Scheme of work



Scheme of work

|BTEC Level 3 National Sport |Academic year: |

|Unit 1 Principles of anatomy and physiology in sport |Number of weeks: 18 |

|Broad aim: The aim of this unit is to explore the structure and function of the skeletal, muscular, |Duration of session: 100 minutes |

|cardiovascular and respiratory systems and also to learn the fundamentals of the energy systems. |Guided learning hours: 30 |

|Tutor(s): |Credits: 5 |

|SB = Student Book |PPT = PowerPoint | |

|AS = Activity Sheet |V = Video | |

|E = Extension for Stretch and Support | | |

|R = Research |NS = Non-supervised individual study time | |

|Week |Outcome/topic |Content |Learner activity |Resources |Assessment and PLTS |Stretch and support |

|2 |LO1: know the structure|Assessment 1 |Note taking |SB 1.1 Structure of skeletal system p. 4|Assessment |Stretch: AS2 The |

| |and function of the |Describe the structure of the axial and appendicular |AS1 Bone identification game |AS1 Bone identification. A hinged |P1 |skeletal system |

| |skeletal system |skeleton | |skeleton and sticky labels containing |PLTS: TW | |

| | | | |the names of the primary bones of the | | |

| | | | |skeleton | | |

| | | | |PPT1 slides 2, 4, 6–10 | | |

|3 |LO1 |Assessment 1 |Note taking and discussion |SB 1.2 Function of skeletal system p. 10|Assessment |E1: R – to support |

| | |Describe the functions of the skeletal system | |PPT1 slides 2, 4, 6–10 |P1 |learners, ask them to |

| | | | |Access to Internet and books | |research and answer |

| | | | | | |questions for the |

| | | | | | |skeletal system |

|4 |LO1 |Assessment 1 |Note taking and discussion |SB Joints p. 10 |Assessment | |

| | |Describe the different types of joint, their functions|R – AS12 Research activity |PPT1 slides 11–14 |P1 | |

| | |and types of movement | |Access to Internet and books |PLTS: IE | |

| | |Introduce AS12 Research activity for joints | | | | |

|5 |LO2: know the structure|Assessment 2 |Note taking and discussion |SB 2.1 The muscular system p. 14 |Assessment |Stretch: AS4 The |

| |and function of the |Describe the structure and functions of the muscular |AS3 Muscle identification |Sticky labels and pens |P3, P4 |muscular system |

| |muscular system |system |Access to microscope slides of different |AS3 Muscle identification |M1 | |

| | | |muscle types |PPT1 slides 16–21 |D1 | |

| | | | |Microscope slides of different muscle |PLTS: TW | |

| | | | |types | | |

|6 |LO2 |Assessment 2 |Note taking and discussion |SB 2.2 Function of the muscular system |Assessment | |

| | |Describe antagonistic muscle pairing and types of | |p. 16 |P3, P4 | |

| | |muscle contraction | |PPT1 slides 16–21 |M1 | |

| | | | | |D1 | |

|7 |LO2 |Assessment 2 |Mini circuit practical |SB Activity: Movement and resistance p. |Assessment |E2: R – to support |

| | |Deliver a mini circuit class |AS5 Circuit class practical |18 |P3 |learners ask them to |

| | |Introduce AS12 Research activity for movement analysis|Research movement analysis |AS5 Circuit class practical |PLTS: SM, IE |research and answer |

| | | |R – AS12 Research activity |Practical facility and exercise | |questions for the |

| | | | |equipment | |muscular system |

| | | | |AS12 Research activity | |Stretch: AS6 Get on |

| | | | |AS6 Get on your bike | |your bike |

| | | | |Access to Internet and books | | |

|8 |LO3: know the structure|Assessment 3 |Note taking and discussion |SB 3.1 Structure of the cardiovascular |Assessment | |

| |and function of the |Describe the structure of the cardiovascular system |If available access to anatomical models of |system p. 21 |P5 | |

| |cardiovascular system | |the heart |PPT | | |

| | | | |Anatomical models of the heart | | |

|9 |LO3 |Assessment 3 |AS8 Heart dissection |SB Heart p. 21 |Assessment | |

| | |Facilitate practical activity dissecting a heart | |AS8 Heart dissection |P5 | |

| | | | |Animal hearts, dissection board, |PLTS: EP | |

| | | | |dissection scissors and scalpels, safety| | |

| | | | |goggles, disposable gloves, a lab apron,| | |

| | | | |string, disinfectant, soap and water | | |

|10 |LO3 |Assessment 3 |Note taking and discussion |SB 3.2 Function of the cardiovascular |Assessment |E3: R – to support |

| | |Describe the functions of the cardiovascular system – |Investigating heart rate |system p. 24 |P5 |learners ask them to |

| | |delivery of oxygen and nutrients, removal of waste and|AS7 The journey of blood |PPT1 slides 22–28 |PLTS: IE |research and answer |

| | |thermoregulation. | |Flip-chart paper and pens | |questions for the |

| | |Introduce AS12 Research activity for the | |AS7 The journey of blood | |cardiovascular system |

| | |cardiovascular system | |AS12 Research activity | | |

| | | | |Access to Internet and books | | |

|11 |LO4: know the structure|Assessment 4 |Note taking and discussion |SB 4.1 Structure of the respiratory |Assessment | |

| |and function of the |Describe the structure of the respiratory system |AS9 The respiratory system |system p. 26 |P7 | |

| |respiratory system | |If available access to anatomical models of |AS9 The respiratory system | | |

| | | |the lungs |Access to anatomical models of the lungs| | |

|12 |LO4 |Assessment 4 |Note taking and discussion |SB 4.2 Function of the respiratory |Assessment | |

| | |Describe the functions of the respiratory system |AS9 The respiratory system |system p. 28 |P7 | |

| | |Describe the mechanisms of breathing | |PPT1 slides 29–31 |M5 | |

| | | | |AS9 The respiratory system | | |

|13 |LO4 |Assessment 4 |Note taking and discussion |SB Lung volumes p. 29 |Assessment |E4: R – to support |

| | |Describe lung volumes |Where available spirometry equipment should |PPT1 slide 32 |P7 |learners ask them to |

| | |Introduce AS12 Research activity for the respiratory |be introduced as a technique for recording |AS10 Case study 1 |PLTS: IE |research and answer |

| | |system |respiratory variables |AS12 Research activity | |questions for the |

| | | |AS10 Case study 1 |Access to Internet and books | |respiratory system |

| | | |R – AS12 Research activity | | | |

|14 |LO5: know the different|Assessment 5 |Note taking and discussion |SB 5.1 Energy systems p. 31 |Assessment | |

| |types of energy systems|Introduce concept of energy and energy systems | |PPT1 slides 33–34 |P8 | |

| | | | | |M6 | |

|15 |LO5 |Assessment 5 |R – Working in small groups consider the |SB Types of sport that use each system |Assessment |Stretch: R – to extend |

| | |Facilitate group discussion |physiological demands made on the body by a |p. 32 |P8 |learners ask them to |

| | | |range of sporting activities |AS11 Case study 2 |M6 |discuss: Does the |

| | | |AS11 Case study 2 |Access to Internet and books |PLTS: RL |position of play |

| | | | | | |influence the |

| | | | | | |physiological demands? |

| | | | | | |E5: R – to support |

| | | | | | |learners ask them to |

| | | | | | |research and answer |

| | | | | | |questions for the |

| | | | | | |different types of |

| | | | | | |energy system |

|16 |LO1, LO2 |Assessment 1 and 2 |Facilitate learner presentations and | |Assessment | |

| | |Joints and movement analysis |consolidate learning | |P1, P2, P3, P4 | |

| | | | | |M1 | |

| | | | | |D1 | |

| | | | | |PLTS: IE | |

|17 |LO3, LO4 |Assessment 3 and 4 |Facilitate learner presentations and | |Assessment | |

| | |Cardiovascular and respiratory systems |consolidate learning | |P5, P6 | |

| | | | | |M2, M3 | |

| | | | | |PLTS: IE | |

|18 | |Assessment 1, 2, 3, 4 and 5 |Learners complete assessments | |Assessment | |

| | |Unit evaluation, review of learning outcomes, final | | |ALL | |

| | |preparation for assessment | | | | |

Note: It is suggested that each session begins with an introduction to the topic and links to relevant learning outcomes and grading criteria, and ends with a summary, feedback and identification of extension activities to develop student learning.

The timings in this scheme of work reflect the time the learner is engaged in learning for the unit with the tutor (Guided Learning Hours, GLH) only.

Guided Learning Hours (GLH): all the times when a tutor, trainer or facilitator is present to give guidance. This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes time spent by staff assessing learners’ achievements.

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Unit 1 Principles of anatomy and physiology in sport

BTEC Level 3 National Sport

© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

1

Unit 1 Principles of anatomy and physiology in sport

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© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

BTEC Level 3 National Sport

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