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] (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] (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

This is a 30-minute lesson on kicking with the side of the foot. 

   View Standards     Standard(s): [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

To practice the soccer skills of passing and trapping while using the math skill of addition. This learning activity can be used as a peer assessment. Students can be assigned a partner and each partner will evaluate their partner for proper form before having a pass count toward their total. The partner who selects the card performs the pass against the wall, and the partner uses a skill checklist to determine whether or not it is acceptable toward the card total.