ALEX Resources

   View Standards     Standard(s): [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) 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

Rating of Perceived Exertion (RPE) is a widely used and reliable indicator to monitor and guide exercise intensity. The scale allows individuals to subjectively rate their level of exertion during exercise or exercise testing. Developed by Gunnar Borg, it is often also referred to as the Borg Scale.

This resource explains the Borg Scale and includes a visual display. 

   View Standards     Standard(s): [PE] (8) 22 :

8-3.3) Create a plan for physical activity outside class, based on options available in the community.

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

[PE] BK1 (9-12) 13 :

BK-3.6) Participate several times a week in a self-selected lifetime activity, dance, or fitness-related activity outside school hours.

[PE] BK1 (9-12) 17 :

BK-3.10) Research and design a comprehensive personal fitness program to enhance a healthy, active lifestyle to develop lifelong health habits based on the components of health.

[PE] BK2 (9-12) 11 :

BK-3.4) Participate in physical activities learned from home and community.

[PE] BK2 (9-12) 15 :

BK-3.8) Demonstrate movements associated with static and non-static exercises.

[PE] AK2 (9-12) 9 :

AK-4.1) Develop a personal action plan that includes social interaction, cooperative activities, and personal fitness goals.

[PE] SO1 (9-12) 10 :

SO-5.2) Evaluate personal level of fitness readiness to officiate different sports.

[PE] SC1 (9-12) 1 :

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

[PE] SC2 (9-12) 2 :

SC-1.2) Exhibit proper fitness component techniques in strength and conditioning to achieve a desired level of health enhancement.

[PE] LS1 (9-12) 2 :

LS-1.2) Identify skills and components needed to design an individualized health-enhancing fitness program.

[PE] VA1 (9-12) 2 :

LS-1.2) Identify skills and components needed to design an individualized health-enhancing fitness program for varsity athletics.

[PE] VA2 (9-12) 1 :

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

[HE] (8) 19 :

8.6.2) Analyze how keeping an activity record will help an individual to attain a personal health goal.

Examples: using food journal to track nutritional intake, My Fitness Pal, Fitbit, digital tracking device, track daily activity with activity log

[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

This is a comprehensive website full of strength, conditioning, fitness, flexibility, and self-care activities. These resources can be used by the physical educator to create fitness-type workouts or students can use this website to develop their own workouts. 

   View Standards     Standard(s): [PE] (5) 24 :

5-3.3) Identify each component of the FITT Principle (frequency, intensity, time, and type).

[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) 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] (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) 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

[PE] ACA2 (9-12) 5 :

AC-3.1) Apply skills learned to execute a higher level of physical fitness while participating in outdoor activities.

[HE] (0) 14 :

K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (2) 14 :

2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 12 :

3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 14 :

3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

This website has a series of visuals that can be downloaded, printed, and displayed in the physical education gymnasium or class. These visuals range cover varying topics such as the FITT Principle, BORG Rating, and the Conflict Corner.

   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

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] (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

[PE] BK2 (9-12) 24 :

BK-4.5) Demonstrate safe practices while participating in physical activity, exercise, and movement practices.

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

The focus is on how physical exercise conditions the heart, lungs, and muscles. Students learn to differentiate between aerobic exercises that provide cardiorespiratory benefits and those that do not. They also learn about the importance of muscular endurance and strength as components of fitness.

Learning Goals:
1. Students will demonstrate their understanding of the importance and benefits of a good workout by answering questions correctly during the "Fitness Monopoly" activity.
2. Students will participate in a workout consisting of a warm-up, a workout, and a cool down.

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

   View Standards     Standard(s): [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] (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) 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

This visual was created for grade 6 fitness unit (but is applicable to many levels) in which students explored concepts related to heart rate and its relationship to aerobic fitness. Using the modified chart (the Borg RPE Scale actually goes from levels 6-20), students would create activity plans to improve their cardiorespiratory endurance. Students may also check their heart rate throughout fitness activities and refer to the chart to make sure they are working within the proper heart rate zone.

This website contains many resources to download and use in Health/PE education. Look for the link to download Borg RPE resource. 

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

   View Standards     Standard(s): [PE] (5) 24 :

5-3.3) Identify each component of the FITT Principle (frequency, intensity, time, and type).

[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) 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) 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

A colorful eye-catching visual for teaching the F.I.T.T. principle to students. This is a free download and a great resource to print or display for classrooms.

This link leads you to a list of several downloadable resources. You will see the Fitness - F.I.T.T. link in the resources. 

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

   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] (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) 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

[PE] BK1 (9-12) 15 :

BK-3.8) Identify components of a personal fitness plan.

Examples: strength exercises, stretching exercises, cardiovascular exercises, and nutritional balance

[PE] AK2 (9-12) 9 :

AK-4.1) Develop a personal action plan that includes social interaction, cooperative activities, and personal fitness goals.

This resource from Open Online Physical Education Network is a learning activity demonstrating fitness activities with proper form and attention to safety titled "Tools for Learning FITTness Knowledge".  Students will work together to rotate through and complete the FITTness routine. Task cards help students learn and apply the FITT principle while doing the activity.

Note: Open Online Physical Education Network is a free resource, but teachers will need to create a free account to access this resource.

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