ALEX Classroom Resources

   View Standards     Standard(s): [PE] LS1 (9-12) 9 :

LS-5.1) Discuss how participation in individual, dual, and team sports assist in developing positive self-image and awareness.

[PE] LS1 (9-12) 10 :

LS-5.2) Discuss and evaluate the benefits of socialization and self-expression in individual, dual, and team sports.

[PE] LS2 (9-12) 8 :

LS-4.2) Identify and describe examples of positive and negative behaviors in individual, dual, and team sports.

[HE] HED (9-12) 7 :

HE.1.7) Analyze the potential susceptibility to and severity of injury or illness if engaging in unhealthy behaviors.

Examples: possible consequences of driving under the influence, distracted driving, not taking required medications

a. Explain the progression of HIV and AIDS.

b. Explain the progression of Type II diabetes.

[HE] WH (10-12) 5 :

WH.4.2) Research the effectiveness of communicating prevention and management strategies to resolve world health issues.

Examples: HIV/AIDS, mental health, substance abuse, obesity, physical activity, nutrition, hunger

Students watch a short film, A Game for Life by Emmanuel Vaughan-Lee, about an innovative soccer program in the poor neighborhood of Port Elizabeth, South Africa, that helps to educate local youth about HIV/AIDS prevention.

In this lesson, students explore how participation in team sports can help empower youth in other areas of their lives. Students identify principles of how young people learn and discuss the ties between sports, civic engagement, and HIV/AIDS prevention. Reflective writing prompts are also included for students to demonstrate their understanding of the story.

   View Standards     Standard(s): [PE] BK2 (9-12) 4 :

BK-2.1) Explain and discuss the historical and cultural roles of games, sports, and dance.

APE accommodation suggestions: peer assistance and modeling

[PE] LS1 (9-12) 1 :

LS-1.1) Describe physical activities that contribute to the improvement of specific fitness components gained from participating in individual, dual, and team sports.

[PE] LS1 (9-12) 4 :

LS-2.2) Identify skills and components for the individual to participate successfully in individual, dual, and team sports.

[PE] LS1 (9-12) 6 :

LS-3.2) Explain skills required for playing individual, dual, and team sports activities.

[PE] LS1 (9-12) 7 :

LS-4.1) Research and interpret the rules of individual, dual, and team sports.

[PE] LS2 (9-12) 4 :

LS-2.2) Model proper skills and components for the specified individual, dual, and team sports.

[PE] LS2 (9-12) 6 :

LS-3.2) Participate in challenging activities requiring the utilization of newly acquired skills.

[PE] LS2 (9-12) 7 :

LS-4.1) Adhere to rules pertaining to individual, dual, and team sports, showing sportsmanship and personal responsibility.

[PE] LS2 (9-12) 8 :

LS-4.2) Identify and describe examples of positive and negative behaviors in individual, dual, and team sports.

Korfball is a Dutch game that is rooted in both netball and basketball. A team game, it is played with eight players on each side, played with four females and four males. Scoring points (goals) is done by putting the ball through the opposition’s raised basket.

Korfball is a co-ed game that teaches cooperation, sportsmanship, and teamwork. This game can be used to enhance basketball skills.

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