Scientific Bases of Physical Activity

Lesson notes

Learning Objectives

Indicator: 1.2.3.LI.2 - Apply the concepts of anatomy and physiology in physical activity

By the end of the lesson, learners can:

Identify the major bones, muscles and joints involved in at least three common physical activities performed in daily life, such as running, lifting a load or sweeping.
Explain how the skeletal, muscular and cardiorespiratory systems work together during a selected physical activity, using correct anatomical terms.
Apply knowledge of joint movement (flexion, extension, abduction, adduction) to describe actions in a chosen sport or exercise.
Analyse a physical activity scenario and recommend appropriate movements or modifications based on anatomical and physiological principles.
Create a portfolio entry demonstrating the application of anatomy and physiology to an everyday physical activity in their community.

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Curriculum details

Strand: Physical Education (Strand 2)
Sub-strand: Scientific Bases of Physical Activity (2.3)
Content standard: 1.2.3.CS.1 - Demonstrate knowledge, understanding and application of anatomy and physiology in physical activity 1.2.3.LO.1 Discuss and apply the concepts of human anatomy and physiology in physical activity
Indicator: 1.2.3.LI.2 - Apply the concepts of anatomy and physiology in physical activity
Suggested placement: Semester 2, Week 2 (Week 22 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 41

Exemplars (from the NaCCA curriculum)

Project-Based Learning: Develop portfolios to showcase the application of anatomy and physiology in everyday life.
Assessment (1.2.3.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Charts/pictures of professionals
- Coursebooks
- Videos
- ICT tools e.g., Laptops, phones, projectors,