ALEX Classroom Resources

   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

The Brain Bites video series teaches physical education concepts in short video bites. In this bite, how to build a fitness routine is taught using the F.I.T.T. Principle and the Overload Principle.

   View Standards     Standard(s): [PE] (3) 23 :

3-3.2) Actively engage in physical education class with little or no teacher redirection.

[PE] (3) 24 :

3-3.3) Describe the components of health-related fitness (muscular strength, muscular endurance, flexibility and cardiovascular endurance).

[PE] (4) 23 :

4-3.2) Actively engage in physical education class, both with teacher direction and independently.

[PE] (4) 24 :

4-3.3) Describe the difference between skill-related and health-related fitness.

[PE] (5) 22 :

5-3.1) Compare and contrast fitness benefits of various physical activities.

APE accommodation suggestions: Verbal prompting and peer assistance to model correct physical education participation.

[PE] (5) 23 :

5-3.2) Actively engage in all components of physical education to the best of his/her ability.

[PE] (5) 24 :

5-3.3) Identify each component of the FITT Principle (frequency, intensity, time, and type).

Five or six fitness activities are arranged in the center (the pit) of a large circle outlined with marking spots (the race track). If desired, tumbling mats can be placed in the center of the race track to delineate the pit stop area. Students work with a partner and alternate running (or doing other locomotor movements) or rope jumping around the race track and going to the pit to perform a strength or flexibility exercise. A different exercise should be performed each time so students assure variety in their workout.

A demonstrative video is included in this resource. 

   View Standards     Standard(s): [PE] (0) 23 :

K-3.2) Participate in physical education class.

[PE] (0) 24 :

K-3.3) Discover the connection between physical activity and change in heart rate and breathing.

[PE] (1) 23 :

1-3.2) Actively engage in physical education class.

[PE] (1) 24 :

1-3.3) Verbalize how active play and physical activity strengthen the heart muscle.

[PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

[PE] (2) 24 :

2-3.3) Identify physical activities that contribute to a high level of fitness and the importance of warm-up and cool-down related to vigorous physical activity.

[PE] (3) 24 :

3-3.3) Describe the components of health-related fitness (muscular strength, muscular endurance, flexibility and cardiovascular endurance).

[PE] (4) 23 :

4-3.2) Actively engage in physical education class, both with teacher direction and independently.

[PE] (4) 24 :

4-3.3) Describe the difference between skill-related and health-related fitness.

[PE] (5) 23 :

5-3.2) Actively engage in all components of physical education to the best of his/her ability.

[PE] (5) 24 :

5-3.3) Identify each component of the FITT Principle (frequency, intensity, time, and type).

[PE] (6) 21 :

6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] (6) 24 :

6-3.5) Identify the components of health-related and skill-related fitness.

APE accommodation suggestions: Visual aids and cues

This resource is a large collection of games and activities that are fitness focused. Most of these activities are geared towards cardio fitness.

This resource includes both written and visual descriptions. 

   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] (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

The Brain Bites video series teaches physical education concepts in short video bites! In this bite, how to build a fitness routine is taught using the F.I.T.T. Principle and the Overload Principle.

   View Standards     Standard(s): [PE] (3) 22 :

3-3.1) List physical activity opportunities outside physical education class.

APE accommodation suggestions: Verbal prompting and peer assistance to model correct physical education participation.

[PE] (4) 22 :

4-3.1) Record participation in physical activities outside physical education class.

APE accommodation suggestions: Verbal prompting and peer assistance to model correct physical education participation.

[PE] (5) 24 :

5-3.3) Identify each component of the FITT Principle (frequency, intensity, time, and type).

This year-long challenge is called the “U.S.A. Run for Fun.” It promotes fitness, healthy living, teamwork, and also helps to support the integration of mathematics and geography into the physical education program.

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

   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] (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

A colorful eye-catching visual for teaching the F.I.T.T. principle to students. This is a free download and a great resource to print or display for classrooms.

This link leads you to a list of several downloadable resources. You will see the Fitness - F.I.T.T. link in the resources. 

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