ALEX Resources

   View Standards     Standard(s): [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] SC1 (9-12) 2 :

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

[PE] SC1 (9-12) 3 :

SC-2.1) Recognize unsafe situations related to participation in strength and conditioning.

[PE] SC1 (9-12) 4 :

SC-2.2) Identify skills and components an individual needs to participate successfully in strength and conditioning.

[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] SC2 (9-12) 4 :

SC-2.2) Model proper skills and demonstrate components for the specific lift or agility drills.

[PE] SC2 (9-12) 9 :

SC-5.1) Assess a strength and conditioning program to show how it can be beneficial to an individual's health and the enjoyment of self-selected physical activities.

This resource includes informative material regarding leg strength training, specifically the hamstring muscles. In addition to tips and strategies to get the most out of a workout, this resource includes external links to videos, anatomy, and detailed training routines. 

   View Standards     Standard(s): [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] SC1 (9-12) 6 :

SC-3.2) Explain skills required for planning an individual strength and conditioning workout program.

[PE] SC1 (9-12) 9 :

SC-5.1) Discuss how participation in a strength and conditioning program will assist in developing positive self-image and awareness.

The Centers for Disease Control and Prevention (CDC) recommends that teenagers do strength skills three times a week. It can be tricky to incorporate strength training while engaging students in moderate-to-vigorous physical activity and keeping their heart rate up. This informational material provides some tips for adding strength and resistance training to your high school PE class.

   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).

   View Standards     Standard(s): [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] 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) 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) 17 :

BK-3.10) Create and maintain a fitness portfolio which includes assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach goals, and timeline for improvement.

[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 is a template for a high school level student to develop a Personal Exercise Program. It could be used for all courses: Beginning Kinesiology, Advanced Kinesiology, and junior or senior year PE elective class. The template available in this lesson is suitable for the athlete or non-athlete. 

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

   View Standards     Standard(s): [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] 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] SC1 (9-12) 2 :

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

[PE] SC1 (9-12) 4 :

SC-2.2) Identify skills and components an individual needs to participate successfully in strength and conditioning.

This TED-Ed learning activity unpacks muscle fatigue resulting from lifting weights. The first time feels easy, but each lift takes more and more effort until you can’t continue. Inside your arms, the muscles responsible for the lifting have become unable to contract. What’s going on? Christian Moro explains how exactly our muscles operate, and what causes them to become fatigued.

The activity includes a video, multiple choice and open-ended questions, additional resources to dig deeper, and a guided discussion.

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

   View Standards     Standard(s): [PE] (6) 25 :

6-3.6) Set and monitor an individual goal for health-related fitness based on current fitness level.

APE accommodation suggestions: Visual aids and cues

[PE] (6) 33 :

6-4.3) Develop personal responsibility by accepting feedback to improve performance.

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

[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.

This activity is a Tabata-style training with a focus on improving various areas of fitness. The activity can be specifically linked to improving an area of the Alabama Fitness Test scores or just overall fitness area.

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