ALEX Resources

   View Standards     Standard(s): [PE] (4) 16 :

4-1.16) Strike an object toward a target with accuracy at varying distances.

APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting.

[PE] (5) 16 :

5-1.16) Strike an object to a target in partner and small group activities.

APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting.

[PE] (6) 7 :

6-1.7) Shoot on a goal with accuracy and power in a stationary environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (7) 7 :

7-1.7) Shoot on a goal with accuracy and power in a dynamic environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 7 :

8-1.7) Shoot on a goal with accuracy and power in modified game play.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

The field is divided into 8 lanes. A defensive and an offensive player are placed in each of the 8 lanes. A goalkeeper for each team is also positioned in front of the goal area. Players may not leave their lane during play. A shot on goal may not be taken until a minimum of two passes has been completed. This rule encourages passing to someone in a better position before taking a shot on goal. Encourage players to maintain their spacing during play. 

   View Standards     Standard(s): [PE] (4) 12 :

4-1.12) Pass and receive a ball with a moving partner, using both feet and demonstrating control of ball and body at varying speeds.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (4) 13 :

4-1.13) Demonstrate kicking skills using correct form with.

•   A ball at a target for accuracy from varying distances.

•   A dropped ball/ object, making contact with shoelaces.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (4) 18 :

4-2.1) Understand the concepts of open and closed spaces in small group activities while moving or traveling.

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

[PE] (5) 12 :

5-1.12) Apply passing and receiving with either foot in partner and small group activities, using correct form.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (5) 13 :

5-1.13) Demonstrate correct form in kicking and punting in partner and small-group activities.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[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] (6) 4 :

6-1.4) Pass and receive in a stationary position, using hands and feet with proficiency.

Examples: passes in games of basketball, flag football, speedball, team handball, or soccer

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

[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) 7 :

6-1.7) Shoot on a goal with accuracy and power in a stationary environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (6) 10 :

6-1.10) Strike with proper form in a stationary environment for a variety of games.

Examples: overhead volley in tennis, pass in volleyball, drive/putt in golf, pass in soccer

APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement.

[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) 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) 19 :

6-2.8) Vary application of movement concepts during physical activity.

Examples: force, time, space flow

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

[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) 7 :

7-1.7) Shoot on a goal with accuracy and power in a dynamic environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (7) 10 :

7-1.10) Strike with proper form in a dynamic environment for a variety of games.

Examples: overhead volley in tennis, pass in volleyball, drive/putt in golf, pass in soccer

APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement.

[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] (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) 7 :

8-1.7) Shoot on a goal with accuracy and power in modified game play.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 10 :

8-1.10) Strike with proper form in modified game play.

Examples: overhead volley in tennis, pass in volleyball, drive/putt in golf, pass in soccer

APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement.

[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

This is a large collection of soccer lead-up activities that can be used when teaching the skills of dribbling with the feet, passing/trapping, shooting, space awareness, and kicking. 

This resouce includes a description of the activity and also an informative video. 

   View Standards     Standard(s): [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] (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] (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] (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) 7 :

6-1.7) Shoot on a goal with accuracy and power in a stationary environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[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] (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) 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) 7 :

7-1.7) Shoot on a goal with accuracy and power in a dynamic environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 7 :

8-1.7) Shoot on a goal with accuracy and power in modified game play.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

This resource is a large collection of basketball lead-up games. These activities are geared toward skills such as dribbling, passing, catching, moving to open space, and shooting.

This resource provides both written and visual descriptions. 

   View Standards     Standard(s): [PE] (0) 10 :

K-1.10) Attempt to dribble a ball with one hand using consecutive contacts.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (1) 10 :

1-1.10) Dribble continuously in a stationary position, using the preferred hand.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (2) 10 :

2-1.10) Dribble continuously in self-space and while traveling, with preferred hand, demonstrating correct form.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (3) 10 :

3-1.10) Dribble and travel continuously in general space at varying speeds, demonstrating control of ball and body.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (4) 10 :

4-1.10) Dribble continuously with both the preferred and the non-preferred hands, using correct form.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (5) 10 :

5-1.10) Dribble continuously with both the preferred and the non-preferred hands in dynamic individual, partner, and small group activities.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (6) 4 :

6-1.4) Pass and receive in a stationary position, using hands and feet with proficiency.

Examples: passes in games of basketball, flag football, speedball, team handball, or soccer

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

[PE] (6) 6 :

6-1.6) Dribble with dominant and non-dominant hand, foot, or implement while changing speed and/or direction in a variety of tasks.

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

[PE] (6) 7 :

6-1.7) Shoot on a goal with accuracy and power in a stationary environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[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) 6 :

7-1.6) Dribble with dominant and non-dominant hand, foot, or implement while changing speed and/or direction in a variety of tasks with defensive pressure.

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

[PE] (7) 7 :

7-1.7) Shoot on a goal with accuracy and power in a dynamic environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 4 :

8-1.4) Pass and receive using an implement in combination with locomotor patterns, change of direction, speed and/or level, with proficiency.

Examples: lacrosse or hockey (floor, field, ice)

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

[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) 6 :

8-1.6) Dribble with dominant and non-dominant hand, foot, or implement while changing speed and/or direction in modified game play.

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

[PE] (8) 7 :

8-1.7) Shoot on a goal with accuracy and power in modified game play.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

In the Jr.NBA physical education curriculum, the focus is on building fundamental motor skills and providing opportunities to practice those skills in an encouraging, noncompetitive environment. The goal of the Jr.NBA Grades curriculum is for students to develop an extended base of fundamental motor skills through practice, while having fun.

This resource is broken down into K-2, 3-5, and 6-8 curricula. 

   View Standards     Standard(s): [PE] (6) 4 :

6-1.4) Pass and receive in a stationary position, using hands and feet with proficiency.

Examples: passes in games of basketball, flag football, speedball, team handball, or soccer

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

[PE] (6) 7 :

6-1.7) Shoot on a goal with accuracy and power in a stationary environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (6) 10 :

6-1.10) Strike with proper form in a stationary environment for a variety of games.

Examples: overhead volley in tennis, pass in volleyball, drive/putt in golf, pass in soccer

APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement.

[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) 7 :

7-1.7) Shoot on a goal with accuracy and power in a dynamic environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (7) 10 :

7-1.10) Strike with proper form in a dynamic environment for a variety of games.

Examples: overhead volley in tennis, pass in volleyball, drive/putt in golf, pass in soccer

APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement.

[PE] (8) 7 :

8-1.7) Shoot on a goal with accuracy and power in modified game play.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 10 :

8-1.10) Strike with proper form in modified game play.

Examples: overhead volley in tennis, pass in volleyball, drive/putt in golf, pass in soccer

APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement.

This is a soccer lead-up activity. Students should have the basic fundamentals of dribbling and passing before attempting this activity.

   View Standards     Standard(s): [PE] (6) 7 :

6-1.7) Shoot on a goal with accuracy and power in a stationary environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (7) 7 :

7-1.7) Shoot on a goal with accuracy and power in a dynamic environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 7 :

8-1.7) Shoot on a goal with accuracy and power in modified game play.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

Durango Boot is a cross between Ultimate Flying Disc and Disc Golf. It gets its name because it was first played in Durango, Colorado, and boots were used instead of cones.

   View Standards     Standard(s): [PE] (6) 7 :

6-1.7) Shoot on a goal with accuracy and power in a stationary environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (7) 7 :

7-1.7) Shoot on a goal with accuracy and power in a dynamic environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 7 :

8-1.7) Shoot on a goal with accuracy and power in modified game play.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

Lacrosse basketball is a game where students are working with their team to score in the baskets by dunking the ball. This game will have students combining lacrosse skills, changing speed and direction in game situations. The object of the game is to score by passing the ball to your “goal player” in the corner of the activity area who will dunk it in the basket. This is a fun and fast-paced activity that incorporates cooperation skills within a small group setting.

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

   View Standards     Standard(s): [PE] (6) 7 :

6-1.7) Shoot on a goal with accuracy and power in a stationary environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (6) 31 :

6-4.1) Display personal responsibility by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors.

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

[PE] (7) 7 :

7-1.7) Shoot on a goal with accuracy and power in a dynamic environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (7) 31 :

7-4.1) Apply responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.

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

[PE] (8) 7 :

8-1.7) Shoot on a goal with accuracy and power in modified game play.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 34 :

8-4.4) Respond appropriately to participants' ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts.

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

The object of the activity is to put money in the bank by making shots at every poly spot. Students work together at each basketball goal to make shots and put money in the bank. This is a fun and fast pace shooting activity that incorporates cooperation skills within a small group setting

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