Year 10 Physical Education LC3 Medium Term Plan
Overarching
challenge
question
‘How can an athletes body shape lead to a mechanical advantage in sport?’
Line of
enquiry’s
3.1.2. Movement analysis. Students should develop knowledge and understanding of the basic principles of movement and their effect on
performance in physical activity and sport. This content will be tested in year 11 in Paper 1: The human body and movement in physical activity and
sport.
Ø Week 1: How do levers assist in sporting actions?
Ø Week 2: What sports would benefit most from mechanical advantages?
Ø Week 3: How can the skeletal system aid movement?
Ø Week 4: Can all sporting movements be given a plane and axis?
Ø Week 5: Cognitive acceleration lesson
Lesson 1
Hypothesis: ‘Movement derives from levers’
Exam board
links
Learning intentions:
1. Identify and explain first, second and third class lever systems
within sporting examples.
Home learning:
AO1 knowledge task (multiple choice or 1/2 mark questions) recapping
knowledge from LC1 & 2. Peer-assessed in lesson 2.
Students should know and understand:
Lever systems, examples of their use in activity and the mechanical
advantage they provide in movement.
Identification of first, second and third class lever systems.
Basic drawings of the three classes of lever to illustrate the positioning
of:
• Fulcrum
• Load (resistance)
• Effort.
Draw linear versions of a lever, showing the positioning of the fulcrum,
load/resistance and effort.
Students do not need to be taught to draw anatomical body parts but
must be able to link the correct lever to a sporting movement or action.
Interpretation of sporting movements or actions which involve flexion or
extension of the elbow and/or knee, and plantar or dorsi-flexion at the
ankle.
Lesson 2
Hypothesis: ‘Mechanical advantage depends on your body shape’
Learning intentions:
1. Understand and explain mechanical advantage.
2. Show an understanding of mechanical advantage in relation to
the three level systems
Students should know and understand:
Label the effort arm and load/resistance arm on the three classes of
lever.
Mechanical advantage = effort arm ÷ weight (resistance) arm.
Labeling of the effort arm and resistance arm on lever drawings, and
interpretation of the mechanical advantage of that lever.
Home learning:
AO3 exam questions on mechanical advantage in relation to lever
system. Teacher marked.
Lesson 3
Hypothesis: ‘Joints permit different types of movement’
Learning intentions:
1. Analyse the basic movements in sporting examples
Home learning:
Keywords revision for quiz next lesson. 70% pass mark and re-test for
any students who fail. Peer-assessed.
Lesson 4:
Hypothesis: ‘An athlete can pass through all 3 planes and axes in
one movement’
Learning intentions:
1. Identification of the relevant planes (frontal, transverse, sagittal) and
axes (longitudinal, transverse, sagittal) of movement used whilst
performing sporting actions.
Home learning:
Research activity & presentation to partner/table. Success criteria matrix
will be provided for peer-assessment.
Students should know and understand:
Types of movement:
• Flexion/extension at the shoulder, elbow, hip and knee
• Abduction/adduction at the shoulder
• Rotation of the shoulder
• Plantar flexion/dorsiflexion at the ankle.
This section links specific sporting actions to the types of movement.
Applied anatomy and physiology links the joint type to the type of
movement only. This should include but not be limited to the following
sporting actions:
• Elbow action in push-ups/football throw in.
• Hip, knee and ankle action in running, kicking, standing vertical jump,
basic squats.
• Shoulder action during cricket bowling (overarm rotation).
Students should know and understand:
Planes (frontal, transverse, sagittal) and axes (longitudinal, transverse,
sagittal) should be related to sporting actions. Teaching of these
planes/axes should include but not be limited to the following sporting
actions:
• Front somersault/forward roll/running action
• 360° twist (ice skating spin)/discus thrower rotating in circle effort
• Cartwheel.
Lesson 5:
Hypothesis: ‘Sporting advantage comes from understanding the
mechanics of movement’
Learning intentions:
1. Apply knowledge of levers, axes and mechanics to sporting examples
Students should know and understand:
Cognitive acceleration lesson will aim to bridge the gaps in knowledge
for each student. Therefore, success criteria and learning outcomes will
be determined on the individual’s progress throughout the learning cycle.
Home learning:
Revision for assessment
Lesson 6:
Assessment Week
Lesson 7:
Gap teaching
This week will be for gap reinforcement. The lesson will be determined following a detailed analysis of the previous assessment. The lesson will
cover areas of weaknesses that have been identified. This will allow students to continue to develop their knowledge and also allow for deeper
learning to take place.
SUCCESS CRITERIA LC3
Reflection from LC2
A/O/B
WWW:
Target for LC3:
Lesson 1
A/T
Lesson 2:
A/T
Lesson 3:
A/T
Lesson 4:
1. Identify first, second
and third class lever
systems
1. Label the effort arm
and load/resistance
arm on the three
classes of lever
1. Recall types of
movements (flexion,
extension, abduction,
adduction, rotation,
dorsiflexion, plantar
flexion)
1. Achieve 7/10 for key
word test
2. Illustrate the different
points of a lever
system: Fulcrum,
Load, and Effort
2. Label the effort arm
and resistance arm
on level drawings
2. Identify the muscles
causing different
movements at the
joints.
2. Correctly identify and
explain 3 axis and 3
planes
3. Link the correct lever
system with different
sporting movements
3. Interpret and explain
the mechanical
advantage of each
lever system
3. Explain different
muscle contractions &
apply to sporting
situations (Isotonic:
eccentric, concentric &
Isometric)
3. Apply planes and axis
to different sporting
examples including:
somersault, discus
throw, and cartwheel
Personalised S.C:
Personalised S.C:
Personalised S.C:
Personalised S.C:
A/T
Lesson 5:
Complete exam style
questions & cognitive
acceleration
Personalised S.C:
A/T