ALEX Classroom Resources

   View Standards     Standard(s): [PE] (0) 12 :

K-1.12) Attempt to pass and trap a slow-moving ball.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (0) 13 :

K-1.13) Kick a stationary ball, planting foot and making contact with shoelaces.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (1) 12 :

1-1.12) Pass and trap a moving ball in a static environment, demonstrating correct form.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (1) 13 :

1-1.13) Approach a stationary ball, make contact below center line, and kick it forward.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (2) 12 :

2-1.12) Pass and trap a ball with accuracy to a partner, using varying force and distance.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (2) 13 :

2-1.13) Demonstrate kicking skills by:

•   Using a running approach towards a stationary ball with correct form.

•   Attempting to make contact with a moving ball.

•   Attempting to kick a dropped ball/object, making contact with shoelaces.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

This resource is a lesson outline and video demonstration focusing on the skills of kicking, trapping, bowling, and rolling skills. This resource also includes teaching tips to help keep students engaged throughout the lesson. 

   View Standards     Standard(s): [PE] (0) 12 :

K-1.12) Attempt to pass and trap a slow-moving ball.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (0) 13 :

K-1.13) Kick a stationary ball, planting foot and making contact with shoelaces.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (1) 12 :

1-1.12) Pass and trap a moving ball in a static environment, demonstrating correct form.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (1) 13 :

1-1.13) Approach a stationary ball, make contact below center line, and kick it forward.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (2) 12 :

2-1.12) Pass and trap a ball with accuracy to a partner, using varying force and distance.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (2) 13 :

2-1.13) Demonstrate kicking skills by:

•   Using a running approach towards a stationary ball with correct form.

•   Attempting to make contact with a moving ball.

•   Attempting to kick a dropped ball/object, making contact with shoelaces.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (3) 13 :

3-1.13) Demonstrate a continuous running approach to kick a ball along the ground and in the air.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (4) 13 :

4-1.13) Demonstrate kicking skills using correct form with.

•   A ball at a target for accuracy from varying distances.

•   A dropped ball/ object, making contact with shoelaces.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (5) 13 :

5-1.13) Demonstrate correct form in kicking and punting in partner and small-group activities.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

This learning activity focuses on kicking with power and accuracy. The objective of the game is to kick the ball and knock over the other team's targets. While doing so, students will also be defending their targets by trapping the ball. This game is formatted to be played competitively (team against team), but teachers could modify this game to be a continuous format by having students be responsible to reset the targets. 

   View Standards     Standard(s): [PE] (0) 12 :

K-1.12) Attempt to pass and trap a slow-moving ball.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (1) 12 :

1-1.12) Pass and trap a moving ball in a static environment, demonstrating correct form.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (2) 12 :

2-1.12) Pass and trap a ball with accuracy to a partner, using varying force and distance.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (3) 12 :

3-1.12) Pass and receive a ball with a stationary partner, using the outsides and insides of the feet to and absorbing force on reception before returning the pass.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (4) 12 :

4-1.12) Pass and receive a ball with a moving partner, using both feet and demonstrating control of ball and body at varying speeds.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (5) 12 :

5-1.12) Apply passing and receiving with either foot in partner and small group activities, using correct form.

APE accommodation suggestions: Use larger ball, larger targets

Use this to guide your students to reflection as they evaluate their feet passing skills. 

   View Standards     Standard(s): [PE] (0) 11 :

K-1.11) Tap a ball forward, using inside of foot.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (0) 12 :

K-1.12) Attempt to pass and trap a slow-moving ball.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (0) 13 :

K-1.13) Kick a stationary ball, planting foot and making contact with shoelaces.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (1) 11 :

1-1.11) Walk while tapping a ball, using alternating feet.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (1) 12 :

1-1.12) Pass and trap a moving ball in a static environment, demonstrating correct form.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (2) 11 :

2-1.11) Dribble with alternating feet, demonstrating control of ball and body.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (2) 12 :

2-1.12) Pass and trap a ball with accuracy to a partner, using varying force and distance.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (3) 10 :

3-1.10) Dribble and travel continuously in general space at varying speeds, demonstrating control of ball and body.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (3) 11 :

3-1.11) Dribble with alternating feet, demonstrating control of ball and body at varying speeds.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (3) 12 :

3-1.12) Pass and receive a ball with a stationary partner, using the outsides and insides of the feet to and absorbing force on reception before returning the pass.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (4) 11 :

4-1.11) Dribble with the feet in general space with control of ball and body in a dynamic setting.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (4) 12 :

4-1.12) Pass and receive a ball with a moving partner, using both feet and demonstrating control of ball and body at varying speeds.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (4) 13 :

4-1.13) Demonstrate kicking skills using correct form with.

•   A ball at a target for accuracy from varying distances.

•   A dropped ball/ object, making contact with shoelaces.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (5) 11 :

5-1.11) Apply foot dribbling in individual, partner, and small group activities.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (5) 12 :

5-1.12) Apply passing and receiving with either foot in partner and small group activities, using correct form.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (5) 13 :

5-1.13) Demonstrate correct form in kicking and punting in partner and small-group activities.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

Challenge students to develop basic soccer skills and talk about why they enjoy being physically active!

This module was built to help students learn and practice soccer dribbling and passing in a virtual or in-person instructional setting. 

   View Standards     Standard(s): [PE] (0) 11 :

K-1.11) Tap a ball forward, using inside of foot.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (0) 12 :

K-1.12) Attempt to pass and trap a slow-moving ball.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (1) 11 :

1-1.11) Walk while tapping a ball, using alternating feet.

APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

[PE] (1) 12 :

1-1.12) Pass and trap a moving ball in a static environment, demonstrating correct form.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (1) 13 :

1-1.13) Approach a stationary ball, make contact below center line, and kick it forward.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (2) 12 :

2-1.12) Pass and trap a ball with accuracy to a partner, using varying force and distance.

APE accommodation suggestions: Use larger ball, larger targets

Foot skills self-assessment is provided. Students draw faces to show how well they think they are doing with various skills associated with kicking.

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

   View Standards     Standard(s): [PE] (0) 12 :

K-1.12) Attempt to pass and trap a slow-moving ball.

APE accommodation suggestions: Use larger ball, larger targets

[PE] (1) 12 :

1-1.12) Pass and trap a moving ball in a static environment, demonstrating correct form.

APE accommodation suggestions: Use larger ball, larger targets

This resource is a picture with hand placement for passing a ball to print out and attach to the wall as a target. This resource is appropriate for grades K-3.

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