ALEX Resources

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

K-3.2) Participate in physical education class.

[PE] (1) 23 :

1-3.2) Actively engage in physical education class.

[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] (4) 23 :

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

[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.

This Kindergarten through 5th-grade activity puts a spin on traditional bingo.  Each student gets a fitness bingo card. Finding a new partner for each exercise, students will do the exercise then sign their partner’s paper. Students will continue this until all spots have been filled. This lesson focuses on different exercises to move the whole body (psychomotor skills) as well as teamwork (affective skills).

This video is available in both English and Spanish audio, along with corresponding closed captions.

   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] (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] (4) 23 :

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

[PE] (5) 23 :

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

This is a video created by Ben Pirillo that can be used for a class warm-up activity or during a fitness unit. Students choose a colored dot they think will win the race and perform the fitness activity associated with that colored dot. The dots "race" and students see if they chose the correct dot. This is a high-energy, fast-paced activity. 

   View Standards     Standard(s): [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] (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

[PE] (7) 24 :

7-3.5) Compare and contrast health-related and skill-related fitness activities.

Examples: aerobic/anaerobic exercise, power/strength, static/dynamic, reaction time

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) 24 :

8-3.5) Analyze the benefits of health-related and skill-related fitness components.

Examples: stress reduction, body composition, self-esteem, less anxiety

APE accommodation suggestions: Visual aids and cues

This is a simple agility course that will get students' heart rates up. Before, during, and after this activity, students should learn about agility and why it is important. This activity also incorporates heart rate. If heart rate monitors or heart rate bars are accessible, they can be used; if not, students can measure their heart rate manually. 

   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] (3) 25 :

3-4.1) Display ability to work safely and independently for extended periods of time.

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

[PE] (3) 28 :

3-4.4) Use a decision-making and problem-solving model.

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

[PE] (3) 30 :

3-5.2) Explain the challenge that comes from learning a new physical activity.

APE accommodation suggestions: peer assistance and modeling

[PE] (4) 23 :

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

[PE] (5) 23 :

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

This resource is a YouTube collection of videos focused on circus skills such as juggling, spinning plates, hula hoops, and balance. These videos can be projected as learning material for students or viewed by the teacher to enhance their own skills prior to teaching. 

   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.

This activity is a quick warm-up created for 3-5 graders. The activity builds off previous knowledge of fitness concepts and skills such as jumping jacks, mountain climbers, burpees, etc.

   View Standards     Standard(s): [PE] (4) 23 :

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

[PE] (4) 25 :

4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

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

[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) 31 :

6-4.1) Display personal responsibility by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors.

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

This Field Day water activity allows students to work independently and together with their peers in a game setting. This activity is a Ketchup Bottle Tag. The object of the game is to tag other players by squirting them with your ketchup bottle. On the start signal, begin at a speed-walking pace. When your ketchup bottle is empty, move to a refill station, and hold plank position as long as you can while your teacher refills your bottle.

This alignment results from the ALEX Health/PE Course of Study Resource Alignment Summit.