ALEX Resources

   View Standards     Standard(s): [PE] (6) 23 :

6-3.4) Identify available technology to enhance physical activity.

APE accommodation suggestions: Visual aids and cues

[PE] (7) 23 :

7-3.4) Utilize available technology to enhance physical 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] (8) 25 :

8-3.6) Use available technology to evaluate the quantity of individual exercise needed for optimal functioning.

APE accommodation suggestions: Visual aids and cues

[PE] BK1 (9-12) 1 :

BK-1.1) Exhibit competency in activity-specific movement skills in one or more lifetime activities.

Examples: outdoor pursuits, individual-performance activities, net games, target games

APE accommodation suggestions: hand to hand; hand over hand; develop the rules to accommodate each student's needs; adapt equipment to meet students' needs.

[PE] BK1 (9-12) 4 :

BK-2.1) Explain the terminology associated with exercise and participation in selected individual-performance activities.

Examples: dance, net and wall games, target games, outdoor activities

APE accommodation suggestions: peer assistance and modeling

[PE] BK2 (9-12) 1 :

BK-1.1) Exhibit competency in activity-specific movement skills in two or more lifetime activities.

Examples: outdoor activities, individual-performance activities, net games, target games

APE accommodation suggestions: hand to hand; hand over hand; develop the rules to accommodate each student's needs; adapt equipment to meet students' needs.

[PE] ACA1 (9-12) 3 :

AC-2.1) Recognize unsafe situations related to participation in outdoor activities.

[PE] ACA1 (9-12) 4 :

AC-2.2) Identify skills and components needed for the individual to participate successfully in outdoor activities.

[PE] ACA1 (9-12) 5 :

AC-3.1) Identify skills to increase health benefits while participating in outdoor activities.

[PE] ACA1 (9-12) 10 :

AC-5.2) Discuss and evaluate the individual benefits of participation in physical activity and outdoor sport, and the social benefits for the individual, family, school, and community.

This geocaching lesson includes links to a geocaching video and online resources. This plan includes warm-up and assessment ideas.

Objectives:

● The student will be able to download the free geocaching app onto their phones (if students don’t have access to a phone they can share with other students and/or the teacher).
● Students will be able to follow a map and locate the area of the cache.
● Students will be able to find a cache based on the directions of the app.

   View Standards     Standard(s): [PE] BK1 (9-12) 1 :

BK-1.1) Exhibit competency in activity-specific movement skills in one or more lifetime activities.

Examples: outdoor pursuits, individual-performance activities, net games, target games

APE accommodation suggestions: hand to hand; hand over hand; develop the rules to accommodate each student's needs; adapt equipment to meet students' needs.

[PE] BK1 (9-12) 4 :

BK-2.1) Explain the terminology associated with exercise and participation in selected individual-performance activities.

Examples: dance, net and wall games, target games, outdoor activities

APE accommodation suggestions: peer assistance and modeling

[PE] BK2 (9-12) 1 :

BK-1.1) Exhibit competency in activity-specific movement skills in two or more lifetime activities.

Examples: outdoor activities, individual-performance activities, net games, target games

APE accommodation suggestions: hand to hand; hand over hand; develop the rules to accommodate each student's needs; adapt equipment to meet students' needs.

[PE] ACA1 (9-12) 2 :

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

[PE] ACA1 (9-12) 3 :

AC-2.1) Recognize unsafe situations related to participation in outdoor activities.

[PE] ACA1 (9-12) 6 :

AC-3.2) Plan an individual outdoor adventure activity.

[PE] ACA2 (9-12) 4 :

AC-2.2) Model proper skills and components for the specified outdoor sport.

Examples: backpacking, canoeing, hiking, mountain biking

[PE] ACA2 (9-12) 5 :

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

Have you ever gone hiking in the backcountry with a large, conversational group of buddies and thought to yourself, “I love my friends, but I really wish I had the time and space to enjoy this by myself?” At the same time, why is it that we can feel so comfortable going for a walk in the local park by ourselves yet when it comes to solo hiking, we think twice?

Solo hiking is such a great form of relaxation but it does come with some unique challenges. Here at The Adventure Junkies, we understand you might be hesitant. That’s why we’ve put together this fantastic FAQ to answer all your questions and get you out on the trail by yourself in no time at all!

   View Standards     Standard(s): [PE] ACA1 (9-12) 3 :

AC-2.1) Recognize unsafe situations related to participation in outdoor activities.

[PE] ACA2 (9-12) 4 :

AC-2.2) Model proper skills and components for the specified outdoor sport.

Examples: backpacking, canoeing, hiking, mountain biking

How do you keep a mountain bike running reliably? The best way is to perform regular mountain bike maintenance. Dirt and grime corrode both the frame and the components. Your frame needs to be cleaned regularly, and the components require cleaning and servicing as well.

Failing to grease and clean components can result in a noisy ride at best. At worst, parts will break or fail. Cleaning the frame will prevent grime from chipping away at the paint and finish. Routine maintenance lets you avoid unpleasant surprises on the road and replace cables and brake pads before you’re in trouble.

There are a lot of important steps, but we’ve broken down the most common maintenance routines to help you get started. From filling the tires to bleeding your brakes, this guide will help you keep your mountain bike clean and problem-free.

   View Standards     Standard(s): [PE] ACA1 (9-12) 3 :

AC-2.1) Recognize unsafe situations related to participation in outdoor activities.

[PE] ACA1 (9-12) 4 :

AC-2.2) Identify skills and components needed for the individual to participate successfully in outdoor activities.

[PE] ACA1 (9-12) 7 :

AC-4.1) Research laws pertaining to outdoor activities.

Examples: fishing, hunting

[PE] ACA1 (9-12) 9 :

AC-5.1) Discuss how outdoor adventures can be beneficial for quality of life.

[PE] ACA2 (9-12) 1 :

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

[PE] ACA2 (9-12) 2 :

AC-1.2) Exhibit proper fitness component techniques in outdoor activities to achieve a desired level of health enhancement.

[PE] ACA2 (9-12) 3 :

AC-2.1) Demonstrate safe and appropriate use and care of equipment and facilities used in outdoor activities.

Examples: archery, canoeing, fishing, hunting

[PE] ACA2 (9-12) 4 :

AC-2.2) Model proper skills and components for the specified outdoor sport.

Examples: backpacking, canoeing, hiking, mountain biking

[PE] ACA2 (9-12) 6 :

AC-3.2) Participate in challenging activities requiring the utilization of newly-acquired skills.

[PE] ACA2 (9-12) 7 :

AC-4.1) Adhere to laws pertaining to outdoor sports, showing civic and personal responsibility.

This resource includes lesson planning, risk management policies, and emergency protocols for mountain biking. 

   View Standards     Standard(s): [PE] ACA1 (9-12) 3 :

AC-2.1) Recognize unsafe situations related to participation in outdoor activities.

[PE] ACA1 (9-12) 4 :

AC-2.2) Identify skills and components needed for the individual to participate successfully in outdoor activities.

[PE] ACA1 (9-12) 5 :

AC-3.1) Identify skills to increase health benefits while participating in outdoor activities.

[PE] ACA1 (9-12) 8 :

AC-4.2) Understand how individual actions impact the environment.

[PE] ACA1 (9-12) 9 :

AC-5.1) Discuss how outdoor adventures can be beneficial for quality of life.

[PE] ACA1 (9-12) 10 :

AC-5.2) Discuss and evaluate the individual benefits of participation in physical activity and outdoor sport, and the social benefits for the individual, family, school, and community.

[PE] ACA2 (9-12) 1 :

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

[PE] ACA2 (9-12) 2 :

AC-1.2) Exhibit proper fitness component techniques in outdoor activities to achieve a desired level of health enhancement.

[PE] ACA2 (9-12) 3 :

AC-2.1) Demonstrate safe and appropriate use and care of equipment and facilities used in outdoor activities.

Examples: archery, canoeing, fishing, hunting

[PE] ACA2 (9-12) 4 :

AC-2.2) Model proper skills and components for the specified outdoor sport.

Examples: backpacking, canoeing, hiking, mountain biking

[PE] ACA2 (9-12) 5 :

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

[PE] ACA2 (9-12) 6 :

AC-3.2) Participate in challenging activities requiring the utilization of newly-acquired skills.

This resource includes lesson planning, risk management policies, and emergency protocols for rock climbing.

   View Standards     Standard(s): [PE] BK1 (9-12) 12 :

BK-3.5) Assess risks and safety factors that might affect physical activity choices throughout the life cycle.

[PE] AK2 (9-12) 12 :

AK-4.4) Research the types of injuries associated with a self-selected career choice in the field of kinesiology.

Examples: athletic trainer, coach, occupational therapist, physical therapist

[PE] ACA1 (9-12) 3 :

AC-2.1) Recognize unsafe situations related to participation in outdoor activities.

[PE] LS1 (9-12) 3 :

LS-2.1) Recognize unsafe situations related to participation in individual, dual, and team sports.

[PE] VA1 (9-12) 3 :

LS-2.1) Recognize unsafe situations related to participation in varsity athletics.

Start a concussion discussion at your school with Blow the Whistle on Concussions, a student-athlete outreach program designed to help change attitudes about concussions. The program includes locker room posters, handouts for players and parents, and resources from the Centers for Disease Control and Prevention (CDC) HEADS UP initiative. This handout gives students questions to ask when investigating a concussion.