Year 12 Physical Education LC2 Medium Term Plan Physiological factors (Miss Brett) Overarching challenge question Exam board links Line of enquiry s Home learning Independent study How does the nervous system, cardiovascular system and respiratory system link? 3.1 Factors affecting participation in physical activity and sport. 3.1.1.3 Respiratory systems Students should understand the respiratory systems and how changes within these systems prior to exercise, during exercise of differing intensities and during recovery, allow the body to meet the demands of exercise. They should also understand how taking part in physical activity and sport, as part of a healthy lifestyle, can have a positive effect on these systems. Week 1: How does gaseous exchange occur? Week 2: How do neural and chemical controls regulate pulmonary ventilation? Week 3: How are muscle fibres recruited? Week 4: How do sporting movements relate to each plane and axis? Week 5: What causes movement at a joint? Students will underpin their learning by completing exam style questions and exam technique practices for home learning. 3 hours per week. Students will be required to complete 3 hours of independent study per week on A Level Physical Education. Students are expected to read specific literature relating to the contents of the course and to complete research tasks and activities. Independent study reading: Theories learning, Chapter 2-3 Hodder education, journals.
Lesson 1 & 2 Physiological factors (Miss Brett) Hypothesis: A spirometer trace indicates how physically fit you are 3.1.1.3 Respiratory systems 1. To be able to define the lung volumes. 2. To label a spirometer trace and explain the Recap of system parts and roles within breathing. Show volumes on a spirometer trace and give definitions. Can pupils match terms to measures on the graph? 1. Understanding of lung volumes and the impact of, and on, Zig-zag & Hodder education effects of exercise on volumes and minute Match up lung volumes and minute ventilation to definitions. physical activity and sport. ventilation. Label spirometer trace at rest. Discuss changes to trace during physical activity and sport. (Residual volume, expiratory reserve volume, inspiratory reserve volume, tidal volume). 2. Explain minute ventilation. 1. To understand how gases are exchanged at the muscles and the lungs. Show an image of capillary locations. What is their function? What occurs here? Link back to A-VO2 Diff. How does haemoglobin pass the oxygen into the muscles and carbon dioxide into the lungs? 1. Understand gas exchange systems at alveoli and muscles. Oxygen Zig-zag & Hodder education
and carbon dioxide. 2. Explain the principles of diffusion and partial pressures. Lesson 3 Hypothesis: Pulmonary ventilation would not occur without the nervous system 1. To understand the hormonal, neural and chemical regulation of pulmonary Recap receptors and neural control systems from cardiovascular system identifying those which are hormonal, neural and chemical. Complete a learning mat on control of pulmonary ventilation. 1. Understand the hormonal, neural and chemical regulation of Zig-zag & Hodder education ventilation during physical activity and Respiratory Control Centre. Phrenic nerve. pulmonary ventilation during sport. physical activity and sport. Consider adrenaline, sympathetic and parasympathetic systems and carbon dioxide. 2. Evaluate the receptors
involved in regulation of pulmonary ventilation during physical activity (chemoreceptor, proprioceptor, baroreceptor). Lesson 4 & 5 Hypothesis: Chronic obstructive pulmonary disease is only caused by smoking 1. To understand the impact of smoking on the respiratory system and oxygen transport. Pupils research and investigate impact of smoking on the respiratory system and produce a poster to display their findings. 1. Analyse the impact of poor lifestyle choices on the respiratory system (smoking, oxygen transport). Lesson 6 & 7 Hypothesis: The recruitment of muscle fibres will depend on the intensity of exercise
1. To be able to identify Introduce different fibres in relation to their characteristics, functions and the 2. Identify the Sample the different types of activities they re used in. characteristics Assessment muscle fibre and their associated characteristics. Match up activity to test their understanding. Match the characteristic or function to the fibre type. and functions of different muscle fibre types for a Material A- level Paper 1 Question 04.1 variety of sporting activities. 3. Slow twitch (type I). Fast glycolytic (type Muscle fibres explained muscle contraction and fiber anatomy IIx). 4. Fast oxidative glycolytic (type IIa). 2. The recruitment of Muscle and motor unit structure link to all-or-none law once fibres within 5. Explain the Sample muscle fibres. a unit are stimulated they all contract. recruitment of Assessment Using different sporting examples explain how the different required forces are applied using the same muscle groups (larger muscle groups have more motor units). muscle fibres and the frequency of impulses. Material AS Paper Question 07 Practical opportunity: ask a pupil to hold a heavy box for you. 6. Analyse motor units. Spatial summation.
This process can sometimes deceive us. For instance, when lifting a box that appears to be light, not enough motor units are recruited, and the box cannot be lifted. When trying a second time, the box is easily lifted because this time enough motor units have been recruited. Alternatively, when attempting to lift a box that appears to be heavy (but in fact is not), an explosive movement often occurs, as too many motor units have been recruited for the task. Wave summation. Allor-none law. Tetanic. Apply sporting examples to the summation graphs. Lesson 8 Hypothesis: Proprioceptive neuromuscular facilitation is the most efficient way of increasing flexibility 1. Role of Theory through practical lesson, students will need their PE kit. 1. Explain the Glossary of proprioceptors in PNF. Description of PNF practical demonstration. role of proprioceptor terms. 2. This could be taught in the next unit, alongside muscles and muscle Introduction of the key terms and parts involved in a muscle stretch muscle spindles and golgi tendon organ (use images or information worksheet). s in PNF. Muscle spindles. Golgi tendon contractions. Why is PNF so successful in increasing flexibility? organ. Pupils to create their own instructional video on PNF. Lesson 9 & 10 Hypothesis: Movement can occur in all three planes and axis in one movement
1. To understand joint Recap prior understanding of joint actions using match up cards. Use 1. Explain joint Joint actions actions. sporting images for pupils to identify actions. actions in the match up cards 2. To be able to identify the joint action that occurs at the shoulder and elbow. 3. To apply understanding of joint action at the shoulder and elbow to sporting Introduce planes and axes using diagrams. Pupils could create their own using plasticine or toilet roll centre and pieces of card (planes) with straws (for axes). Analyse a variety of sporting actions of the shoulder and elbow and identify the joint action, articulating bones, main agonists and antagonists. Practical opportunity: ask pupils to create movement/gymnastic sequences sagittal plane/transverse axis. Shoulder (flexion, extension and hyperextension). Elbow (flexion and extension). and planes and axes diagrams. Sample Assessment Material A- level Paper 1 Question 03.1 examples. with movements in certain planes and axes check knowledge. 2. Joint actions in 4. To know the planes the frontal and axes of the body. plane/sagittal axis. Shoulder (adduction and abduction). 3. Joint actions in the transverse plane/longitudina l axis. Shoulder (horizontal abduction and adduction).
Lesson 11 & 12 Hypothesis: A joint cannot move by itself 1. To know the types of Use a blank skeleton to label the types of joint and bones. 1. Understands Skeleton bones joint, the articulating bones, main agonists and antagonists at the shoulder, elbow, hip, knee and ankle. 2. Potential to teach PNF Use a blank muscular diagram to label the muscles. Show image of how muscle is attached to the skeleton via tendons. Introduce the role of the agonist and antagonist using examples of the bicep curl. Video clips may help to explain. the types of joint, articulating bones, main agonists and antagonists, and muscles blank sheets. Glossary of terms. here rather than the previous unit as students will understand agonists and Give a number of sporting movements and ask students to label the different elements e.g. agonist, articulating bones, joint type. Ensure images show the variety of muscle contractions for explanations. types of muscle contraction (Isotonic antagonists. (concentric and eccentric), isometric). Lesson 13 Lesson 14 ASSESSMENT GAP TEACHING