btec national sport and exercise cience unit 2: …

BTEC NATIONAL SPORT AND EXERCISE SCIENCE UNIT 2: FUNCTIONAL ANATOMY

© Pearson 2016 1

Lesson Topic Lesson

type Suggested activities Classroom resources

1 Unit introduction. IS Introduce the unit: outline the nature of the

topics, and the examination that learners will be

expected to complete for this unit.

Whole class activity: learners work individually, in

pairs or in small groups, to demonstrate any prior

knowledge in the subject area.

Paper and pens

Interactive whiteboard

Topic A: Anatomical positions, terms and references

2 A1: Anatomical

language.

IS Tutor presentation: anatomical standing position.

Pair activity: as a means of checking prior

knowledge, pairs identify reference points of human

anatomy, either on each other (using sticky notes)

or on a tutor-created worksheet. To engage

learners, you could make this a competitive activity.

Whole group activity: group to discuss, What is

anatomical language?

Paper and pens

Sticky notes

Tutor-created worksheet

Internet access

Projector or interactive

whiteboard to show video

clips

Unit title Functional Anatomy Key to lesson types

Guided learning

hours 90

AW Assignment

writing RS Revision

session

Number of

lessons 45

GS Guest speaker V Visit

Duration of

lessons

2 hours (unless otherwise

stated)

IS Independent

study WE Work

experience

Links to other units

This is a mandatory unit and underpins knowledge

throughout the qualification.


© Pearson 2016 2

Lesson Topic Lesson


Individual/small group activity: give learners a

set of key phrases relating to anatomical language

to research. Learners then devise a practical means

of demonstrating the knowledge to the rest of the

class. On completion, resources can be photocopied

and shared, to be used as revision material.

Tutor presentation: anatomical language. Use of

video sharing website clips to aid understanding is

recommended. Relevant clips include

www.youtube.com/watch?v=Rooe4hsA47M, with

several others available. Follow up with directed

Q&A to check learning.

3 A1: Anatomical

language:

revision session.

RS Revision session: divide the class into small

groups and give each group a different specification

topic. Ask each group to design revision question

cards, posters and booklets for their topic. On

completion, resources can be photocopied and

shared with the other groups as revision material.

Paper and pens

Topic B: Anatomy of the cardiovascular system

4 B1: Location, anatomy

and function of

cardiovascular

components:

function and

anatomy of the

heart.

IS Group activity: use a ‘knowledge relay’ to recap

anatomical standing point and anatomical language.

This is a time-restricted game that mimics a relay

race. Each group sends a learner to the front of

class to write down one key point from the last

lesson. The learner then passes the ‘baton’ (pen) to

the next learner, and so on.

Individual activity: label a diagram of the heart.

Appropriate worksheets are readily available online.

Tutor presentation: anatomy and function of the

heart. Use a practical demonstration in the

Paper and pens

Whiteboard

Heart worksheet

Internet access

http://www.youtube.com/watch?v=Rooe4hsA47M


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Lesson Topic Lesson


classroom to show blood flow through the heart,

with learners representing the different blood

components.

Individual activity: create an information booklet

to describe the function and anatomy of the heart.

Tutor presentation: recap quiz.


and function of

cardiovascular

components (cont.):

location and

anatomy of blood

vessels.

Individual task: recap by completing a mix-and-

match worksheet to identify functions of the heart.

Tutor presentation: use short video clips to show

the location and anatomy of blood vessels. Relevant

videos include

https://www.youtube.com/watch?v=v43ej5lCeBo,

with several others available.

Small group activity: ask learners to research the

location and anatomy of blood vessels, and then

create a poem/rap/rhyme to demonstrate their

interrelationship and importance within functional

anatomy. This could be done as a competition.

Tutor presentation: location and anatomy of

blood vessels.

Individual activity: give learners test questions,

which are in line with the examination, to check

their understanding.

Tutor-created mix-and-match

worksheet

Internet access

Paper and pens


and function of

cardiovascular

components (cont.):

composition of

blood

IS Individual or pair activity: recap of the location

and anatomy of blood vessels.

Class activity: class to discuss, What is the

function and composition of blood?

Individual, pair and small group activity:

‘snowball learning’. Ask individuals to research one

Internet access

Paper and pens

https://www.youtube.com/watch?v=v43ej5lCeBo


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Lesson Topic Lesson


lymphatic system. aspect/component of blood. Individuals then pair up

to share knowledge. Next, pairs join to form small

groups and feed back to the rest of the class.

Finally, you can lead a directed Q&A session to

consolidate.

Tutor presentation: composition of blood and the

lymphatic system.

Individual task: give learners a mini quiz to check

their learning.

7 B2: Function of the

cardiovascular system. Individual task: give short examination-style

questions as a recap on the composition of blood

and the function of blood vessels.

Tutor presentation: the functions of the

cardiovascular system.

Small group activity: each individual chooses (or

is given) one function of the cardiovascular system

and teaches the rest of their group about it.

Whole class activity: divide the class into two

groups and give an appropriate topic for learners to

debate the key functions of the cardiovascular

system. Suggestion: ask learners to debate the

statement, 'Delivery of oxygen and nutrients is the

most important function of the cardiovascular

system'.

Individual task: learners complete a worksheet

summarising the importance of each function of the

cardiovascular system.

Tutor-created examination-

style questions


Internet access

Paper and pens

8 B3: Cardiac cycle:

blood flow through

Tutor presentation: recap functions of the

cardiovascular system, using a worksheet and

directed Q&A.


Internet access


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Lesson Topic Lesson


the heart

neural control of

the cardiac cycle.

Individual task: learners research systole and

diastole.

Pair task: practical activity within the classroom.

Learners use a digital blood-pressure monitor to

record each other’s blood pressure and compare to

normative data. (Suggestion: as a more accurate

method, show learners how to record blood

pressure using a sphygmomanometer, if the

equipment is available.)

Individual task: learners complete an

examination-style question explaining systole and

diastole.

Tutor presentation: neural control of the cardiac

cycle.

Individual task: mix-and-match key terms

regarding the cardiac cycle.

Small group task: create a presentation explaining

neural control of the cardiac cycle to feed back to

the rest of the group, followed by tutor-led Q&A as

recap.

Digital blood-pressure

monitor/sphygmomanometer,

if available


resources

Paper and pens

9 B1–B3 IS Independent study: learners work independently

to develop subject knowledge within this topic.

Learners then produce handouts, posters,

presentations and resources, to use as tools to aid

revision for the examination. Tutor gives ideas, and

facilitates and supports.

Internet access

Paper and pens

10 B1–B3:

examination

session.

RS Prepare for section A of the examination by setting

learners questions on the key content, with

reference to SAMs. Follow with preparation for

section B.


style questions

Internet access


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Lesson Topic Lesson


Example session: set questions for section A, to

cover previously taught content. Following this, give

groups an aspect of performance (preparation,

execution or follow through) to analyse, in line with

section B. Groups form a think tank to consider

potential areas that the question could cover and

begin to break down the answer. Learners then

attempt to answer the analysis question

individually.

Facilitate and give feedback on the answers and

means of addressing the question.

Paper and pens

11 B1–B3:

revision session

independent study.




cards, posters and/or booklets, covering the key

information for their topic. On completion, resources

can be photocopied and shared with the other

groups as revision material.

Paper and pens

Topic C: Anatomy of the respiratory system

12 C1: Location, anatomy

and function of

respiratory system

components.

Individual activity: tutor creates a jigsaw puzzle

showing the structure of the respiratory system and

asks learners to solve it, while identifying each

structure.

Tutor presentation: functions of the respiratory

system components.

Pair or small group activity: learners create a

picture board to illustrate the location and function

of respiratory system components. Groups present

feedback to the rest of the class. Picture boards can

be used as a revision aid.

Tutor-created jigsaw puzzle

of respiratory system

Paper and pens

Internet access

Projector or interactive

whiteboard to show video

clips

Tutor-created worksheet to

accompany video clips

Tutor-created 'A Question of


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Lesson Topic Lesson


Tutor presentation: show short video clips and

ask learners to complete an accompanying

worksheet. Appropriate sources include

https://www.youtube.com/watch?v=hc1YtXc_84A.

Several others are available on video sharing

website.

Whole group activity: recap quiz in the style of ‘A

Question of Sport’.

Sport'-style recap quiz

13 C2: Function of the

respiratory system.

Tutor presentation: bingo recap game to check

learning to date. Devise a game with key terms or

phrases in a ‘bingo’ format. Define the key terms

and/or give examples alluding to the key terms or

phrases; learners then find these terms or phrases

on their bingo sheets. The winner is the first learner

to find all the key terms/phrases on their sheet.

Individual task: ‘easy as A, B, C’. Each key

function of the respiratory system is labelled A, B or

C and each learner is given a letter (A, B or C).

Learners work independently to research the

corresponding function, and use the information

gained to create an information booklet. On

completion, learners join others working on the

same function to feed back to the rest of the class.

Tutor presentation: functions of the respiratory

system.

Individual activity: examination-style questions

on each factor to check learning.

Tutor-created bingo recap

game

Internet access

Paper and pens


style questions

14 C3: Control of

breathing.

Individual activity: learners recap functions of the

respiratory system by completing a worksheet with

examination-style questions.


Internet access

Paper and pens

https://www.youtube.com/watch?v=hc1YtXc_84A


© Pearson 2016 8

Lesson Topic Lesson


Whole group activity: group to discuss, How is

breathing controlled?

Tutor presentation: neural and chemical control

of breathing.

Individual or pair activity: learners work

individually or in pairs to create an information

poster about control of breathing and present it to

the class. Judge posters on their content, creativity

and delivery to the whole class. Suggestion:

learners could use neurons firing to create a spider

diagram-style poster.

Pair activity: examination-style extended question

on control of breathing. Pairs work together to

consolidate understanding.


style question

15 C1–C3:

practical session.

Practical session: learners take part in a range of

movements/activities that demonstrate/include

aspects of C1–C3. Learners work individually to

complete a worksheet on this topic, before coming

together in small groups to check understanding.

Suggestion: if the equipment is available,

demonstrate use of a peak flow meter and a

spirometer to measure lung volumes and capacity.

Space for practical activities


Paper and pens

Peak flow meter

Spirometer

16 C1–C3:

revision session.








Paper and pens

Internet access

17 Examination session. RS Prepare for section A of the examination by setting Tutor-created examination-


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Lesson Topic Lesson



reference to SAMs. Follow with preparation for

section B.









individually.

Facilitate and give feedback on the answers and

means of addressing the question.

style questions

Internet access

Paper and pens

Topic D: Anatomy of the skeletal system

18 D1: Anatomy of the

bone.

Individual task: mix-and-match key terms relating

to the anatomy of bone.

Tutor presentation: anatomy of a long bone.

Individual research task: learners consolidate

understanding by researching the function of each

part of a long bone, and feeding back to the rest of

the class.

Pair activity: ‘label the bone’ game to check

understanding.

Tutor presentation: bony landmarks.

Pair or small group activity: in pairs or small

groups, learners create a game, quiz, poem, rap or

role play to demonstrate bony landmarks and aid

understanding.

Whole class activity: ‘Million Pound Drop’-style


key terms task

Internet access

Tutor-created ‘label the bone’

game

Paper and pens

Tutor-created 'Million Pound

Drop'-style quiz


© Pearson 2016 10

Lesson Topic Lesson


quiz.

19 D2: Process of bone

growth and

remodelling.

Tutor presentation: recap anatomy of bone.

Whole group activity: ‘speed teaching’. Divide the

class into small groups or pairs and give each

group/pair a content area and time to research it.

Groups then rotate, following the format of speed

dating, to teach each other about their new area of

expertise. During this activity, individuals collate a

workbook of content and score each other’s

teaching.

Tutor presentation: process of bone growth and

remodelling.

Individual activity: give learners a mini quiz to

check understanding and learning.

Paper and pens

Internet access

Tutor-created mini quiz

20 D1–D2:

independent study

session.

IS Independent study: learners work independently

to develop subject knowledge in an area within this

topic. Learners produce handouts, posters,

presentations and resources to use as examination

revision aids. Tutor gives ideas, and facilitates and

supports.

Internet access

Paper and pens

21 D3: Location of skeletal

bones.

Individual task: learners complete a worksheet on

the process of growth and remodelling.

Small group activity: ‘locate skeletal bones’

competition/game. Each group is given a tutor-

created jigsaw of the skeleton. Learners must

assemble the human skeleton and then label the

bones.

Tutor presentation: location of skeletal bones,

including video clip to aid learning. Axial and

appendicular skeleton explained. Suggestions


Tutor-created skeletal system

jigsaw

Internet access


task

Tutor-created mini quiz

Paper and pens


© Pearson 2016 11

Lesson Topic Lesson


include https://www.youtube.com/watch?v=-

67ImpqAaUA. There are several alternative and

appropriate videos on video sharing website.

Whole group activity: group to discuss, What are

the different types of bones?

Individual activity: types of bones mix-and-match

task. Learners match types of bones to their

definition (e.g., long bones, short bones), and give

examples (e.g., long bone – femur). To aid revision,

learners then create an information poster showing

the location of skeletal bones.

Individual activity: complete worksheet, in the

form of a mini quiz, to check understanding.

22 D1–D3:

revision session.








Paper and pens

Internet access

23 D4: Ligaments. IS Individual task: learners to complete a tutor-

created worksheet covering all aspects of D3, as

recap.

Small group recap activity: learners use sticky

notes, or similar, to label as many bones as possible

on a volunteer in the group. Deliver as a

competition, with a time limit.

Tutor presentation: discuss, What are ligaments

and what are their functions? Follow with video clips

showing different injuries of connective tissue and

Sticky notes

Internet access

Paper and pens

https://www.youtube.com/watch?v=-67ImpqAaUA

https://www.youtube.com/watch?v=-67ImpqAaUA


© Pearson 2016 12

Lesson Topic Lesson


ligaments. Suggestions include

https://www.youtube.com/watch?v=V3ZGonL8QqM.

There are several other appropriate videos available

on video sharing website.

Independent research: learners research the

function and location of ligaments and create an

information guide that can be used as a revision

tool.

Tutor presentation: function and location of

ligaments.

Individual and pair activity: individuals write

three questions to ask their partner as a means of

checking understanding. Follow with tutor-directed

Q&A.

24 D5: Joints:

classification of

joints

types of synovial

joints.

IS Tutor presentation: recap on ligaments, using

examination-style questions, followed by discussion

and Q&A.

Individual, pair and group activity: ‘marketplace

learning’. Individual learners research different

topics, using worksheets etc to become ‘expert’ in a

given area. Then, in the style of a marketplace,

learners walk among the different ‘stalls’ sharing

knowledge and content.

Tutor presentation: the classification of joints and

types of synovial joint. Use directed Q&A to check

learning.


style questions

Tutor-created worksheets

Internet access

Paper and pens

25 D5: Joints (cont.):

structure of

synovial joints and

the function of their

Whole group activity: recap discussion, What are

joints?

Tutor presentation: structure and function of

synovial joints.


task

Tutor-created synovial joint

worksheet

https://www.youtube.com/watch?v=V3ZGonL8QqM


© Pearson 2016 13

Lesson Topic Lesson


components in

sport and exercise

range of movement

at synovial joints

due to shape of

articulating bones

and use in sport

and exercise.

Individual task: learners label the structure of a

synovial joint on a tutor-created worksheet.

Small group task: learners complete a mix-and-

match task to identify the different terms and

definitions relating to the range of movement at

different synovial joints. Learners then discuss the

range of movement found at major synovial joints

and create an information booklet with sporting

examples.

Tutor presentation: range of movement at

synovial joints.

Whole class activity: practical activity within the

classroom, to check learning by using a game in

which learners demonstrate the range of movement

found at different joints. This game could use a

'Simon Says' style format.

Individual activity: plenary component of lesson.

Learners complete a worksheet with examination-

style questions to check understanding.

Paper and pens

Practical space for exercises


style questions

26 D1–D5:

practical session.



aspects of D1–D5. Learners then work individually

to complete a worksheet on these topics, before

coming together in small groups to check their

understanding.

Practical space for activity


Paper and pens

27 D6: Function of

skeletal system.

Tutor presentation: recap joints and all aspects of

D5.

Class activity: ‘jigsaw learning’. Give each learner

a workbook and one key function to study. Then put

learners in groups so that they can teach each other

Tutor-created workbook

Internet access

Paper and pens


© Pearson 2016 14

Lesson Topic Lesson


to complete the ‘jigsaw of learning’.

Tutor presentation: functions of the skeletal

system.

Whole class activity: tutor-directed Q&A to check

learning and understanding.

28 D1–D6:

revision session.

RS Revision session: prepare for section A of the

examination by setting learners questions on the

key content, with reference to SAMs. Follow with

preparation for section B.









individually.

SAMs materials

Tutor-created questions

Internet access

Paper and pens

29 D1–D6:

university trip.

GS University trip: suggestion: visit a local university

to investigate sports science in action within a

laboratory setting. Follow up with a lecture from an

industry expert.


Paper and pens

Topic E: Anatomy of the muscular system

30 E1: Muscle types. Small group activity: as a starter task, give small

groups one type of muscle to research, using the

internet, articles, books etc. Learners must work

together to answer a series of questions about

'their' muscle type, before feeding back to the rest

of the class.

Internet access

Books

Journal articles

Tutor-created jigsaw showing

the anatomy of skeletal


© Pearson 2016 15

Lesson Topic Lesson


Tutor presentation: cardiac, skeletal and smooth

muscle.

Independent study: give each learner a famous

athlete to study, e.g., a 100 m sprinter, a 400 m

runner or a marathon runner. Learners must

research their athlete alongside the skeletal muscle

fibre types, explaining fibre type make up for their

athlete.

Pair and small group activity: following

independent study, learners share their findings in

small groups and work together to create a poster

explaining their findings.

Tutor presentation: skeletal muscle fibre types

and anatomy of skeletal muscle.

Individual or pair activity: solve a jigsaw puzzle

showing the anatomy of skeletal muscle. Follow

with a mix-and-match activity based on the key

terms for this topic.

Individual activity: learners produce an

information booklet/poster/workbook to aid revision

for topic E1.

Tutor presentation: set learners a mini quiz to

check their understanding.

muscles

Paper and pens

31 E2: Neuromuscular

process of muscle

contraction:

neuromuscular

control

sliding filament

theory.

Individual activity: learners complete a tutor-

created worksheet that recaps types of muscle and

fibre. This worksheet should use examination-style

questions where possible.

Individual and pair activity: individually, learners

research the neuromuscular process of muscle

contraction. On completion, learners work in pairs

Tutor-created worksheet on

fibre types

Tutor-created quiz

Video clips and internet

access

Paper and pens


© Pearson 2016 16

Lesson Topic Lesson


to create a presentation for the rest of the class.

Tutor presentation: neuromuscular control.

Small group activity: complete a quiz competition

to check understanding.

Tutor presentation/whole class activity: video

and worksheet on Huxley’s sliding filament theory.

There are many appropriate sources available on

video sharing website. Suggestions include

https://www.youtube.com/watch?v=gZevEd0qeW4

but other suitable clips are also available.

Small group work: groups devise a

presentation/picture board game to explain the

process of the sliding filament theory and the key

components within it.

Tutor presentation: the sliding filament theory.

Suggestion: use practical activities to get learners

to demonstrate processes within the sliding filament

theory (e.g., the power stroke).

Individual or pair activity: learners complete an

examination-style extended question on the sliding

filament theory, explaining the process. Follow up

with tutor-directed Q&A.



style question on sliding

filament theory

32 E2: Neuromuscular

process of muscle

contraction (cont.):

sliding filament

theory (cont.)

types of muscle

contraction

muscle fibre-type

Individual activity: learners complete a mix-and-

match task on neuromuscular control. Follow up

with tutor-directed Q&A.

Tutor presentation: the sliding filament theory

(continued).

Individual or pair activity: complete an

examination-style extended question on the sliding

filament theory, explaining the process. Follow up


task


style question on sliding

filament theory

Internet access

Paper and pens

https://www.youtube.com/watch?v=gZevEd0qeW4


© Pearson 2016 17

Lesson Topic Lesson


recruitment. with tutor-directed Q&A.

Tutor presentation: types of muscle contraction.

Small group work: learners devise a role play to

identify and demonstrate types of muscle

contraction during exercise or sports performance.

Tutor presentation: muscle fibre-type

recruitment.

Whole group activity: give illustrations of a

variety of sporting actions/movements and ask

learners to discuss the illustrations in terms of

muscle fibre-type recruitment. Follow-up discussion

to embed and recap muscular contraction.

Illustrations of various

sporting actions/movements

33 E3: Location of skeletal

muscles.

Tutor presentation: recap types of muscle

contraction and muscle fibre-type recruitment.

Individual or paired activity: learners complete

an activity to locate different types of muscle. For

example, a ‘pin the muscle on the body’ game (an

adaptation of ‘pin the tail on the donkey’). Using a

reusable adhesive instead of pins, learners stick

‘muscles’ in the appropriate places on an A3 outline

of a human body.

Individual activity: learners complete a worksheet

to label the muscles of the muscular system.

Tutor presentation: location of skeletal muscles.

Independent study: learners work independently

to develop their understanding of skeletal muscle,

devising strategies to help them locate skeletal

muscles and understand their functions.

Tutor presentation: tutor-directed Q&A to check

Tutor-created ‘pin the muscle

on the body’ game

Reusable adhesive


Internet access

Paper and pens


© Pearson 2016 18

Lesson Topic Lesson


understanding.

34 E4: Antagonistic

muscle pairs.

Group activity: recap location of skeletal muscles,

using a competitive element. For instance, small

teams of learners could compete to label all of the

skeletal muscles on a diagram of the human body in

the shortest length of time.

Tutor presentation: antagonistic muscle pairs.

Independent study: individual learners devise a

table/poster/leaflet etc to identify and describe

antagonistic muscle pairs in a range of sport and

exercise movements.

Pair task: learners work together to devise a

method to remember key antagonistic muscle pairs.

Creativity is encouraged. Pairs then feed back to the

rest of the class with tutor-directed Q&A to check

understanding.

Internet access

Paper and pens

35 E1–E4:

practical session.



aspects of E1–E4. Learners then work individually to

complete a worksheet on these topics, before

coming together in small groups to check their

understanding.

Practical space for activities


Paper and pens

36 E1–E4:

revision session.




cards, posters and booklets for their topic. On

completion, resources can be photocopied and

shared with the other groups as revision material.

Tutor-created questions

Internet access

Paper and pens

37 Guest speaker. GS Guest speaker – a personal trainer or sports Tutor-created worksheet


© Pearson 2016 19

Lesson Topic Lesson


analyst: invite a guest speaker to discuss all

aspects of their role, highlighting the importance of

a good understanding of anatomy.

Independent study: learners complete a tutor-

created worksheet about what they have just heard.

Paper and pens

38 E5: Types of

movement.

Tutor presentation: to recap, learners identify

different skeletal muscles and antagonistic pairs.

Small group task: learners discuss the range of

movement found at major synovial joints and create

an information booklet to summarise the key

information.

Tutor presentation: practical activity within the

classroom in which learners demonstrate a range of

movements/activities, including different joint

movements.

Whole group activity: tutor selects a learner to

demonstrate a joint movement. On successful

demonstration, the first learner chooses another

learner to demonstrate a different joint movement,

and so on.

Paper and pens

Practical space for activities

39 E6: Planes of

movement:

description of

planes

types of movement

in each plane.

Whole group activity: learners play ‘musical

movements’, an adaptation of musical statues in

which the tutor calls out different types of

movement (e.g., 'circumduction'). Learners move

continuously but have to stop moving and

demonstrate an appropriate version of each

movement the tutor names in order to progress to

the next round.

Tutor presentation: planes of movement.

Individual activity: learners complete a worksheet



Paper and pens


© Pearson 2016 20

Lesson Topic Lesson


to test their understanding of the different planes of

movement.

Tutor presentation: practical activity within a

classroom or sports hall, if available. Learners take

part in a range of movements/activities that

demonstrate/include aspects of E5 and E6. Learners

then work individually to complete a worksheet on

these topics, before coming together in small

groups to check their understanding.

40 E1–E6:

examination

session.

RS Prepare for section A of the examination by setting


reference to SAMs. Follow up with preparation for

section B.









individually.


style questions

Internet access

Paper and pens

41 Museum trip. V Arrange an educational trip to consolidate

knowledge of the module. Recommendations

include the following, although there will be other

options in your local area:

o Royal College of Surgeons – Wellcome

Museum of Anatomy and Pathology

(https://www.rcseng.ac.uk/museums/wellco

me)

o Science Museum – sport section specifically


Paper and pens

https://www.rcseng.ac.uk/museums/wellcome/about-the-wellcome-museum-of-anatomy-and-pathology

https://www.rcseng.ac.uk/museums/wellcome/about-the-wellcome-museum-of-anatomy-and-pathology


© Pearson 2016 21

Lesson Topic Lesson


(http://www.sciencemuseum.org.uk/

o Museum of Medicine and Health

(http://www.mms.manchester.ac.uk/museu

m/).

Topic F: Analysis of the skeletal and muscular systems and how they produce movements in sport and exercise

42 F1: Phases of sport and

exercise movement:

phases appropriate

to the movement.

RS Analysis of movement: tutor-led session to

emphasise/embed good practice in relation to

answering section B of the examination.

Tools such as Coach’s eye and Dartfish can support

movement analysis when breaking down skills and

analysing muscle, limb and body movement. These

can be found at www.coachseye.com and

www.dartfish.com.

Tutor presentation: specific breakdown of phases

of movement, to discuss with practice questions and

follow with directed Q&A.

Examination preparation: learners use this

session as a means to revise and prepare for the

examination independently. Tutor-led revision of

key topic areas or areas in which learners feel they

need to improve their understanding.

Internet access, including

Dartfish and Coach’s eye


style questions

SAMs

Paper and pens

43 F2: Interrelationship of

the muscular and

skeletal systems in

movement analysis:

examination

preparation.

RS Tutor presentation: interrelationship between

muscular and skeletal systems in movement

analysis. Follow up with discussion and Q&A.

Examination preparation: learners use this

session to revise and prepare for the examination

independently. Tutor-led revision of key topic areas

or areas in which learners feel they need to improve


Tutor presentation: discussion of analysis of


style questions

SAMs

Paper and pens

http://www.sciencemuseum.org.uk/

http://www.mms.manchester.ac.uk/museum/

http://www.mms.manchester.ac.uk/museum/

http://www.coachseye.com/

http://www.dartfish.com/


© Pearson 2016 22

Lesson Topic Lesson


movement, to emphasise/embed good practice in

relation to answering section B of the examination.

44 Mock examination

paper

RS Mock paper: learners sit a mock paper in full to

replicate the conditions and requirements of the

examination.

Mock paper results: tutor goes through the mock

paper with the class. (Suggestion: learners peer

mark section A.)

Mock examination paper

Paper and pens

SAMs

45 Final examination

preparation

RS Examination preparation: learners use this

session for independent revision and examination

preparation. Tutor-led revision of key topic areas or

areas in which learners feel they need to improve


Tutor presentation: discussion of analysis of

movement, to emphasise/embed good practice in

relation to answering section B of the examination.


style questions

SAMs

Paper and pens

TO

btec national sport and exercise cience unit 2: …

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