ALEX Classroom Resources

   View Standards     Standard(s): [PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (0) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (0) 20 :

K-2.3) Travel:

•   In general space with varying speeds.

•   Attempting directionality concepts.

Examples: left, right, up, down, over, under

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 5 :

2-1.5) Balance on different bases of support, combining levels and shapes.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 19 :

2-2.2) Integrate shapes, levels, and pathways into simple movement sequences.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

This is a simple and fun activity to help students understand space awareness, levels, directionality, and following directions. This activity can be used as a warm-up activity or as an activity within the lesson focusing on those specific skills. 

   View Standards     Standard(s): [PE] (0) 1 :

K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (0) 3 :

K-1.3) Perform jumping and landing actions.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (0) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (0) 20 :

K-2.3) Travel:

•   In general space with varying speeds.

•   Attempting directionality concepts.

Examples: left, right, up, down, over, under

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (1) 1 :

1-1.1) Demonstrate correct form for hopping, galloping, and sliding.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (1) 3 :

1-1.3) Perform jumping and landing actions with balance.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 1 :

2-1.1) Demonstrate correct form for skipping.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 2 :

2-1.2) Demonstrate correct form for jogging and running.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 3 :

2-1.3) Use a variety of one-and two-footed take-offs and landings.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

In this activity, two lines about 40 ft apart designate a river. Each time the youngsters cross the river they must perform a different movement. This activity can be used as a warm-up or cool-down activity to begin or end the class. Additionally, this can be used to practice and reinforce locomotor movements and/or animal movements. Included in this resource is a demonstrative video. 

   View Standards     Standard(s): [PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (0) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (1) 19 :

1-2.2) Understand and employ a variety of relationships with objects.

Examples: over, under, around, through

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 19 :

2-2.2) Integrate shapes, levels, and pathways into simple movement sequences.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

The purpose of this activity is for students to be able to grasp the concept of personal space, direction, using locomotor skills, and different pathways. Their goal is to find their own pathway through the "forest" without touching any of the obstacles (thorns, rocks, or tree limbs). They can cross the bridges (aerobic steps) when they come to them. Students focus on personal space (by not being next to someone), correctly performing various locomotor skills (skipping, walking, running, etc.), and finding different pathways through the "forest".

   View Standards     Standard(s): [PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (0) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (0) 20 :

K-2.3) Travel:

•   In general space with varying speeds.

•   Attempting directionality concepts.

Examples: left, right, up, down, over, under

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (1) 19 :

1-2.2) Understand and employ a variety of relationships with objects.

Examples: over, under, around, through

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 19 :

2-2.2) Integrate shapes, levels, and pathways into simple movement sequences.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

During this activity, students learn and use hand signals to indicate intention (turning and/or stopping) to avoid collisions. This activity helps students learn and practice space awareness. Additionally, these concepts can be transferred to help students ride bicycles safely. 

   View Standards     Standard(s): [PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (0) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (0) 20 :

K-2.3) Travel:

•   In general space with varying speeds.

•   Attempting directionality concepts.

Examples: left, right, up, down, over, under

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (1) 19 :

1-2.2) Understand and employ a variety of relationships with objects.

Examples: over, under, around, through

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 19 :

2-2.2) Integrate shapes, levels, and pathways into simple movement sequences.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

The purpose of this activity is for students to demonstrate proper space awareness by moving safely from others in the playing area. 

   View Standards     Standard(s): [PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

This is a simple tag game that can be used to focus on locomotor movements and spatial awareness. 

   View Standards     Standard(s): [PE] (0) 1 :

K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (0) 20 :

K-2.3) Travel:

•   In general space with varying speeds.

•   Attempting directionality concepts.

Examples: left, right, up, down, over, under

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (1) 1 :

1-1.1) Demonstrate correct form for hopping, galloping, and sliding.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 1 :

2-1.1) Demonstrate correct form for skipping.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 2 :

2-1.2) Demonstrate correct form for jogging and running.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

This is a free resource from PE Central.  The purpose of this activity is to have students practice locomotor skills and moving safely in general space.

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

   View Standards     Standard(s): [PE] (0) 10 :

K-1.10) Attempt to dribble a ball with one hand using consecutive contacts.

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

[PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (1) 10 :

1-1.10) Dribble continuously in a stationary position, using the preferred hand.

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

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 10 :

2-1.10) Dribble continuously in self-space and while traveling, with preferred hand, demonstrating correct form.

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

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

This resource is a basketball dribbling activity for K-2 students. This activity includes challenges. modifications, academic language, and depth of knowledge questions.  This is a free resource, but teachers will need to create a free account to access the resource.

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

   View Standards     Standard(s): [PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (5) 6 :

5-1.6) Perform curling, twisting, and stretching actions with correct application in dance, individual, partner, and small group activities.

APE accommodation suggestions: Hand over hand assistance and modeling

Following along with their teacher, students learn about the various upper body muscles we have such as the bicep and pectoral muscles and learn how to give them a good stretch and exercise. This lesson engages students by focusing on psychomotor and cognitive skills.

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