ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [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

[PE] (6) 33 :
6-4.3) Develop personal responsibility by accepting feedback to improve performance.

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

[PE] (6) 35 :
6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (7) 31 :
7-4.1) Apply responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.

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

[PE] (7) 35 :
7-4.5) Problem-solve with a small group of classmates during a variety of activities and game play.

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

[PE] (7) 36 :
7-4.6) Demonstrate knowledge of rules and etiquette for a variety of physical activities, fitness exercises, and games.

Examples: self-officiating, equipment management, re-racking weights

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

[PE] (8) 31 :
8-4.1) Demonstrate appropriate methods of conflict resolution and respond in personally and socially responsible ways.

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) 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

Subject: Physical Education (6 - 8)
Title: Responsible Personal and Social Behavior
URL: https://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=12440#.XpoF6TdKg1I
Description:

This assessment will help the teacher assess students' personal and social behavior during a gameplay unit. Make sure to go over the rubric sheet with the students so they understand what you are expecting in terms of their behavior.



   View Standards     Standard(s): [PE] (8) 9 :
8-1.9) Execute a proper serve for distance and accuracy for net and wall games in modified game play.

APE accommodation suggestions: Use larger ball, smaller or shorter net, bigger target. Hand over hand assistance and modeling.

[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) 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] BK2 (9-12) 1 :
BK-1.1) Exhibit competency in activity-specific movement skills in two or more lifetime activities.

Examples: outdoor activities, individual-performance activities, net games, target games

APE accommodation suggestions: hand to hand; hand over hand; develop the rules to accommodate each student's needs; adapt equipment to meet students' needs.

[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] LS2 (9-12) 4 :
LS-2.2) Model proper skills and components for the specified individual, dual, and team sports.

[PE] LS2 (9-12) 7 :
LS-4.1) Adhere to rules pertaining to individual, dual, and team sports, showing sportsmanship and personal responsibility.

Subject: Physical Education (8 - 12)
Title: Paddle Zlam
URL: https://www.pe-kansas.com/lesson-builder/6-8/individual-partner-activities/paddle-zlam
Description:

PaddleZlam has become widely accepted into Physical Education programs throughout the country. Physical education professionals have embraced the game and have quickly found ways to modify the game to encompass even the youngest of age groups. PaddleZlam is an action-packed game where 4 people, 2 teams of 2, compete with one another by hitting a pickleball into or against a plastic gaming cone. PaddleZlam is the perfect indoor/outdoor activity to create some friendly competition and to get your students to enjoy exercising again.

This is a free resource from PE Kansas. 



   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

Subject: Physical Education (8)
Title: Create a Game
URL: https://www.cbhpe.org/idea-tank/hs-pe-idea-tank/create-a-game-by-jo-bailey-1
Description:

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) 1 :
6-1.1) Recognize and identify correct rhythmic activities and sequences of steps for various dance forms.

Examples: folk, social, creative, line, world dance, hip-hop, stomp, haka

APE accommodation suggestions: slower music, poly spots and/or arrows on floor for direction, break the dance steps/ movements down into small parts, review/practice, peer assistance and modeling

[PE] (7) 1 :
7-1.1) Demonstrate accurate rhythmic activities and sequences of steps for multiple dance forms.

Examples: folk, social, creative, line, world dance, hip-hop, stomp, haka

APE accommodation suggestions: slower music, poly spots and/or arrows on floor for direction, break the dance steps/ movements down into small parts, review/practice, peer assistance and modeling

[PE] (8) 1 :
8-1.1) Create a movement sequence to music as an individual or in a group to display command of rhythm and timing.

APE accommodation suggestions: slower music, poly spots and/or arrows on floor for direction, break the dance steps/ movements down into small parts, review/practice, peer assistance and modeling

[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

Subject: Physical Education (6 - 8)
Title: Create a Line Dance
URL: https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=2653#.Xo_TUzdKg1I
Description:

Explain to students that they will be creating their own line dance. The line dance must have a minimum of 4 parts, each part goes to a count of 4. Students may select parts from the Create a Line Dance cards to use for their dance, or they may create their own parts. The song that students will perform their line dance to will be the same for everyone. 



   View Standards     Standard(s): [PE] (6) 13 :
6-2.2) Identify appropriate sporting behavior and etiquette related to a variety of games and activities.

Examples: quiet during tennis rally, dealing with confrontational opponents

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

[PE] (6) 36 :
6-4.6) Identify the rules and etiquette for a variety of physical activities, fitness exercises, and games.

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

[PE] (7) 13 :
7-2.2) Demonstrate appropriate sporting behavior and etiquette related to a variety of games and activities.

Example: shaking hands at end of activity

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

[PE] (7) 36 :
7-4.6) Demonstrate knowledge of rules and etiquette for a variety of physical activities, fitness exercises, and games.

Examples: self-officiating, equipment management, re-racking weights

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

[PE] (8) 13 :
8-2.2) Apply appropriate sporting behavior and etiquette in a modified game.

Example: self-managing during the activity

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

[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] LS2 (9-12) 7 :
LS-4.1) Adhere to rules pertaining to individual, dual, and team sports, showing sportsmanship and personal responsibility.

Subject: Physical Education (6 - 12)
Title: Player and Spectator Conduct
URL: https://www.usta.com/en/home/play/youth-tennis/programs/eastern/player-and-spectator-conduct.html
Description:

This resource includes the conduct expected from players and spectators for the game of tennis. 



   View Standards     Standard(s): [PE] (6) 8 :
6-1.8) Demonstrate defensive readiness and movement in all directions while maintaining correct position.

Examples: weight on balls of feet, arms extended and eyes on midsection of the offensive player

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[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) 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

[PE] (6) 36 :
6-4.6) Identify the rules and etiquette for a variety of physical activities, fitness exercises, and games.

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

[PE] (7) 8 :
7-1.8) Differentiate among various defensive strategies utilized in a variety of sports.

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[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) 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) 31 :
7-4.1) Apply responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.

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

[PE] (7) 36 :
7-4.6) Demonstrate knowledge of rules and etiquette for a variety of physical activities, fitness exercises, and games.

Examples: self-officiating, equipment management, re-racking weights

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

[PE] (8) 8 :
8-1.8) Utilize appropriate defensive strategies during modified game play.

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[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) 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) 31 :
8-4.1) Demonstrate appropriate methods of conflict resolution and respond in personally and socially responsible ways.

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

Subject: Physical Education (6 - 8)
Title: Danish Longball
URL: https://thephysicaleducator.com/game/danish-longball/
Description:

Danish Longball is a game similar to American baseball, only with 2 bases instead of 4.  Instructions for the game are included in the resource.  This game provides so many opportunities for modifications and builds that you can really explore a great variety of skills and tactics, regardless of your students’ current learning levels. 

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



   View Standards     Standard(s): [PE] (5) 23 :
5-3.2) Actively engage in all components of physical education to the best of his/her ability.

[PE] (6) 36 :
6-4.6) Identify the rules and etiquette for a variety of physical activities, fitness exercises, and games.

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

[PE] (7) 36 :
7-4.6) Demonstrate knowledge of rules and etiquette for a variety of physical activities, fitness exercises, and games.

Examples: self-officiating, equipment management, re-racking weights

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

Subject: Physical Education (5 - 8)
Title: Partner Fitness
URL: https://physedgames.com/category/grade-8/
Description:

In this fitness activity, students will raise their heart rates while performing a variety of exercises. Players must first choose a partner. One partner starts at an exercise while the other partner starts at the baseline of the gym floor. On the “go” signal, half the students will start exercising for 45 seconds (or whatever time is chosen) while the other half is running back and forth from end line to end line. After 45 seconds, blow the whistle or stop the music to indicate for the students to switch.  They will then cycle through the same format every 45 seconds until completing all 6 or 8 exercises. I recommend adding 20 seconds of rest for partners to switch and 30 seconds of rest for partners to switch stations. After all of the students have cycled through all stations they will find their heart rate and on cue count their heart beats for 6 seconds. When the teacher tells them to stop, they will then add a zero to that number to find out their Exercise Heart Rate for the day.

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



ALEX Classroom Resources: 7

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