levels with skills in various physical activity settings.

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

[PE] (5) 20 :

5-2.3) Execute combined concepts of speed, direction, and force with skills in various physical activity settings.

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

[PE] (5) 21 :

5-2.4) Apply skills learned in earlier grades - simple strategies and tactics in chasing/ fleeing, offensive/ defensive strategies and tactics.

[PE] (6) 2 :

6-1.2) Throw using the proper form for distance or power appropriate to the practice task.

Examples: bocce, horseshoes, baseball, softball

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

[PE] (6) 3 :

6-1.3) Catch using the proper form from a variety of trajectories using various objects and tasks.

APE accommodation suggestions: Decrease distance ball is tossed, rolled or bounced; provide students the opportunity to catch an object using a bucket or a 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] (6) 5 :

6-1.5) Utilize a variety of offensive skills to create open space during practice tasks without defensive pressure.

Examples: pivots, fakes, give and go, jab steps, hitting to an open space

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (6) 15 :

6-2.4) Identify offensive and defensive tactics to create or reduce open space in a variety of activities.

Examples: running in various directions or paces, reducing the angle in the space

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (7) 2 :

7-1.2) Throw using the proper form for distance or power appropriate to the activity in a dynamic environment.

Examples: throwing to a moving receiver, give and go passing

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

[PE] (7) 3 :

7-1.3) Catch using the proper form from a variety of trajectories using different objects in small-sided game play.

APE accommodation suggestions: Decrease distance ball is tossed, rolled or bounced; provide students the opportunity to catch an object using a bucket or a 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] (7) 5 :

7-1.5) Perform a variety of offensive skills with defensive pressure.

Examples: pivots, fakes, give and go, jab steps, hitting to an open space

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (7) 15 :

7-2.4) Execute a variety of offensive and defensive tactics to create open space.

Examples: move to open space without the ball, use a variety of passes, pivots, and fakes; give and go.

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

One team begins with the ball. The object is to complete five consecutive passes without the ball touching the floor. The team without the ball attempts to intercept the ball or recover an incomplete pass. Each time a pass is completed, the team shouts the number of consecutive passes completed it represents. Each time a ball touches the floor or is intercepted, the count starts over. Players may not contact each other. Emphasis should be placed on spreading out and using the entire court area. If players do not spread out, the area can be broken into quadrants and players restricted to one quadrant.

This resource includes a video demonstration.

   View Standards     Standard(s): [PE] (5) 20 :

5-2.3) Execute combined concepts of speed, direction, and force with skills in various physical activity settings.

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

[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) 12 :

6-2.1) Demonstrate a basic knowledge of the rules and regulations for a variety of games and activities.

Examples: modified game play, formative and summative assessments

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (6) 13 :

6-2.2) Identify appropriate sporting behavior and etiquette related to a variety of games and activities.

Examples: quiet during tennis rally, dealing with confrontational opponents

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (6) 36 :

6-4.6) Identify the rules and etiquette for a variety of physical activities, fitness exercises, and games.

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

[PE] (7) 12 :

7-2.1) Use the rules and regulations of a variety of activities and demonstrate a basic knowledge regarding techniques and strategies related to those activities.

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (7) 13 :

7-2.2) Demonstrate appropriate sporting behavior and etiquette related to a variety of games and activities.

Example: shaking hands at end of activity

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (7) 36 :

7-4.6) Demonstrate knowledge of rules and etiquette for a variety of physical activities, fitness exercises, and games.

Examples: self-officiating, equipment management, re-racking weights

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

[PE] (7) 38 :

7-5.1) Classify different types of physical activities and describe how each exerts a positive effect on mental, emotional, and physical health.

APE accommodation suggestions: peer assistance and modeling

[PE] (7) 41 :

7-5.4) Demonstrate appropriate social interaction during activities and games.

Examples: helping and encouraging others, avoiding trash talk, providing support to classmates

APE accommodation suggestions: peer assistance and modeling

[PE] (8) 19 :

8-2.8) Identify and apply Newton's laws of motion to various physical activities.

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

Bowler’s Ed is a fun, progressive, and innovative approach to promoting a healthy and active lifestyle while teaching a lifetime sport to children at an early age. The FREE Bowler’s Ed curriculum is approved by the National Association for Sport and Physical Education (NASPE), certified by the United States Bowling Congress (USBC), and recognized by the Bowling Proprietors Association of America (BPAA). Educators are provided the appropriate tools to be successful whether an experienced bowler or teaching it for the first time.

   View Standards     Standard(s): [PE] (3) 20 :

3-2.3) Demonstrate the concepts of speed, direction, and force with skills applicable to a wide variety of physical activities.

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

[PE] (4) 20 :

4-2.3) Combine concepts of speed, direction, and force with skills in small group activities.

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

[PE] (5) 20 :

5-2.3) Execute combined concepts of speed, direction, and force with skills in various physical activity settings.

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

The goal of this activity is for students to launch their rockets (foam balls) into outer space using partner parachutes. Students will move with their classmates to send objects upward.

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