ALEX Classroom Resources

   View Standards     Standard(s): [PE] (8) 37 :

8-4.7) Independently use equipment appropriately and identify specific safety concerns to prevent injuries.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] BK1 (9-12) 12 :

BK-3.5) Assess risks and safety factors that might affect physical activity choices throughout the life cycle.

[HE] (7) 2 :

7.1.2) Predict the risk of injury or illness if engaging in unhealthy behaviors.

Examples: riding in the bed of a pick-up truck, biking without a helmet, riding without a seat belt

a. Give examples of dangers associated with the use of alcohol, tobacco or other drugs.

[HE] HED (9-12) 10 :

HE.2.3) Analyze how the perceptions of norms influence healthy and unhealthy behaviors.

Examples: addressing topics such as wearing safety equipment, teen pregnancy, drug abuse, suicide, cyber-bullying, weight management, potentially dangerous social media trends

[HE] HED (9-12) 29 :

HE.7.1) Analyze the role of individual responsibility for enhancing health.

a. Describe healthy practices and behaviors that will maintain or improve the health of self and others.

Examples: effective communication skills and safety techniques, reading and understanding medicine labels, immunizations, wellness checkups and compliance

b. Identify negative behaviors that increase health risks to self and others.

Examples: distracted driving, drinking and driving, illegal drug use, vaping, smoking, unprotected sex, behaviors resulting in intentional or unintentional injuries, poor eating habits, physical inactivity

c. Compare and contrast the responsibilities of both parents in teen parenting.

Examples: shared responsibilities; social, financial and educational challenges

This resource includes several videos and graphics about the importance of wearing a bicycle helmet and how to create a proper fit. These videos can be displayed during a class session and the graphics can be used to stem class discussion or can be printed to be displayed in the gym or bulletin board. 

   View Standards     Standard(s): [PE] (8) 33 :

8-4.3) Create an encouraging classroom environment by providing constructive feedback to peers without prompting from the teacher.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (8) 34 :

8-4.4) Respond appropriately to participants' ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (8) 35 :

8-4.5) Collaborate with classmates on problem-solving initiatives during large-group activities and game play.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (8) 36 :

8-4.6) Apply rules and etiquette for a variety of physical activities, fitness exercises, and games.

Examples: creating dance routines within a given set of parameters, officiating modified games

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (8) 37 :

8-4.7) Independently use equipment appropriately and identify specific safety concerns to prevent injuries.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

This learning activity includes the expectations and a rubric. It can be used in printed format or in digital format through Google Classroom or by printing QR codes that students can scan for easy access to the activity. 

   View Standards     Standard(s): [PE] (6) 37 :

6-4.7) Use equipment appropriately and safely, using teacher guidelines.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (7) 37 :

7-4.7) Independently use equipment appropriately and safely.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (8) 37 :

8-4.7) Independently use equipment appropriately and identify specific safety concerns to prevent injuries.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

Did you know that playing tennis with a badly strung racquet while wearing worn-out shoes can increase your risk of injury almost as much as playing football without shoulder pads? Using the wrong — or not properly fitted — equipment is a major cause of injuries.

   View Standards     Standard(s): [PE] (6) 37 :

6-4.7) Use equipment appropriately and safely, using teacher guidelines.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (7) 37 :

7-4.7) Independently use equipment appropriately and safely.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (8) 33 :

8-4.3) Create an encouraging classroom environment by providing constructive feedback to peers without prompting from the teacher.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (8) 37 :

8-4.7) Independently use equipment appropriately and identify specific safety concerns to prevent injuries.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

This resource is a book chapter focused on safety, inclusion, and best practice for physical education teachers. 

   View Standards     Standard(s): [PE] (6) 10 :

6-1.10) Strike with proper form in a stationary environment for a variety of games.

Examples: overhead volley in tennis, pass in volleyball, drive/putt in golf, pass in soccer

APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement.

[PE] (6) 11 :

6-1.11) Forehand-volley with a mature form and control using a short- or long-handled implement.

Examples: pickleball, tennis, badminton

APE accommodation suggestions: Use a balloon or beach ball.

[PE] (6) 12 :

6-2.1) Demonstrate a basic knowledge of the rules and regulations for a variety of games and activities.

Examples: modified game play, formative and summative assessments

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (6) 17 :

6-2.6) Identify the skills or strategies necessary to score.

Examples: open spaces, spreading the field, passing to create space

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (6) 37 :

6-4.7) Use equipment appropriately and safely, using teacher guidelines.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (7) 10 :

7-1.10) Strike with proper form in a dynamic environment for a variety of games.

Examples: overhead volley in tennis, pass in volleyball, drive/putt in golf, pass in soccer

APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement.

[PE] (7) 11 :

7-1.11) Forehand- and backhand-volley with a mature form and control using a short- or long-handled implement.

APE accommodation suggestions: Use a balloon or beach ball.

[PE] (7) 12 :

7-2.1) Use the rules and regulations of a variety of activities and demonstrate a basic knowledge regarding techniques and strategies related to those activities.

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (7) 17 :

7-2.6) Demonstrate the skills or strategies necessary to score under pressure.

Examples: obstacles, defensive pressure, time limits

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (7) 37 :

7-4.7) Independently use equipment appropriately and safely.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (8) 10 :

8-1.10) Strike with proper form in modified game play.

Examples: overhead volley in tennis, pass in volleyball, drive/putt in golf, pass in soccer

APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement.

[PE] (8) 11 :

8-1.11) Forehand- and backhand-volley with a mature form and control using a short- or long- handled implement during modified game play.

APE accommodation suggestions: Use a balloon or beach ball.

[PE] (8) 12 :

8-2.1) Apply the rules, techniques, and strategies for a variety of games and activities to play a modified game.

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (8) 17 :

8-2.6) Apply the skills or strategies necessary to score in modified game play.

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (8) 37 :

8-4.7) Independently use equipment appropriately and identify specific safety concerns to prevent injuries.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

This is an alternative way for students to practice the accuracy of their tennis strokes. The purpose is to hit the ball away from your opponents but within the lines.

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

   View Standards     Standard(s): [PE] (2) 23 :

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

[PE] (3) 23 :

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

[PE] (5) 23 :

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

[PE] (5) 25 :

5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (6) 21 :

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

APE accommodation suggestions: Visual aids and cues

[PE] (8) 37 :

8-4.7) Independently use equipment appropriately and identify specific safety concerns to prevent injuries.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

This is a fantastic instant activity for classes to get a quick warm-up or workout in before the main lesson for the class. This activity can be set up for grades 2-12th by simply modifying the exercise cards. You may access the cards and activity plans in a Word or PDF format on the OpenPsyEd.org website in the Instant Activities to make it your own. Words on cards could be replaced with pictures for K-1 to be able to use the same activity.

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