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SHC Physical Education 1.2 (2009)
(PART 2 and 3)
For the internal assessment of AS 90068 v2(5Cr )
Demonstrate knowledge of body
structure and function related to the
performance of a physical activity.
Getting the Best out of My Body; Weight
Training and Basketball
STUDENT WORKBOOK
STUDENT NAME:
HOMEROOM:
Achievement Criteria
Achievement

Describe how body
structure and function
are related to the
performance of physical
activity.
Achievement with
Excellence
Achievement with Merit

Explain how/why body
structure and function
are related to the
performance of physical
activity.

Explain in detail
how/why body structure
and function are related
to the performance of
physical activity.
1
Contents Page
PAGE
TOPIC
2-3
Introduction
4
Learner Information
5
PART A_ Weight training and Understanding Fitness
The Weight Room
6
My Skeleton
7
My Muscles
8-9
Muscle Performance
10-11
Improving My Performance
12-13
Muscular Action
14
Lab: Muscle movement
15
Practical Anatomy Review
16
PART B_ Basketball and Understanding Biomechanics
Basic Skills of the Game
18
Biomechanics of Basketball
Lab #1: Force Summation
20
Lab #2: Balance and Stability
23
Notes for Assessment
2
INTRODUCTION
The purpose of this unit is....
... to help you to understand HOW your BODY functions in relation to MOVEMENT.
You will explore two of the key areas of Physical Education and, through participation in
activities, understand how you can use your knowledge to help improve your performance.
The 2 key areas will be:
1. ANATOMY: This is the way that the body is structured and how its systems work together.
We can understand how bones, muscles and other parts of the body work together and train them
correctly.
2. BIOMECHANICS: This is simply how mechanical ideas and the ‘laws of physics’ apply to
our own movement. Through understanding this we can change our movement to make it much
more efficient and effective, leading to more success.
There are two parts to the unit.
PART A
WEIGHT TRAINING and UNDERSTANDING MUSCLE ACTIONS:
This will take approximately 5 weeks and will specifically cover aspects 1 from above.
You will be based in the weights room and you will need to develop and carry out an 8 session
weight training programme for yourself.
At the end of this section you will be assessed on your understanding of ANATOMY
Expected Learning Outcomes For Part A
1
2
3
4

Demonstrate knowledge of the rules and ‘etiquette’ of using the weight room
Identify the major bones and muscles of the body
Describe how movement occurs during activities and explain the role of muscles, bones and joints
Explain how the body’s muscles respond when we begin to do an exercise, and know why
PART B
BASKETBALL_ UNDERSTANDING TECHNIQUE:
This will take approximately 5 weeks and will specifically cover aspect 2 from above.
You will be based in the gym and you will explore the skills used in basketball, through skill
improvement drills, labs and game play.
3
At the end of this section you will be assessed on your understanding of BIOMECHANICS as
applied to the sport of basketball.
Expected Learning Outcomes For Part B
1
2
3
4
5
6

Demonstrate correct basic technique for the three key skills in basketball (dribble, pass, shoot)
I can explain how balance is important in the correct execution of a pass/shot and explain how I
can improve my balance using the terms; base of support, centre of mass, line of gravity
I can demonstrate correct body position and understand why it is correct on attack and defence
I can pass accurately using my knowledge of ‘force summation’ to generate a well placed pass
I can explain in detail how force summation is used in a jump shot
I apply the correct projectile ‘angle of release’ to the ball so that it has maximal chance of going in
General Learner Information:
This booklet should be completed during PE sessions at school and at home for homework.
The assessments that take place at the end of each part (A and B) of the unit will assume that you
have a good understanding of all information that has been covered in class by your teacher and all
information that is in this workbook.
It is highly recommended that you also enhance your understanding of these topic areas by using
the resources that have been provided for you on the SHC Physical Education ‘Wikispace’,
which can be accessed from school or home by visiting;
http://ncea-physical-education.wikispaces.com/
Follow the links to ‘Level 1’ and then to ‘Term 2’. There are a number of resources and on-line
activities that you can complete in your own time to boost understanding to ‘excellence’ level.
It is expected that you will do at least 2 nights of homework/research per week for this topic over
the course of the unit.
TO GET MERITS/EXCELLENCES IN THE ASSESSMENT YOU WILL NEED TO:





Have a clear understanding of the concepts and ideas covered in class
Support descriptions with detail i.e. reasons and examples
For excellence, made judgements and justify with valid reasons and examples
Explain (for merit) requires knowledge of the relationship between anatomical structure and the
performance of a physical activity, the use of biomechanical principles to improve performance of a
physical activity, and the relationship of physiological responses to the intensity of a physical activity
For excellence there should be more in-depth explanation of the factors and how they interact to
improve performance of a physical activity
4
PART A.
WEIGHT TRAINING and UNDERSTANDING FITNESS
The Weight Room
Weight Room behaviour, etiquette and rules:
It is important that all weight room users follow the rules. These are set up so that
users are able to get maximum benefit from the use of the facility without having
any of the problems.
The three main problems that we attempt to avoid in the weight room are:
1.
2.
3.
4.
Injury
Poor maintenance of equipment
Un-hygienic conditions
Excessive crowding
Based on these, there are certain ‘Rules’ that are in place whenever you are using
the facility:
(place the number corresponding to the reason (from above)for this rule next to it in
the table)
Gym Rules
1
Shoes must be worn when you are using the weight room
2
Bags, clothes etc are not to be left in the weight room
3
You do not get changed in the weight room
4
You are not to eat or drink in the weight room
5
6
You should have a towel with you so that any sweat left on equipment can be wiped
off
Always replace the weights to where they came from once they have been used
7
Do not throw balls around
8
Always maintain control of the equipment, use a spotter whenever possible
Reason
As well as these rules there is some general behaviour that is expected from all
users. This behaviour is intended to allow all users to enjoy their training. This is
called ‘etiquette’, it includes things such as:





Not staying on one machine for too long
Not making excessive noise when using machines or whilst socialising between
activities
Wearing appropriate clothing for training in
Offering to help others out if they need assistance on particular pieces of
equipment
Not mucking around whilst you are in the weight room
If everyone follows the rules and etiquette of the weight room then it is a much nicer
place for everyone.
For the remainder of this unit you will be required to follow the rules also.
This may mean that you will have to pack some shoes as a part of your PE
gear for a while.
5
Draw a line connecting the name to the bone
Colour the name & bone the same colour
6
From The Posterior (Back):
Can you name an exercise that you can do the
weight room that works the following muscles:
Deltoid
Gluteus Maximus
Triceps Brachii
Hamstrings group;
( biceps femoris,
semitendinosus and
semimembranosus)
Gastrocnemius
From The Anterior (Front):
Can you name an exercise that you can do the
weight room that works the following muscles:
Pectoralis Major
Quadraceps
Biceps Brachii
Recuus
Abdominus
NOTE: These are the most important muscles
for you to learn and know the movements for!!
7
Muscles move my skeleton by P__________ the bones.
Muscles are attached to bones by T____________
Muscles are Heavy (1.1 x Weight of Water )
Fat is Light
(0.9 x Weight of water)
Body Muscle Mass _______ % (Males)
Body Muscle Mass _______ % (Females)
Resistance Training can increase the size and power of the muscles.
Muscle mass increases S_____________
This is good in sports like Rugby or League.
Muscle Strength.
We can use the bench press as a measure of our general upper body
strength.
Start off with a weight that you can lift easily once. Increase the weight to
find the maximum weight that you can lift one time.
This is called a 1xRM (or 1 repetition maximal) = ___________________
Muscle STRENGTH is the total amount of FORCE that our muscles can
generate when they contract. Each muscle group will have a specific amount
of strength, dependent on the number of muscle fibres and their size.
Muscle Power
Vertical Jump.
What % of my height can I leap.
Leap dist = _______
(My Height = ________)
Calculate Leap / Height x 100
My % = ____________
Muscle Power combines STRENGTH and EXPLOSIVE SPEED of movement.
When we work in the weight room to improve our muscle power we will use
different loads on our muscles, and change the way that we do our sets.
8
TRAINING YOUR MUSCLES FOR STRENGTH, POWER OR ENDURANCE
As we have seen, it is important to know that training needs to be SPECIFIC
to the requirements of what we are training for.
You will get what you train for!!!!!!
Depending on our sport, activity or personal goals we may wish to train our
muscles in various ways;
Using information from your teacher or from resources available in the weight
room complete the following table to show how we can adjust our training to
target either
1. Muscle Strength (maximal force generation... eg. For pushing in a
scum)
2. Muscle Power (explosive force generation... eg. For kicking a ball)
3. Muscle Endurance (sustaining muscle contractions... eg. To keep going
at the end of a game)
Complete the following Table:
(Use the following terms; HIGH, MEDIUM, LOW, FAST, SLOW and give an
example)
Amount of
Weight
Number of
Reps
Number of
Sets
Speed of
Each Rep
Strength
Power
Endurance
Try to EXPLAIN the difference between these 3, giving reasons why they are
different and detailing how the muscle changes depending on how it’s worked:
______________________________________________________________
______________________________________________________________
______________________________________________________________
9
IMPROVING MY PERFORMANCE
Over the next 4 weeks you will attempt to develop the strength, power or endurance
of chosen muscle groups in your own body.
When you put your chosen activities together try to think about sequencing them so
that you are working certain muscle groups and then resting them, so as to give them
time to regain energy, before they are worked again.
(You will learn more about energy supply to the working muscles later on)
It is also important to try to balance out the muscles on both sides of the joint.
For example, If I was attempting to build up the strength in my legs I would find an exercise to
develop my quadriceps and one to develop my hamstrings.
Rate yourself in the following table to try to
determine what you might like to train.
5= Very good, high level
1= Fairly poor, low level
Then Rank from 1-6, the areas that you would like
to develop in your training. You might also like to
think about the sport that you play and its
requirements.
What do you think are your strengths/weaknesses?
Upper Body Strength
Upper Body Power
Upper Body Endurance
Lower Body Strength
Lower Body Power
Lower Body Endurance
Rank
Upper Body Strength
Upper Body Power
Upper Body Endurance
Lower Body Strength
Lower Body Power
Lower Body Endurance
Now put together a programme of 8-10 exercises that you would like to work on over the next 4
weeks:
MUSCLE TO
WORK
1 Eg. Hamstrings
1
2
3
4
5
6
7
8
9
10
S/P/E
EXERCISE
Endurance Leg Curl Machine
AMOUNT OF
WEIGHT
USED (kg/lbs)
25 kg
NUMBER OF
REPITITIONS
(REPS)
20
NUMBER
OF SETS
3
On the next page there is a training log which you can fill out each time that you do you weight
training. It is a very good idea to keep a record of what you do and to keep track of how the
training progresses. As you get fitter you may need to change the weights, reps or sets complete.
10
MY TRAINING DAIRY:
EXERCISE
1 Eg. Leg Curl Machine
1
2
3
4
5
6
7
8
9
10
EXERCISE
1 Eg. Leg Curl Machine
1
2
3
4
5
6
7
8
9
10
SESSION 1
Weight-repssets
25 – 20 - 2
SESSION 2
Weight-repssets
SESSION 3
Weight-repssets
SESSION 4
Weight-repssets
SESSION 5
Weight-repssets
30 – 20 - 3
SESSION 6
Weight-repssets
SESSION 7
Weight-repssets
SESSION 8
Weight-repssets
AT THE END OF THE PROGRAMME:
Explain how your body has changed (adapted) to the weights that you have been doing over the
past 4 weeks.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
11
Skeletal Muscle & Muscle Attachment
Muscles Fibres
Muscles are made up of long thin cells called Muscle ____________ .
Skeletal Muscles are the Meat. They give shape to your body.
There are Three Types of Muscle Fibre
_______________ Twitch ( FT I )
Contract quite quickly, considerable force
This gives us strength. Tire quickly.
White in colour. Little blood.
_______________ Twitch ( FT II )
Contract very quickly, considerable force
This gives us power & speed. Tire quickly.
Grey in colour. Some blood.
_______________ Twitch ( ST )
Contract slowly & without much force.
Red in colour, use Oxygen from the blood.
 Which sports you are best at will mainly depend on the
type of muscle fibre mix you have.
 Different Muscles have different mixtures of these fibres.
Tendons
Muscles are attached to the skeleton at both ends by very
strong fibrous white tissue called T_________________
An example of this is _____________________________
Tendon fibres spread as they anchor into the _________________
This spreads the ________________ of contraction.
Flexion - Bending movement that decreases the angle between two
parts. Bending the elbow, or clenching a hand into a fist, are examples
Key
of flexion. When sitting down, the knees are flexed. Flexion of the hip or
Movement shoulder moves the limb forward (towards the anterior side of the
body).
12
Terms
Extension - The opposite of flexion; a straightening movement that
increases the angle between body parts. In a conventional handshake,
the fingers are fully extended. When standing up, the knees are
extended. Extension of the hip or shoulder moves the limb backward
(towards the posterior side of the body).
Muscle Movement
Agonists & Antagonists
Muscles almost always work in Pairs to perform a movement.
Muscles work by Contracting and Pulling the bone. When a muscle pulls the bone it
shortens.
The muscle doing the work is called the A____________.
The muscle that is relaxed and lengthening is called the A__________________
The Agonist is sometimes called the P_________ M__________.
Often a number of muscles are being used to perform a movement or hold a point
of balance.
The Agonist muscle initiates the movement and moves the joint in the
desired direction by pulling on the bone as it shortens.
The Antagonist muscle helps to control the movement at the joint. The
muscles work together to give the required force, in the required direction,
at the required speed.... and we don’t even have to think about it.
Triceps Brachii is the Agonist at the elbow joint during extension
Biceps Brachii is the Antagonist
Biceps Brachii is the Agonist at the elbow joint during flexion
Triceps Brachii is the Antagonist
Muscle Tone
Even when a muscle is relaxed a small number of fibres are contracted to keep the muscle
taut, but not enough to cause movement.
13
This state of partial contraction is called M___________ T_______
To maintain muscle tone without getting tired muscle fibres take turns contracting.
Just like penguins in a blizzard.
Poor Muscle Tone = Poor P____________
Regular exercise improves muscle tone.
Muscle Movement
Lab 1 Bar Bell Curl
The action of Flexing the elbow to Curl the bar.
What Muscle is the Agonist ?
_________________________.
Which muscle is the Antagonist ?
_________________________
Lab 2 Rugby Punt Kick or Soccer Kick
The immediate action of kicking the ball.
What group of muscles are the Agonists ?
________________________________
The immediate action of kicking the ball.
What group of muscles are the Antagonists ?
________________________________
Lab 3 Throwing a Grid-Iron Ball.
The immediate action of throwing the ball.
What group of muscles are the Agonists ?
________________________________
The immediate action of throwing the ball.
What group of muscles are the Antagonists ?
________________________________
Explain in Detail how the muscles work together to control how hard we throw the
ball in this activity.
___________________________________________________________________
___________________________________________________________________
14
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
15
11 PE Practical Anatomy Review:
Body Structure and Function.
Instructions:
Work in groups of 3.
Move around each of the eight stations and complete the following table at each.
You have about 4 minutes to complete each station
Hand in your sheet at the end to receive your score.
Describe the movement
Name the
JOINT
involved in
the movement
(eg. Knee)
State the
TYPE of
joint
(eg. Hinge)
What are the names of the
BONES involved in the
joint.
(eg.femur, tibia)
Name the
MUSCLE which is
the agonist in the
action.
(eg. Rectus
femoris)
Name the
MUSCLE which
is the antagonist
in the action
(eg. Biceps
femoris)
SCORE
1
2
3
4
5
6
7
8
/40
16
PART B.
BASKETBALL and UNDERSTANDING BIOMECHANICS
BASIC SKILLS OF THE GAME
The first few lessons of this module involve exploration of the game of Basketball.
We need to understand basic technique and know when to use certain skills in
various game situations.
Over your first few classes complete the tables on the following two pages.
The Essential Skills of Basketball
Skill Identified
Variations of
the skill.
Dribbling
Describe the key things I
need to do to perform this
skill.
Can do
how well
(of 5 Stars)
Left Hand
Right Hand
Switching Hands
Shooting
Lay-up
Set-shot
Free Throw
Defence
Player-press
Zone
17
Strategies for successful participation are demonstrated.
Strategy
Dribbling
Strategy
Selected.
Describe when and why I
would use this strategy.
I can do

Basic dribbling up
court
Select hand
Left – Right
To retain
possession
Shooting
Skillful dibble, ball
behind back,
through legs etc
To retain
possession
Lay-up
Set shot
Defence
Player-press.
Zone
LIST at least 5 of the rules of Basketball:
1
2
3
4
5
18
6
7
Biomechanics of Basketball
Lab 1: FORCE SUMMATION
FORCE
is a push or pull that can cause an object with mass to
accelerate.
According to Newton's Second Law, an object will accelerate in
proportion to the net force acting upon it and in inverse proportion to
the object's mass.
Explain what this means to you and how how it could relate to
basketball:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________________________
A force is generated by the muscles of the body. We use the force of the muscles to
do work.
For example we use the force generated by the muscles in the arms to do the work
of throwing a ball.
The more force that is applied, the more we can accelerate a mass (object) and the
further it will move.
If we want to throw a ball a long way we need to generate a lot of force.
FORCE SUMMATION
is when we add forces together to get a maximum force.
OUR body is able to add the combined forces of different muscles together, if the
actions of the muscles are sequenced correctly.
If we start with large
muscle groups and move to
smaller muscle groups we
will get acceleration as well
as added force, and so we
will be able to generate a
fast and powerful force.
This is very useful for
throws, kicks and jumps
that we often use in sports
like basketball.
To get maximum force we
add together more muscle
groups and we sequence
them so that as one muscle
19
group reaches its peak force we transfer to another...
.... by doing this we get maximal distance and power in our performance.
Biomechanics Experiment#1
With a Partner, try passing the basketball from the following positions;
1.
2.
3.
4.
5.
6.
7.
Sitting with back flat against wall and legs flat on the ground
Sitting out from the wall with legs flat on ground
Kneeling on the ground
Standing, legs together and straight, facing forward
Feet apart, one foot forward, legs not bent at knees
Feet apart, one foot forward, legs bent at knees
Step into the throw
For each of the 7 variations estimate the distance that you were able to throw the ball:
Variation of attempted throw:
1
2
3
4
5
6
7
Approx distance(m)

Explain in Detail, using your knowledge of force summation’ the variation in the
results.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________________________________________
Biomechanics Experiment#2
Attempt 10 Set-shots for each of the following body positions.
Record your results on the table.
Shot Angle
Legs straight facing
Feet together
Knees bent facing
Feet together
Knees bent 450
Feet shoulder width
Low jump 450
Feet apart
1
2
3
4
5
6
7
8
9
10
Results Findings
Which shot gave you the best result ?
Explain why bending your knees gave you more power to shoot the ball.
Why is this called “Force Summation ?”
20
%
Lab 2: BALANCE AND STABILITY
Static Balance - holding a static position of balance
Sporting Examples - gymnastics floor & beam routines, dance, aerobics
Dynamic Balance – maintaining balance while moving
Sporting Examples - skiing, basketball, kicking a ball
Principles of Balance

Size of the Base of Support

Position of the Centre of Mass

Line of Gravity
To maintain static balance the Centre of Mass must be over the Support Base.
Balance Experiments
1. BLOCKS
Which block is more stable ? ____________________________________
Which two factors make this block more stable than the other blocks ?
1. ___________________________________________
2. ___________________________________________
2. BASE OF SUPPORT
TRY THE FOLLOWING:
Stand on two feet,
try one foot,
close eyes while on one foot

Why is one foot more difficult? = smaller base

What happens to shoulders when on one foot = shift line of gravity over one foot.

Eyes – why do we fall over = eyes give our line of vertical for Line of G.
3. Tennis Ball Lift – Free standing & then with Back against the wall.
21
Why is it so hard to pick up the ball when you are up against the wall? ________________
__________________________________________________________________________
Centre of Mass this is the central point around which all of the mass of the object is evenly
distributed. We can usually approximate where this point is by drawing a box around the object
and then drawing diagonal lines in both directions through it. The intersection of these points is
‘roughly’ the position of the centre of mass of that object.
 Find the centre of mass for the following body positions:
Base of Support this is the surface that is in contact with the ground and that is supporting the
object. A WIDE BASE will provide much more stability than a narrow base.

On the diagrams above indicate the ‘Base of ‘Support’ of the performer of each action.
Line of Gravity is an imaginary line that drops vertically from the Centre of Mass. It is an
important indicator of Balance because as soon as the Line of Gravity moves outside of the base
of support then the object will lose its balance, and topple over.
This is why a wide base is much more stable... because it takes a lot more effort to move the
centre of mass outside of the base.
It is also why we are better balanced if our centre of mass is lower, or closer to our base of
support. It takes a greater lean, or ‘tipping angle,’ to move it outside of its base of support.

Imagine the following two vehicles going around a corner.

Which one is more likely to tip as they turn? ___________

Explain why using the information above:
______________________________
______________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
22
ATTACK and DEFENCE:
When we play Basketball we are always trying to manoeuvre our way around
opposition players when on attack.
When on defence we are trying to disrupt the player with the ball so that we can
steal the ball or halt their progress.
Our ability to change direction quickly is dependent upon fine control of our bdy
balance and stability.

Play some quick warm-up games of 2v2 or 3v3 basketball on a half-court.
As you play, think about the different ways that you change your body position when
on attack so that you can either keep control of the ball or beat an opposition player.
1. Describe the body position and a possible advantage for each of the following
attackers:
Describe the Position
Advantages
Why is it an advantage to dribble with knees bent & hips lowered ?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________________________________________________ ____
2. Now describe the body position and a possible advantage for the following
defender:
23
NOTES FOR ASSESSMENTS:
Describe (Achieved) for achievement may include the identification of features, e.g. labelling of
bones and joints in relation to the movement.
Explain (Merit) for merit level will require knowledge of factors such as: the relationship between
anatomical structure and the performance of a physical activity, the use of biomechanical
principles to improve performance of a physical activity and the relationship of physiological
responses to the intensity of a physical activity.
Explain in detail (excellence) should include: a more in-depth explanation of
the factors and how the factors interact to improve performance of a physical activity.
1
TERM
DEFINITION
Describe



Provide characteristics and features
Give an account of
Defines, give an outline, say or write what the subject is like or about



Provide statements of what happens, together with how or why
Relate cause and effect: make the relationship between things clear
Make plain, clear,



Goes further and shows the links between different aspects
Shows the ‘big picture’ and how things fit together inside of it
Attention is given to detailed descriptions of how or why things have
occurred as they did (and not in some other way).
2
Explain
3
Explain in
Detail
Tick to show that you know how to do the following:
Expected Learning Outcomes For Part A
1
2
3
4
Demonstrate knowledge of the rules and ‘etiquette’ of using the weight room
Identify the major bones and muscles of the body
Describe how movement occurs during activities and explain the role of muscles, bones and joints
Explain how the body responds when we begin to do an exercise, and know why
Expected Learning Outcomes For Part B
1
2
3
4
5
6


Demonstrate correct basic technique for the three key skills in basketball (dribble, pass, shoot)
I can explain how balance is important in the correct execution of a pass/shot and explain how I
can improve my balance using the terms; base of support, centre of mass, line of gravity
I can demonstrate correct body position and understand why it is correct on attack and defence
I can pass accurately using my knowledge of ‘force summation’ to generate a well placed pass
I can explain in detail how force summation is used in a jump shot
I apply the correct projectile ‘angle of release’ to the ball so that it has maximal chance of going in
24