Exploring Functional Anatomy

Overview

This is lesson 2 of 16 in Unlocking Biophysical Principles in PE. Students build on prior learning about biophysical principles by identifying major muscles and joints, then applying anatomical knowledge to explain movement in familiar sports. Learning is active, visual and collaborative, with students connecting body structure to performance, injury prevention and wellbeing.

Learning intentions

• WALT identify major muscles and joints involved in human movement.
• WALT describe the basic function of selected muscles and joints during exercise.
• WALT connect anatomical knowledge to movement patterns in sport.
• WALT use accurate anatomical language to explain how the body produces movement.

Success criteria

• I can correctly label major muscles and joints on a body diagram.
• I can describe the function of at least four muscles and four joints.
• I can explain how muscles and joints work together in a sporting movement.
• I can use anatomical evidence to support my explanation.

Curriculum links

• Developing Practical Knowledge: understanding how the body moves and responds during physical activity.
• Understanding the Arts in Context and Communicating and Interpreting: applying knowledge of movement features and performance contexts.
• Health and Physical Education: developing knowledge and strategies that support wellbeing, safe participation and improved performance.
• Key competencies: thinking; managing self; relating to others; participating and contributing.

Lesson structure (60 minutes)

1. 0–5 min · Movement hook. Teacher displays a striking image of a sprinter in the starting position and asks, “What is happening inside the body to create this movement?” using the movement hook slide. Students silently identify two muscles and one joint they think are active, then share ideas with a partner.

2. 5–15 min · Direct teaching and modelling. Teacher uses the anatomy teaching slides and a skeleton or body model to introduce major muscles—pectorals, deltoids, biceps, triceps, abdominals, gluteals, quadriceps, hamstrings and gastrocnemius—and major joints—shoulder, elbow, wrist, hip, knee and ankle. Explain that muscles contract to create force by pulling on bones, while joints allow or control movement; model flexion, extension and rotation. Students mirror simple movements and record one function for each highlighted muscle and joint.

3. 15–28 min · Paired labelling task. Teacher distributes the functional anatomy labelling worksheet and demonstrates how to use anatomical clues rather than memorising isolated labels. Students work in pairs to label the anterior and posterior body diagrams, match muscles to functions, and identify the relevant joint for each movement. Teacher circulates, checks pronunciation and asks, “What evidence tells you this muscle or joint is involved?”

4. 28–40 min · Movement investigation. Teacher forms five groups of four and assigns each group one movement: squat, vertical jump, overarm throw, push-up or lunge. Using the movement investigation instructions, teacher reminds students to work safely and avoid forcing ranges of movement. Groups perform or mime their movement slowly, identify the main muscles and joints involved, and complete the analysis section of the worksheet. Each student has a role: mover, observer, anatomy checker and reporter.

5. 40–52 min · Sport application and peer teaching. Teacher asks groups to connect their movement to a sport and provides prompts on the sport application and discussion slides: “Which muscles create or control the movement?”, “Which joints change position?”, and “How could limited mobility or poor technique affect performance or safety?” Groups prepare a 60-second explanation, then present to the class. Audience members record one accurate anatomical connection and one question for each presentation.

6. 52–60 min · Consolidation and exit check. Teacher revisits the hook image and asks students to improve their original explanation using accurate terminology. Students complete the final worksheet prompt: “Explain how two muscles and two joints contribute to one sporting movement,” then submit it as an exit check. Teacher previews that the next lesson will investigate how movement is produced through force and leverage.

Resources

• the functional anatomy lesson deck
• the functional anatomy labelling worksheet
• Skeleton, anatomical model or large body diagram
• Whiteboard and markers
• Open floor space for safe movement investigation
• Timer
• Pens or pencils
• Optional sports photographs or short movement clips

Assessment

• During modelling and paired work, teacher uses questioning to check whether students can distinguish muscles from joints and describe basic functions.
• Group explanations provide formative evidence of students’ ability to apply anatomy to movement, including correct terminology, muscle action and joint involvement.
• The completed worksheet exit response identifies students who can label structures and explain their functional relationship in sport.

Differentiation

• Provide enlarged, colour-coded anterior and posterior diagrams, a word bank and a partially labelled example for students who need visual, literacy or memory support.
• Allow students to rehearse explanations orally before writing; provide sentence starters such as “The ___ muscle contracts to…” and “The ___ joint allows…”.
• Pair students strategically and give clear roles, with the option to observe or mime rather than perform a movement if pain, disability, injury or anxiety affects participation.
• For EAL learners, explicitly model pronunciation, use labelled visuals and accept diagrams plus short oral explanations as evidence of understanding.
• Encourage confident students to use terms such as agonist, antagonist, flexion, extension and stabilisation where accurate, without requiring these terms from all learners.

Extension

• Students select a specific sport movement, such as a basketball jump shot, rugby tackle or tennis serve, and analyse its movement pattern using at least five muscles and three joints.
• Students explain how anatomical limitations, fatigue or technique could affect performance and suggest one safe training or technique adjustment.