During my student teaching experience at Highland High School in Anderson, Indiana, I took on a schedule of four health classes and two physical education classes. One of these PE classes, entitled Adaptive PE, enrolled 9th grade students who suffered from conditions that prevented them from participating in the physical activity required of a typical PE class.The class roster was comprised of eleven students. The limiting conditions of the students are listed as follows:Asthma Poor circulation in lower extremities Atrial/septal hole in the heart Pregnant Deformation in left hip Scoliosis Impaired muscles surrounding knee Special Education Orthopedically impaired due to cerebral palsy; uses a walker Water on the brain Orthopedically impaired due to polio; uses crutches. As a college student, I had rarely interacted with physically limited students. And although I had some idea of the activities in which they could participate, as therapist and doctor notes and records were provided, I concluded that it would still be impossible for the class, as a whole, to be active for an entire class period.Upon sorting through the information regarding the students that was given to us, my cooperating teacher, Mrs. Vicky Hildebrand, and I began contemplating a structure for the course. Anderson Community Schools revolve on a block schedule, meaning each class is 85 minutes. I thus concluded that it would be nearly impossible for our students to participate in any physical activity for up to 60 minutes, counting in for adequate break time. We finally decided on the idea of incorporating a classroom section into the PE course.The classroom portion of Adaptive PE would be the same as any other class - Math, Science, or English. We would hold discussions, learn new material, and the students would participate in class work and continuous assessments. The content, however, would not portray the normal content of a physical education class. I would introduce an in-depth look at factors in the students' lives that they had control over. This is how I came to divide the class portion into three content areas - nutrition, physical activity, and games/scorekeeping - to coincide with the three 6week grading periods.Each class would consist of a 20-30 minute lesson over content, which I would research, plan, and lead. The approximately 40 minutes remaining could be used for any questions and the physical activity portion of the class. Thus, students would be learning about what they could do throughout their lives to improve their nutritional and physical health in addition to receiving physical benefits, as opposed to simply using the time for physical activity and not receiving any needed knowledge form the course.The methods, structure, and presentation of each Adaptive PE class period are what constitute this thesis. Due to the calendar differences between Highland High School and Ball State University, the final six weeks of this class have been planned in a manner that is similar to the first twelve weeks that were actually taught. Therefore, the last grading period - games and scorekeeping - will include lesson plans and worksheets given, but no actual student work.