Anatomy & Physiology

Overview

This 60-minute lesson is the second of six in the "GCSE PE Exam Mastery" unit, designed specifically for GCSE students (ages 14-16). It addresses key anatomy and physiology concepts aligned with the National Curriculum for England, particularly focusing on the major body systems and their connection to physical performance. A standout feature is the use of an interactive worksheet tailored for non-participants in tennis, focusing on forehand technique, supported by images and a dedicated peer-assessment section.

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National Curriculum Links

• Physical Education (KS4/GCSE)

  • Pupils should... understand how the body reacts during exercise and how different bodily systems contribute to performance.
  • Content domain: Anatomy and physiology relevant to physical education (Musculoskeletal, cardiovascular, respiratory systems).
  • Develop knowledge of how physical activity impacts physical and mental wellbeing.

• Key Competencies

  • Understanding and demonstrating knowledge of body systems in physical activity
  • Application of anatomy and physiology to improve performance
  • Use peer assessment to develop evaluative skills

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Learning Objectives

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

1. Identify and describe the major body systems involved in physical activity: skeletal, muscular, cardiovascular, and respiratory systems.
2. Explain how these systems contribute to performance in a chosen physical activity (tennis forehand).
3. Use PE-specific terminology to describe movement and physiological responses.
4. Demonstrate evaluative skills through peer assessment related to tennis forehand technique.
5. Complete an interactive worksheet, actively engaging with material even if not physically participating.

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Resources

• Interactive worksheet – focusing on tennis forehand for non-participants, including labelled images.
• Whiteboard and markers
• Projector or interactive whiteboard for slides/diagrams
• Anatomical charts/models (skeletal, muscular, cardiovascular, respiratory systems)
• Peer-assessment forms
• Timer/stopwatch

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Lesson Structure

Time	Activity	Details
0-5 mins	Starter – Body Systems Brainstorm	- Students brainstorm major body systems used in PE on whiteboard.
5-15 mins	Teacher Input: Anatomy & Physiology Overview	- Explain the skeletal, muscular, cardiovascular, and respiratory systems.

• Use diagrams/models to illustrate.
• Highlight key vocabulary (e.g. aerobic respiration, muscle contraction, oxygen transport). | | 15-25 mins | Focused Group Work: Tennis Forehand Analysis | - Introduce tennis forehand through video/images.
• Distribute interactive worksheet.
• Non-participants use worksheet to explore anatomy/physiology connected to forehand technique. | | 25-35 mins | Interactive Worksheet Completion | - Students complete sections on body systems involved in forehand, roles of muscle groups, and cardiovascular demands.
• Ensure labelled pictures support learning.
• Include questions prompting explanation of functions in tennis context. | | 35-45 mins | Paired Peer Assessment | - Students swap completed worksheets.
• Use peer-assessment forms to give constructive feedback based on accuracy and understanding.
• Encourage use of technical PE terms and evidence from worksheet. | | 45-55 mins | Whole Class Discussion & Clarification | - Discuss peer feedback.
• Teacher clarifies misconceptions.
• Reinforce links between anatomy and physical performance (tennis focus). | | 55-60 mins | Plenary Quiz & Reflection | - Short quiz (5 rapid-fire questions) on key concepts learnt.
• Students reflect for 1 minute on how understanding anatomy can improve sport performance. |

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Interactive Worksheet Details

Sections include:

1. Label the Forehand Movement: Annotated images showing muscle groups (deltoids, biceps, forearm muscles), joints involved (shoulder, elbow, wrist).
2. Body Systems Involved: Tick boxes and fill-in-the-blanks on skeletal, muscular, cardiovascular, and respiratory system functions during forehand.
3. Why is Oxygen Important? Short answer section explaining oxygen’s role in muscle performance.
4. Peer Assessment Checklist:
   • Accuracy of labels and explanations
   • Understanding of system functions
   • Use of correct PE terminology
   • Constructive and specific feedback comments

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Differentiation

• Support: Provide partially completed diagrams and sentence starters for lower-ability students.
• Challenge: Extension questions on anaerobic vs aerobic energy systems during high-intensity tennis match play.
• Use peer assessment to scaffold learning and develop metacognitive skills.

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Assessment

• Formative: Worksheet completion and peer assessment feedback quality.
• Summative: Plenary quiz results and quality of verbal contributions in discussion.
• Teacher observations throughout group/pair work to assess understanding.

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Teacher Notes

• Encourage students who do not participate physically in tennis to engage by observing, analysing, and applying theoretical knowledge through the worksheet.
• Use the peer assessment not only as an evaluative tool but as a learning opportunity to encourage active listening, critical thinking, and respectful communication.
• Use anatomical models interactively—e.g., ask students to point out joints or muscles discussed.
• Keep energy high and visually stimulate the class using multimedia and printed images.

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Reflection & Extension

• After completing the unit, revisit this lesson by asking students to connect anatomical knowledge to other physical activities, encouraging transfer of knowledge.
• Incorporate real-life guest speakers such as physiotherapists or sports coaches to deepen understanding of anatomy in sport.

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This detailed, curriculum-aligned lesson plan promotes scientific understanding of anatomy and physiology in the context of physical education, makes learning accessible for all students, and utilises interactive peer assessment to enrich comprehension and exam readiness.