ALEX Resources

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Classroom Resources (7)


ALEX Classroom Resources  
   View Standards     Standard(s): [PE] (6) 28 :
6-3.9) Define resting heart rate and describe its relationship to moderate and vigorous activity.

APE accommodation suggestions: Visual aids and cues

[PE] BK1 (9-12) 16 :
BK-3.9) Determine target heart rate and apply that information to a personal fitness plan.

[PE] BK2 (9-12) 16 :
BK-3.9) Modify intensity to keep heart rate in the target zone using available technology.

Examples: pedometer, heart rate monitor

[PE] BK2 (9-12) 18 :
BK-3.11) Create a healthy meal plan that integrates caloric intake and output.

Subject: Physical Education (6 - 12)
Title: Fitness Tools & Calculators
URL: https://www.acefitness.org/education-and-resources/lifestyle/tools-calculators/
Description:

ACE Fit offers a number of free tools and calculators to help you determine everything from your body mass index (BMI) to your target heart rate zone, your blood pressure, body fat composition, daily caloric needs, and more. Each of those tools will help you find an exercise program that fits your individual needs and goals, whether that be losing weight or increasing your strength with weight training.



   View Standards     Standard(s): [PE] (6) 28 :
6-3.9) Define resting heart rate and describe its relationship to moderate and vigorous activity.

APE accommodation suggestions: Visual aids and cues

[PE] BK1 (9-12) 16 :
BK-3.9) Determine target heart rate and apply that information to a personal fitness plan.

Subject: Physical Education (6 - 12)
Title: Heart Zone
URL: https://www.heart.org/idc/groups/heart-public/@wcm/@fc/documents/downloadable/ucm_451993.pdf
Description:

Students will learn how to calculate their maximum heart rate and target heart rate zone. Students will graph their heart rates while participating in a variety of physical activities.



   View Standards     Standard(s): [PE] (6) 27 :
6-3.8) Recall each component of the FITT formula (frequency, intensity, time, type) for physical fitness.

APE accommodation suggestions: Visual aids and cues

[PE] (6) 28 :
6-3.9) Define resting heart rate and describe its relationship to moderate and vigorous activity.

APE accommodation suggestions: Visual aids and cues

[PE] (7) 28 :
7-3.9) Explain how the Rate of Perceived Exertion (RPE) scale can be used to determine the perception of the work effort or intensity of exercise.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 23 :
8-3.4) Determine the benefits of using available technology during physical activity.

Examples: active videos, active gaming systems, heart rate monitors, health apps

APE accommodation suggestions: Visual aids and cues

[PE] (8) 28 :
8-3.9) Apply concepts of physical fitness to adjust physical activity intensity.

Examples: RPE, FITT formula

APE accommodation suggestions: Visual aids and cues

Subject: Physical Education (6 - 8)
Title: Heart Rate Zone Viewer for Middle School
URL: https://docs.google.com/presentation/d/1rnxTquWCHSnHvNL-LwbepegsNBehilcaMLpjNU8nxsU/edit#slide=id.p
Description:

This is an interactive game that can be used when teaching a lesson on resting heart rate and its relationship to moderate and vigorous activity. Students can use this interactive to determine their desired intensity level. 



   View Standards     Standard(s): [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) 8 :
6-1.8) Demonstrate defensive readiness and movement in all directions while maintaining correct position.

Examples: weight on balls of feet, arms extended and eyes on midsection of the offensive player

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] (6) 16 :
6-2.5) Demonstrate a quick recovery when transitioning from offense to defense or defense to offense.

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

[PE] (6) 17 :
6-2.6) Identify the skills or strategies necessary to score.

Examples: open spaces, spreading the field, passing to create space

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

[PE] (6) 18 :
6-2.7) Identify the skills or strategies necessary to prevent the opponent from scoring.

Examples: pressure the ball, on and off ball defense

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

[PE] (6) 28 :
6-3.9) Define resting heart rate and describe its relationship to moderate and vigorous activity.

APE accommodation suggestions: Visual aids and cues

[PE] (7) 4 :
7-1.4) Pass and receive using hands and feet in combination with locomotor patterns, change of direction, and/or speed, with proficiency.

Examples: passing and receiving while moving in basketball, ultimate Frisbee, speedball, soccer

APE accommodation suggestions: Use a larger ball or slightly deflated ball.

[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) 8 :
7-1.8) Differentiate among various defensive strategies utilized in a variety of sports.

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

[PE] (7) 16 :
7-2.5) Utilize communication when transitioning from offense to defense or defense to offense.

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

[PE] (7) 17 :
7-2.6) Demonstrate the skills or strategies necessary to score under pressure.

Examples: obstacles, defensive pressure, time limits

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

[PE] (7) 18 :
7-2.7) Demonstrate the skills or strategies necessary to prevent the opponent from scoring.

Examples: player to player, zone defense

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

[PE] (8) 5 :
8-1.5) Execute a variety of offensive skills during modified game play.

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

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 8 :
8-1.8) Utilize appropriate defensive strategies during modified game play.

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 15 :
8-2.4) Open and close space during modified game play by combining locomotor movements with movement concepts.

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

[PE] (8) 16 :
8-2.5) Analyze and critique effective transitions and anticipation of opponent's strategy by recovering quickly, communicating with teammates, and capitalizing on an advantage.

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

[PE] (8) 17 :
8-2.6) Apply the skills or strategies necessary to score in modified game play.

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

[PE] (8) 18 :
8-2.7) Apply the skills or strategies necessary to prevent the opponent from scoring in a game situation.

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

Subject: Physical Education (6 - 8)
Title: Ultimate Sponge Ball
URL: https://teachers.net/lessons/posts/2653.html
Description:

This lesson will help students see that fitness can be fun and beneficial while also being involved in a team game. Additionally, this is a great game to teach students how to move into open spaces to receive passes from teammates. Students will also seek to elevate their heart rate to their Exercise Benefit Zone throughout the game.

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



   View Standards     Standard(s): [PE] (6) 28 :
6-3.9) Define resting heart rate and describe its relationship to moderate and vigorous activity.

APE accommodation suggestions: Visual aids and cues

[PE] BK1 (9-12) 16 :
BK-3.9) Determine target heart rate and apply that information to a personal fitness plan.

[HE] HED (9-12) 27 :
HE.6.1) Assess personal health status and health practices to establish a baseline for setting health and fitness goals.

Examples: blood pressure, resting heart rate, BMI, vaccination status

Subject: Physical Education (6 - 12), Health Education (9 - 12)
Title: Heart Rate Hyperdoc
URL: https://docs.google.com/presentation/d/15UAPThT7TJwZSBnbU7P9lokboS1cz9x1V6X8Uc2GbRo/edit?usp=sharing
Description:

This resource provides an interactive guide to engage, explore, apply, and reflect on heart rate. Resting and target heart rate activities are included in addition to guiding application questions for each. 

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



   View Standards     Standard(s): [PE] (6) 28 :
6-3.9) Define resting heart rate and describe its relationship to moderate and vigorous activity.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 23 :
8-3.4) Determine the benefits of using available technology during physical activity.

Examples: active videos, active gaming systems, heart rate monitors, health apps

APE accommodation suggestions: Visual aids and cues

[PE] BK1 (9-12) 16 :
BK-3.9) Determine target heart rate and apply that information to a personal fitness plan.

[PE] BK2 (9-12) 16 :
BK-3.9) Modify intensity to keep heart rate in the target zone using available technology.

Examples: pedometer, heart rate monitor

Subject: Physical Education (6 - 12)
Title: Partner Rep Burn-Out
URL: https://openphysed.org/wp-content/uploads/2018/08/H-21-03-PlugPlay-01-PartnerRepBurnOut.pdf
Description:

Teaching rates of perceived exertion and pacing/adjusting to keep heart rate in the target zone is made possible in one activity. If technology (e.g., pedometer, heart rate monitor) is available to self-monitor aerobic intensity that will add another standard covered on this lesson but is not necessary to complete this activity. 

This activity can be adapted to teach a variety of content for MS and HS in Standards 3 and 4.

You may also access cards and activity plans in a Word or PDF format on the OpenPsyEd.org website in the HS Plug and Play under the heading Module Documents.

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



   View Standards     Standard(s): [PE] (6) 28 :
6-3.9) Define resting heart rate and describe its relationship to moderate and vigorous activity.

APE accommodation suggestions: Visual aids and cues

[PE] (7) 24 :
7-3.5) Compare and contrast health-related and skill-related fitness activities.

Examples: aerobic/anaerobic exercise, power/strength, static/dynamic, reaction time

APE accommodation suggestions: Visual aids and cues

[PE] (7) 28 :
7-3.9) Explain how the Rate of Perceived Exertion (RPE) scale can be used to determine the perception of the work effort or intensity of exercise.

APE accommodation suggestions: Visual aids and cues

Subject: Physical Education (6 - 7)
Title: Cupid Fitness Capacity Shuffle
URL: https://openphysed.org/wp-content/uploads/2019/05/M-06-03-FitKnow-Activities-04_CupidFitnessCapacityShuffle.pdf
Description:

The activity will test aerobic and anaerobic capacity. The object of the activity is to complete the Cupid Shuffle using aerobic and anaerobic movements in order to feel our body’s physiological response. 

Note: You will need to create a free account on openphysed.org before you can view this resource.

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



ALEX Classroom Resources: 7

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