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A. Leigh
BTEC FIRST – Diploma in Sport
The Body in Sport
The Muscular System
Resource Pack
Level 2
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A. Leigh
Introduction to the Unit
Guided learning hours: 60
Unit abstract
A healthy body is an amazing piece of machinery which allows us to go from total rest to all out sprinting in
a matter of seconds. Trained sports people are able to run, cycle and swim marathon distances. This ability
is due to the efficiency of the physiological (how the body functions) systems that work together to allow
such activity. An understanding of these systems is essential in the sport and exercise industries in order
to begin to appreciate how the body copes with the stress of exercise, why we cannot continue to exercise
indefinitely, and how we can train these systems.
This unit explores the foundations of anatomy and physiology. It provides the learner with an understanding
of the structure and function of the skeletal, muscular, cardiovascular and respiratory systems. The short
and long-term effects of exercise on each of these systems are examined. Wherever possible, examples of
sports and exercises particular to learners’ specific pathways should be used. An outline of the energy
systems and the energy requirements of a range of sports is also covered. This part of the unit is only
intended to provide the learner with the ability to recognise which sports use either the aerobic or the
anaerobic energy systems and which ones require more energy than others.
Learning outcomes
On completion of this unit a learner should:
Understand the muscular system and how it is affected by exercise
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This is very important page since it tells you EXACTLY what you need to include in
your assignments!
Unit content
Understand the muscular system of the body and how it is affected by exercise
Major muscles: triceps; biceps; quadriceps; hamstrings; deltoids; gluteus maximus; gastrocnemius;
abdominals; obliques; pectorals; trapezius; erector spinae; classification; location.
Types of muscle: voluntary (skeletal); involuntary (smooth); heart (cardiac).
Muscle movement: tendons; antagonistic pairs; types of movement (concentric, eccentric, isometric).
Effects of exercise: short-term effects of exercise eg break down of muscle tissue; long-term effects of
exercise eg hypertrophy.
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In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate
that they can meet all of the learning outcomes for the unit. The criteria for a pass grade describe the
level of achievement required to pass this unit.
To achieve a pass grade the
evidence must show that the
learner is able to:
P1 describe the structure and
function of the skeleton, and
how bones grow
P2 identify the effects of
exercise on bones and joints
P3 describe the different types
of muscle, the major muscles
in the body, and how muscles
move
P4 identify the effects of
exercise on skeletal muscles
P5 describe the structure and
function of the cardiovascular
system and how it is affected
by exercise
P6 describe the structure and
function of the respiratory
system and how it is affected
by exercise
P7 identify two types of physical
activity that use the aerobic
energy system and two that
use the anaerobic energy
systems.
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To achieve a merit grade the
evidence must show that, in
addition to the pass criteria,
the learner is able to:
M1 identify the movement
occurring at synovial joints
during three different types
of physical activity
M2 explain the effects of
exercise on bones and joints
M3 give examples of different
types of muscular contraction
relating to four different
types of physical activity
M4 explain the effects of
exercise on the cardiovascular
system
M5 explain the effects of
exercise on the respiratory
system
M6 explain the energy
requirements of four
different types of physical
activity.
To achieve a distinction grade
the evidence must show that, in
addition to the pass and merit
criteria, the learner is able to:
D1 analyse four sporting
movements, detailing the
musculoskeletal actions
occurring, and the
contractions that are
necessary
D2 analyse the effects of
exercise on the
musculoskeletal system
D3 analyse the effects of
exercise on the
cardiorespiratory system.
A. Leigh
BTEC First Diploma in Sport
Unit 1
The Body in Sport
Assessment Part 1
Assignment Context
You are completing a work experience placement with the PE Department at
a Bolton Secondary School. The Head of PE has asked you to produce a set
of teaching aids for pupils, which will develop their knowledge and
understanding of the body in sport.
Date Issued:
______________________
Date to be submitted by: ______________________
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THE BODY IN SPORT ASSIGNMENT
Part One
Scenario
You are completing a work experience placement with the PE Department at a Bolton
Secondary School. The Head of PE has asked you to produce a teaching aid for pupils,
which will develop their knowledge and understanding of the muscular and skeletal
systems and their roles in sporting activity.
Key Skills
C2.1a
C2.1b
C2.2
C2.3
Learning Outcomes
Outcome 1 – Understand the skeleton and how it is affected by exercise
Outcome 2 – Understand the muscular system and how it is affected by exercise
Tasks:
Produce a teaching resource using relevant diagrams and pictures, which describes and
explains the structure and functions of the muscular and skeletal systems.
In order to achieve a Merit
Grade, you must:
In order to achieve a
DISTINCTION grade, you
must ALSO:
Describe the structure and function of
the skeleton, and how bones grow
(ossification) (P1)
Identify the movement types
occurring at the major
synovial joints during three
different types of physical
activity e.g. Over-arm cricket
bowl; Hockey Push Pass;
Breast-stroke arm pull. (M1)
Analyse the 4 sporting
movements, detailing the
muscular and skeletal actions
and contractions necessary
(D1)
Describe the different types of muscle,
the major muscles in the body, and how
muscles move. (P3)
Explain the effects of
exercise on bones and joints.
(M2)
Analyse the effects of
exercise on the muscular and
skeletal systems (D2)
Identify the effects of exercise on
skeletal muscles and on bones & joints
(P2 / P4)
Give examples of different
types of muscular contraction
from 4 different physical
activities (M3)
To achieve a PASS grade:
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SUGGESTED DELIVERY AND ACTIVITY SCHEDULE
Session Number
1.
2.
3.
4.
5.
Introduction to the BTEC (Business and Technology Education
Council) course, assessment criteria and pupil responsibilities.
Skeletal system – identify specific, major bones. Skull, sternum,
ribs, vertebral column, clavicle, scapula, humerus, radius, ulna, pelvis,
femur, tibia, fibula, patella
The vertebral column. Understand that different bones have
specific functions. Classification of bones (flat, long, irregular and
short)
Function of the skeleton. Structure and growth of bones.
Worksheet /
Resources
Labels.
Worksheets 1 & 2
Worksheets 3 & 4
Worksheets
5,6,7 & 8
Worksheets
9, 10, 11 & 12
7.
Joints (fixed, slightly moveable, freely moveable). Diagram of
synovial joint. Ligaments and cartilage.
Practical Diary work.
8.
Recap Synovial joints. Classification of synovial joints
9.
10.
Summary/ revision/ catch up
Test
11.
Research – The skeleton in sport
12.
13.
Poster presentation - The skeleton in sport
Practical Diary work.
Give out assignment 1 Produce a teaching resource using relevant diagrams and pictures,
which describes and explains the structure and functions of the muscular and skeletal
systems.
Types of movement at each joint - Extension, Flexion, rotation,
Worksheets
abduction, adduction.
15 & 16
Research movement in sport giving key words of Extension, Flexion,
Worksheet 17
rotation, abduction, adduction.
Movement in sports - notes
The effects of exercise on the Skeletal System research
Worksheet 18
The effects of exercise on the Skeletal System class work
Practical Diary work.
Muscular System – identify specific, major muscles. triceps; biceps;
Worksheet
quadriceps; hamstrings; deltoids; gluteus maximus; gastrocnemius;
M1
abdominals; obliques; pectorals; trapezius; erector spinae.
Functions of the muscular system. Muscle types – cardiac,
Worksheets
involuntary, voluntary. The structure of a muscle.
M2 & M3
Worksheet
How muscles move.
M4a & M4b
Practical Diary work.
Muscles in action. Agonists and antagonists. Concentric, eccentric
Worksheets
and isometric. Functions of muscles in different sports
M5 & M6
Worksheets
Skeletal muscle fast twitch, slow twitch link to sporting actions.
M7, M8 & M9
Worksheets M10
The effects of exercise on the muscular system
M10
6.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
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Subject area
Worksheets
13, 14a & 14b,
Access to the
internet
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28.
29.
30.
31.
Practical Diary work.
Summary/ revision/ catch up
Classroom work on assignment
Classroom work on assignment.
Dead line for assignment 1
The heart and blood circulation “The Cardio-vascular System”.
32.
Understanding the basic concepts of pulse, blood pressure. The
basic functions – thermoregulation, transport.
33.
The Circulatory System – structure of the heart.
34.
Practical Diary work.
Give out assignment 2 Design a series of posters for wall display, which outline the structures and functions
of the cardio-vascular & respiratory systems. Diagrams and photographs should be included to make this a
visual learning aid.
The structure and function of Veins, Arteries and capillaries.
35.
Include arterioles and venuoles.
The effects of exercise on the cardiovascular system. Practical
36.
Lesson.
The effects of exercise on the cardiovascular system. Short-term
effects of exercise eg increased heart rate, increased blood
37.
pressure; long-term effects of exercise eg decreased resting heart
rate, increased stroke volume, increased size of heart.
The basic mechanisms of breathing. Practical lesson showing lung
38.
volume, elasticity etc. Basic functions.
Understand the structure of the respiratory system understanding
39.
the role of the: epiglottis; trachea; bronchus; bronchioles; alveoli;
diaphragm; intercostal muscles. Draw diagrams etc.
40.
Practical Diary work.
Practical session showing how the respiratory system responds to
41.
exercise.
42.
Research and notes on how the body responds to exercise.
43.
Summary/ revision/ catch up / test
44.
Classroom work on assignment 2
45.
Classroom work on assignment 2
Dead line for assignment 2
Understand what is meant by the term ‘energy’ and how this relates
46.
to the cardio-respiratory system
Give out assignment 3. Produce a leaflet that will help pupils understand the basic principles of exercising
using the aerobic and anaerobic energy systems.
47.
Practical lesson on the energy demands of different activities.
48.
Aerobic Respiration
49.
Alactic and anaerobic respiration.
Research lesson of different sporting activities that require
50.
different energy supplies. Link briefly to diet and calorific values.
51.
Summary/ revision/ catch up
52.
Revision questions 3
53.
Assignment work
54.
Assignment work
Dead line for assignment 3
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The Muscular System
Worksheets
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THE MUSCULAR SYSTEM
P3
Label the diagram of the muscles of the body.
Triceps
Abdominals
Pectorals
Latissimus Dorsi
Gluteus Maximus
Gastrocnemius
Quadriceps
Hamstrings
Deltoids
Trapezius
Rhomboids
Soleus
Erector Spinae
Obliques
Bicep
Use pencil until you are certain that you have got it right!
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The Muscular system
Worksheet M2
The Muscular System has 4 main functions. Think SPAM!
S
Protection
A
M
The muscles of
the body protect
delicate organs of
the body
Eg the abdominals
protect the
digestive system
We have three types of muscles in our bodies:
Voluntary, Involuntary and Cardiac
INVOLUNTARY MUSCLES:
These muscles work automatically; they do not need us to tell them to contract.
They often prevent little embarrassing accidents!
eg
CARDIAC MUSCLE:
The heart is made from this specialised muscle. It is again an involuntary muscle since we
don’t have to keep telling it to keep going!
VOLUNTARY or SKELETAL MUSCLES:
These are muscles that we can control and allow us to move and participate in sport. It is
not a very pleasant thought, but when you are eating the meat of an animal, this is
voluntary muscle! There are over 500 voluntary muscles in our body and they account for
up to 40% of body mass. It is important that you know the main muscle groups:
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The Structure of a Voluntary Muscle
P3
222
A muscle is made up of thousands of muscle ___________ grouped together in bundles
and surrounded by a tough outer _________. Imagine them to be a bundle of straws
surrounded in a tough coat.
At each end of the muscle are strong bands of inelastic fibres called ______________
and it is these that connects muscles to bone. The ______________ is the only muscle
in the body that is only connected at one end.
Normally one end of the muscle is attached by one or more tendons to a fixed point called
the ______________, the other end is attached to a part of the body that moves called
the _______________. When the muscle contracts it is usually the insertion that
moves towards the origin.
Think of the biceps - the origin is connected to the shoulder (fixed), the insertion is
connected to the lower arm. When the arm moves, the insertion moves towards the origin.
TONGUE;
COAT;
ORIGIN;
TENDONS;
INSERTION;
A diagram of the structure of a muscle.
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FIBRES;
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How muscles move.
P3
222
Worksheet 1
Muscles can only pull or contract - they cannot push!
It is therefore important that muscles work in pairs, one muscle to move the body part in
one direction, the other to return it to its starting point. Because they work in opposite
directions, these paired muscles are called ANTAGONISTS. The muscle contracting is
the AGONIST or PRIME MOVER; the muscle relaxing is the ANTAGONIST. All
movement is controlled by the nervous system
Examples of paired muscles include:
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P3
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Worksheet 1
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222
Using the terms contract, relax, biceps, triceps and origin, write a description of
how the arm moves up and down.
Do the same for the leg, substituting biceps and triceps with quadriceps and
hamstrings. Use the hand written statement below as a writing frame to help with
the other questions.
In order to bend or flex the arm, the bicep ………………... and the …………………….. relax.
This causes the bicep to shorten in length. The bicep is attached to the lower arm by a
tendon, and as it contracts, it causes the arm to bend..
In order to straighten or extend the arm, the
In order to bend or flex the leg,
In order to straighten or extend the leg,
A sandwich walks into a bar. The barman says "Sorry, we don't serve food in here."
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P3 (brief), D1
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222
How muscles control the movement of the body.
Worksheet 1
Movement
Name of muscle
Sporting example
Which muscle flexes the knee?
The Hamstrings
A high jumper preparing to jump
Which muscle extends the knee?
A footballer kicking a ball
Which muscle rotates the shoulder?
Which muscle extends the elbow?
Which muscle flexes the elbow
Which muscle flexes the hips?
Which muscle extends the hip?
Gluteus
Maximus
Which muscle extends the ankle?
Which muscle adducts the arm?
Which muscle adducts the shoulder?
The Pectorals
Rotation
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Types of Muscle Contraction
M3
222
Worksheet 1
Muscles are always in a state or readiness to react when needed and are in a slight state of
contraction. This is called MUSCLE TONE. Muscle tone helps with posture which in turn makes us
look good and helps all of our body systems to work.
Just to confuse things, there are 3 types of muscle contraction,
Concentric,
Eccentric and
Isometric
Use the internet to research the difference between each type of contraction. Make brief notes
on each type, then complete the table below.
Concentric Contractions
Eccentric Contractions
Isometric Contractions
Place the following activities / exercises in the appropriate columns:
Throwing a ball,
A stationary rugby scrum,
Raising the bar on a bicep curl,
Isometric
Eccentric
Concentric
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lowering the bar on a bicep curl,
sitting still against a wall,
bending down to sit in a chair
P4, D2
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Types of Muscle Fibre
222
Worksheet 1
The two types of muscle are
RED or Slow twitch muscle
& WHITE or Fast twitch muscle
RED MUSCLE FIBRES or SLOW TWITCHING
These muscle fibres have a very good blood supply and use oxygen to create energy. They
can work for long periods of time. They are important for long distance running and
endurance activities.
WHITE MUSCLE FIBRES or FAST TWITCHING
These contract at about twice the speed of red muscle fibres. They can release a sudden
explosion of energy without oxygen. They are important for sprinting.
Think of a chicken - the breast is made of white muscle for rapid flapping of the wings –
sprinting; the legs are made from red muscle for slow walking.
These different types of muscles are obviously very important for sports people. A
sprinter needs to have more white muscle than red whereas a marathon runner should
have far more red muscle fibres.
Whilst training, it is important to develop the right type of muscle. If a sprinter trained
by running long distances, he would build up red instead of white muscle!
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Types of Muscle Fibre
D1, D2
222
Worksheet 1
Place the following athletics events in the correct column.
100m, 200m, 400m, 800m, 1500m, 3000m, marathon, shot, discus, javelin, long jump, triple jump,
and high jump.
Use fast twitch muscles (White)
100m
Use slow twitch muscles (Red)
Now place the following games activities in the correct boxes
A goal keeper saving a penalty, a netballer shooting a goal, a netball referee continually keeping
up with play, a rugby scrum half constantly following the ball.
Use fast twitch muscles (White)
Use slow twitch muscles (Red)
That isn’t so easy because games players need a combination of fibres to sprint, jog and
jump when needed.
Why is it important when training to build up the right muscle fibres?
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D2
Types of Muscle Fibre
222
Worksheet 1
People’s muscles are not just made up of one type of muscle fibre, they always have a combination
of fast and slow but obviously different sports require different combinations. Think about a mid
field player at football or hockey, they continually run around requiring slow muscle but also have
to be able to sprint on to a pass and make a break which requires fast twitch muscle.
The following table shows how the percentage of muscle fibres varies between different
athletics events.
Men
Sprint
Middle Distance
Long Distance
Jumps
Shot / Discus
Javelin
Untrained
% Slow Twitch
24
47
62
39
34
48
56
Women
% Fast Twitch
76
53
38
61
66
52
44
% Slow Twitch
27
60
68
44
47
43
49
% Fast Twitch
73
40
32
56
53
57
51
Although it is not possible to change red muscle into white, it is thought that another type of
fibre exists that is neither red nor white: through specific training methods they can be made to
act like one of the two specialised fibres.
THE CO-ORDINATION OF MUSCLES.
It is important to understand how we control our muscles. All muscles
are connected to the Central Nervous System (the brain) by nerve
fibres.
Sensory nerves tell the brain what is happening in the muscle, and
the brain controls the movement of the muscle through motor
nerves.
A sprinter on the starting blocks can be used as an example. When the
gun fires, the _______________ nerves in the ear tell the brain that the race has started. The
brain sends messages to the muscles along the ________________ nerves telling them to push
off the blocks. The speed that it takes to leave the blocks is called ____________
______________. It is obviously important that sports people have fast reactions so that they
can quickly respond to different situations.
Sensory;
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Reaction Time; Motor
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P4, D1, D2
222
The effects of exercise on the Muscular System
Worksheet 1
Use the internet or text books to research the short term and long term effects of
exercise on the muscles. Use this page to make notes, then produce a poster, that can be
displayed in a gym, highlighting your results
Short term effects of exercise on the muscles (use the terms blood flow, lactic acid, muscle
tears, fatigue, cramp)
Notes
Long term effects of exercise on muscles (use the terms Hypertrophy, Atrophy, vascularisation,
nervous control)
Notes
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