Understanding Force

Overview

Lesson 2 of 15 in “Biomechanics in Action: Sports” focuses on defining force and identifying how it changes motion. Students connect concepts to practical movement using basketball and netball examples, then use a short biomechanical model to explain what is happening.

Learning intentions

• WALT define force as a push or pull that can change motion.
• WALT explain how force affects speed, direction, and stopping.
• WALT observe and describe force in basketball and netball actions (e.g., shooting, passing, landing, pivoting).
• WALT adapt warm-up and activity tasks to meet group needs and manage intensity safely.

Success criteria

• I can state a clear definition of force and give a sport example.
• I can describe at least two ways force affects movement (start/stop, speed, direction, balance).
• I can identify where force is applied in a basketball or netball action and link it to the outcome.
• I can take part safely by choosing an appropriate level of intensity and using correct spacing.

Curriculum links

• Physical Education (Movement skills—Sport): designing and leading a full warm-up for a chosen activity, explaining the purpose of each phase, and adapting it for group needs.
• Physical Education (Movement skills—Sport): applying movement skills knowledge to observe, explain, and refine performance through monitoring and reflection.
• Health and PE—Personal exercise plan (supporting focus): using structured approaches that match goals and readiness (useful for managing intensity during tasks).

Lesson structure (60 minutes)

1. 0–5 min · Start and hook. Teacher shows two quick demonstrations: a strong basketball push on the ground (dribble/stop) and a netball landing/pivot. Students respond in pairs: “What changed and what force might be involved?”

2. 5–13 min · Direct teach: force in sport. Teacher introduces a simple definition: force is a push or pull that can change motion, including speed and direction; forces can be applied by body parts and by contact with the ground/ball. Students create a “Force → Motion” T-chart: examples for push (pass, shoot) and pull/traction (drag/stop, change of direction, landing control). Teacher circulates and corrects misconceptions (e.g., “force always means speed up”).

3. 13–28 min · Skill warm-up build (group-led). Teacher explains the warm-up phases: general raise of temperature, dynamic mobility relevant to the task, then sport-specific activation. In groups of 4–5, students design and lead a 6–8 minute warm-up segment for a basketball-or-netball station using three phases (general → dynamic → sport-specific). Teacher prompts: “How does this prepare your muscles and joints for the forces you will apply (push/pull; start/stop; land/pivot)?” Students lead their segment while the rest complete the warm-up, using spacing and safe transitions. Teacher checks that each group explains the purpose of each phase out loud (30–45 seconds each).

4. 28–45 min · Guided practice: identify forces. Set up two stations (rotate once). Station A (basketball): partner “push-pass” and “stop” activity. One player passes/dribbles to a mark; partner receives and performs a controlled stop/turn. Station B (netball): landing and pivot control. Students receive/receive-and-land (or simulate with a short throw and controlled landing), then pivot to show balanced control. Teacher provides a simple observation prompt card: “Where was the force applied? What happened to speed or direction? What did you do to manage balance?” Students complete 2–3 reps each, then swap roles (performer/observer). Observers use brief notes (key words only) and give one “force-to-motion” sentence.

5. 45–53 min · Force model debrief (whole class). Teacher draws a quick diagram: “Force applied → motion changes” with three prompts: start/stop, speed, direction/balance. Students share one basketball and one netball example from their station notes, using the sentence frame: “In netball/basketball, when we ___, we apply force through ___, which changes ___.”

6. 53–60 min · Exit ticket + reflection check. Students complete an exit ticket:

• Define force in 1 sentence.
• Choose one action from today and answer: “Force applied by ____; motion changed in ____ (speed/direction/stopping/balance).” Teacher collects quickly and uses responses to shape lesson 3 (applying force and improving technique).

Resources

• Basketballs and/or lightweight balls
• Netballs or smaller ball alternatives
• Cones/markers for lines and landing zones
• Observation prompt cards (force location + motion change)
• Simple warm-up planning prompt sheet (3 phases with purpose)
• Exit ticket slips or a single class worksheet
• Whistles/timers and personal drink reminders
• Coloured bibs for roles (performer/observer)

Assessment

• Formative checks during warm-up planning: whether students correctly name purposes for each phase and adapt for group needs (teacher observation checklist).
• Station observation: students’ “force-to-motion” sentences and notes show accurate links between push/pull and movement outcome.
• Exit ticket: definition accuracy and correct identification of force and resulting motion change.

Differentiation

• Support: provide sentence starters for both observation and debrief (e.g., “I saw force when…”, “The motion changed because…”); offer a “choose one” motion option list (speed, direction, stop, balance).
• Support: allow observers to use short symbols (S=speed change, D=direction change, St=stopping, B=balance) instead of full sentences.
• Extension: challenge advanced students to identify contact forces specifically (ground/ball) and name an additional variable (e.g., stronger vs softer push; higher vs lower landing).
• Safety/needs: adapt for reduced mobility or injury risk by reducing distance, changing equipment weight, or replacing pivot/landing with controlled step-and-turn. Ensure groups choose an intensity they can sustain safely during the station.