ALEX Resources

   View Standards     Standard(s): [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) 9 :

AC-5.1) Plan an outdoor adventure that provides enjoyment and benefits an individual's health.

Are you planning a hiking trip but not sure if you’re fit enough to take on the challenge? Do you want a body that can cope with long miles, heavy backpacks, and steep climbs? If you’ve answered yes to one or both of these questions, you’ve come to the right place. This article will show you how to train for hiking.

Preparation is essential to increase the potential for success of any trip. This includes making sure you’re in good physical shape before you take off. The one and only way to do that is to train properly and regularly. 

   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] (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] 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.

As a sport, mountain biking continues to grow in popularity across the globe. Well-run youth programs can provide a powerful entry-point to this life-long activity. This curriculum guide is designed to be a resource for leaders of introductory mountain bike programs. Within these pages, you will find information that will be applicable to both school-based and extracurricular settings.

   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.