Physiology of Movement

Unit: Elevating Athletic Performance

Lesson 2 of 22

Duration: 55 minutes
Class Size: 30 Year 12 students
Subject: Physical Education
Curriculum Reference: Australian Curriculum (v9), Health and Physical Education, Year 11–12

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Learning Objectives

By the end of this lesson, students will be able to:

1. Explain key physiological factors that influence human movement and athletic performance.
2. Analyse how physiology underpins movement potential in athletic contexts.
3. Apply physiological concepts to suggest ways to improve athletic performance.

Australian Curriculum Links:

• ACPPS120 - Analyse physiological and psychological concepts that impact movement and performance.
• ACPPS121 - Examine the use of energy systems and physiological responses during physical activity.
• ACPPS122 - Apply biomechanical and physiological principles to training programs for enhancing performance.

(These are derived from the Year 11–12 Health and Physical Education content descriptions related to physiology of movement and performance enhancement in the Australian Curriculum v9 framework.)

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Lesson Outline & Timing

Time	Activity	Details
5 min	Introduction - Setting the scene	Brief recap of Lesson 1 and overview of today’s focus. Activate prior knowledge by asking: “What physiological factors do you think influence how well an athlete moves and performs?”
15 min	Mini Lecture & Guided Discussion	Cover key physiological concepts: muscle fibre types (slow twitch vs fast twitch), energy systems (aerobic, anaerobic), cardiovascular & respiratory responses, neuromuscular coordination. Use clear visuals and real athletic examples. Encourage students to ask questions throughout.
10 min	Interactive Group Activity – Physiology Matching	Students in groups of 5 match physiological terms/concepts (muscle fibre type, energy system, oxygen delivery, fatigue) with practical examples in sports scenarios cards. Groups discuss how each affects movement potential. Teacher circulates to prompt deeper thinking.
15 min	Movement Lab - Practical Application	Students perform simple movement tests to feel physiological responses:

• Sprint a 20m shuttle to activate anaerobic systems
• Hold a plank to engage muscular endurance (slow-twitch dominant)
• Measure resting & post-exercise pulse rate to observe cardiovascular response
  Students record observations and reflect on how their body responded and why. | | 5 min | Reflection and Consolidation | Individual exit slip: “Explain in your own words one physiological factor that influences movement performance and how understanding this can improve training.” Share a few responses aloud. | | 5 min | Lesson Wrap Up & Homework | Summarise key points. Set homework: Research one elite athlete and write a paragraph describing how specific physiological attributes contribute to their performance. |

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Resources Required

• Whiteboard or projector with diagrams of muscle fibres, energy systems, cardiovascular system
• Physiology terms and sports scenario cards for group activity
• Stopwatch and space for sprint/plank tests
• Pulse rate charts or apps for measuring heart rate
• Student exercise books or digital devices for recording observations

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Differentiation & Inclusion

• Provide key vocabulary and diagrams ahead of lesson for students needing support.
• Group tasks ensure peer support and cooperative learning.
• Practical activities cater for kinaesthetic learners and increase engagement.
• Offer extension questions during discussion for advanced learners to explore physiological adaptations in different sports.

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Assessment

Formative assessment occurs during group discussions, practical task observation, and exit slips to check students’ understanding of physiological concepts and their application to movement and performance.

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Teacher Notes & Tips

• Use relatable athlete examples (e.g., sprinters for fast-twitch focus, marathon runners for aerobic systems) to contextualise physiology.
• Emphasise real-world application by linking physiology to training and performance strategies.
• Encourage students to draw connections between theory and their own physical experiences during the movement lab.
• Use visuals and diagrams extensively to clarify complex physiological systems.
• Keep pace adaptive; support students needing more explanation without sacrificing lesson flow.

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This lesson plan aligns with the Australian Curriculum V9 Health and Physical Education focus on analysing physiological principles relevant to athletic performance enhancement, preparing students for deeper understanding of body systems and training strategies in subsequent lessons within the "Elevating Athletic Performance" unit.