ALEX Resources

   View Standards     Standard(s): [PE] (7) 21 :

7-3.2) Compare and contrast a variety of moderate and vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 21 :

8-3.2) Analyze the differences between moderate and vigorous activities.

APE accommodation suggestions: Visual aids and cues

This video explains why intensity matters and it breaks down what MVPA is (moderate to vigorous physical activity). Dr. Mike Evans is a staff physician at St. Michael's Hospital and an Associate Professor of Family Medicine. He is a Scientist at the Li Ka Shing Knowledge Institute and has an endowed Chair in Patient Engagement in Child Nutrition at the University of Toronto.

   View Standards     Standard(s): [PE] (5) 22 :

5-3.1) Compare and contrast fitness benefits of various physical activities.

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

[PE] (5) 23 :

5-3.2) Actively engage in all components of physical education to the best of his/her ability.

[PE] (6) 21 :

6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[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] (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) 27 :

7-3.8) Apply FITT formula to components of health-related and skill-related fitness, using the overload principle.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 21 :

8-3.2) Analyze the differences between moderate and vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 24 :

8-3.5) Analyze the benefits of health-related and skill-related fitness components.

Examples: stress reduction, body composition, self-esteem, less anxiety

APE accommodation suggestions: Visual aids and cues

During this lesson, students will contrast the benefits of aerobic activities with the benefits of stretching activities. Students will challenge themselves to apply the overload principle for at least one aerobic activity. This resource also includes a video demonstrating this lesson. 

   View Standards     Standard(s): [PE] (8) 21 :

8-3.2) Analyze the differences between moderate and vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] BK2 (9-12) 14 :

BK-3.7) Design and put into effect a strength and conditioning program that develops balance in all muscle groups and supports a healthy, active lifestyle.

[PE] BK2 (9-12) 25 :

BK-5.1) Predict which self-selected physical activities will provide personal health benefits into adulthood.

APE accommodation suggestions: peer assistance and modeling

[PE] BK2 (9-12) 26 :

BK-5.2) Evaluate the level of success within the challenge in a self-selected physical activity.

APE accommodation suggestions: peer assistance and modeling

[PE] SC1 (9-12) 1 :

SC-1.1) Describe physical fitness activities that contribute to the improvement of specific fitness components.

[PE] SC1 (9-12) 2 :

SC-1.2) Identify skills and components needed to design an individualized strength and conditioning program.

[PE] SC2 (9-12) 1 :

SC-1.1) Demonstrate necessary components of physical fitness to achieve a desired level of individual success while participating in fitness activities.

This tool is extremely versatile and can be used in a number of ways. One option is to have your students work in groups (pairs, perhaps) to create a workout making sure to choose from each group (cardio, core, legs, back, chest and arms) and to try to include some of the more difficult options in addition to "easy" (medium, hard, insane).