Sport and Physical Activity Unit 1 Body Systems and the Effects of Physical Activity

OCR Cambridge Technicals Level 3 Sport and Physical Activity 2016

Oxford Cambridge and RSA 2016 Suite Cambridge TECHNICALS LEVEL 3 SPORT AND PHYSICAL ACTIVITY Cambridge TECHNICALS 2016 Unit 1 Body systems and the effects of physical activity K/507/4452 Guided learning hours: 90 Version 2 - Revised content - March 2016 ocr.org.uk/sportFirst teaching September 2016

Unit 1: Body Systems and Physical Activity Effects

LEVEL 3 UNIT 1: Body systems and the effects of physical activity K/507/4452 Guided learning hours: 90 Essential resources required for this unit: none This unit is externally assessed by an OCR set and marked examination.

Unit Aim and Learning Outcomes

UNIT AIM Whether you are aiming to become a coach, nutritionist, personal trainer or leisure centre manager, knowledge of the human body, its systems and how they function will help you to ensure that your clients gain the benefits of an active, healthy lifestyle. By understanding the effects that physical activity, training and lifestyle can have on the body systems you can ensure that sports and activities are properly focused and do not risk a client's health or wellbeing and will help you to persuade others to pursue and maintain a balanced, active, healthy lifestyle. In this unit you will gain an understanding of the structures and functions of the key body systems, how these support and impact performance in sport and physical activity and the effects that physical activity, training and lifestyle can have on them. OCR 2015 1 Unit 1: Body systems and the effects of physical activityFirst teaching September 2016

Teaching Content and Assessment Rules

TEACHING CONTENT The teaching content in every unit states what has to be taught to ensure that learners are able to access the highest grades. Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative. For externally assessed units, where the content contains i.e. and e.g. under specific areas of content, the following rules will be adhered to when we set questions for an exam:

• a direct question may be asked about unit content which follows an i.e.
• a direct question will not be asked about unit content which follows and e.g ..

Learning Outcomes and Teaching Content

Learning outcomes Teaching content Exemplification The Learner will: Learners must be taught:

Skeletal System in Exercise and Physical Activity

1. Understand the skeletal system in relation to exercise and physical activity 1.1 The axial and appendicular skeletons, i.e. Axial skeleton, i.e.

• cranium
• sternum
• ribs
• vertebral column, i.e. o cervical vertebrae o thoracic vertebrae o lumbar vertebrae o sacrum o coccyx

Appendicular skeleton, i.e.

• scapula
• clavicle
• humerus @ OCR 2015 2 Unit 1: Body systems and the effects of physical activityFirst teaching September 2016

Appendicular Skeleton Components

Learning outcomes The Learner will: Teaching content Exemplification Learners must be taught:

• radius
• ulna
• carpals
• metacarpals
• phalanges
• ilium
• ischium
• pubis
• femur
• patella
• tibia
• fibula
• tarsals
• talus
• metatarsals

Functions and Types of Bone

1.2 The functions of the skeleton and the link to types of bone, i.e.

• functions, i.e. o shape o support o protection o movement o blood cell production o mineral storage

1.2 Learners will be expected to understand how the type of bone relates to the function it has. OCR 2015 3 Unit 1: Body systems and the effects of physical activityFirst teaching September 2016

Bone Types

Learning outcomes The Learner will: Teaching content Exemplification Learners must be taught:

• types of bone, i.e. o long o short o flat o irregular o sesamoid

Joint Classifications and Synovial Joints

1.3 Classifications of joints, i.e. fixed/fused (e.g. cranium, pelvis)

slightly movable/cartilaginous (e.g. adjacent vertebrae)

freely movable/synovial 1.4 The types of synovial joint, i.e.

hinge, i.e. elbow, knee, ankle

ball and socket, i.e. shoulder, hip

pivot, i.e. neck, radio-ulnar

condyloid, i.e. wrist

saddle, i.e. thumb

gliding, i.e. processes of the vertebrae 1.5 Structures and functions of synovial joints, i.e.

structure, i.e. o articular/hyaline cartilage o ligaments o synovial membrane o synovial fluid o menisci o pads of fat o bursae o joint capsule

1.3 and 1.4 Learners should appreciate that in some areas of the body there are different types of joints working together (e.g. the vertebral column). 1.5 Structures and functions of synovial joints: Learners will need to know the structure and functions of different types of joints and how these relate to one another in practical situations. This must include all of the joints stipulated in 1.4 @ OCR 2015 4 Unit 1: Body systems and the effects of physical activityFirst teaching September 2016

Synovial Joint Functions and Movements

Learning outcomes The Learner will: Teaching content Exemplification Learners must be taught:

• functions, i.e. o stability o mobility

1.6 Joint movements, i.e.

• flexion and extension
• lateral flexion
• abduction and adduction
• horizontal abduction and adduction
• medial and lateral rotation
• circumduction
• pronation and supination
• dorsi flexion and plantar flexion

Vertebral Column and Skeletal System Impact

1.7 Structure and function of the vertebral column 1.8 The impact of physical activity, training and lifestyle on the skeletal system, i.e.

• short-term effects
• long-term effects
• effects of warm ups and cool downs

1.6 Joint movement - Learners will need to recognise types of movement in practical situations, both individually and in combination and types of movement that different joint types are capable of. 1.7 Learners will be expected to relate knowledge and understanding from points 1.1 to 1.6 to the vertebral column, appreciating its complex structures and functions. 1.8 Short-term effects includes during and immediately after exercise and physical activity. Learners should consider both positive and negative impacts.

Muscular System in Exercise and Physical Activity

2. Understand the muscular system in relation to exercise and physical activity 2.1 Main muscles acting at synovial joints, i.e.

• shoulder - deltoid, latissimus dorsi, pectoralis major, trapezius, teres major
• elbow - biceps brachii, triceps brachii
• radio-ulnar - pronator teres, supinator muscle
• wrist - wrist flexors, wrist extensors
• vertebral column - rectus abdominus, erector 2.1 Learners will need to understand how the muscles acting at synovial joints support the joint movements identified in 1.6 @ OCR 2015 5 Unit 1: Body systems and the effects of physical activityFirst teaching September 2016

Muscles Acting at Synovial Joints

Learning outcomes Teaching content Exemplification The Learner will: Learners must be taught: spinae group, internal and external obliques

• hip - iliopsoas, gluteus maximus, gluteus medius, gluteus minimus, adductor longus, adductor brevis, adductor magnus
• knee - rectus femoris, vastus medialis, vastus intermedius, vastus lateralis, biceps femoris, semimembranosus, semitendinosus
• ankle - tibialis anterior, gastrocnemius, soleus

Muscle Function and Contraction Types

2.2 Types of muscle function, i.e.

• agonist
• antagonist
• fixator

2.3 Types of muscle contraction, i.e.

• isometric
• concentric
• eccentric

Muscle Fibre Types and Performance Link

2.4 Structure and function of muscle fibre types, i.e.

• slow oxidative
• fast oxidative
• fast glycolytic

2.5 Link between mix of fibre types and performance, i.e.

• in different types of physical activity
• in different intensities of exercise

Impact of Physical Activity on Muscular System

2.6 The impact of physical activity, training and lifestyle on the muscular system, i.e.

• short-term

2.2 Learners will need to understand types of muscle contraction that take place in joint movements identified in 1.6 2.6 Short-term effects includes during and immediately after exercise and physical activity. Learners should consider both positive and negative impacts. @ OCR 2015 6 Unit 1: Body systems and the effects of physical activityFirst teaching September 2016

Muscular System Effects

Learning outcomes The Learner will: Teaching content Exemplification Learners must be taught:

• long-term
• effects of warm ups and cool downs

Cardiovascular System in Exercise and Physical Activity

3. Understand the cardiovascular system in relation to exercise and physical activity 3.1 The structures of the heart and their roles, i.e.

• atria
• ventricles
• bicuspid and tricuspid valves
• pulmonary and aortic valves
• aorta
• venae cavae
• pulmonary artery
• pulmonary vein

Cardiac Output and Blood Vessel Structure

3.2 Stroke volume, heart rate and cardiac output, i.e.

• resting values for trained and untrained individuals
• changes during exercise of different intensity
• interpret and draw graphs
• use of data including calculations

3.3 Structure of blood vessels, i.e.

• arteries
• arterioles
• capillaries
• venules
• veins

Blood Components and Vascular Shunt

3.4 Components and functions of blood, i.e.

• red blood cells
• white blood cells

3.1 Learners will need to understand the directional flow of blood through the heart and the role of each of the structures in this. @ OCR 2015 7 Unit 1: Body systems and the effects of physical activityFirst teaching September 2016

Cardiovascular System Impact

Learning outcomes The Learner will: Teaching content Exemplification Learners must be taught:

• platelets
• plasma

3.5 Vascular shunt mechanism and the role of arterioles and pre-capillary sphincters 3.6 The impact of physical activity, training and lifestyle on the cardiovascular system, i.e.

• short-term effects
• long-term effects
• effects of warm ups and cool downs

3.6 Short-term effects includes during and immediately after exercise and physical activity. Learners should consider both positive and negative impacts.

Respiratory System in Exercise and Physical Activity

4. Understand the respiratory system in relation to exercise and physical activity 4.1 The structures of the lungs and their roles, i.e.

• nasal cavity
• epiglottis
• pharynx
• larynx
• trachea
• bronchi
• bronchioles
• alveoli

Respiratory Muscles and Breathing Mechanics

4.2 Respiratory muscles used during exercise, i.e.

• sternocleidomastoid
• scalene
• pectoris minor
• internal intercostals
• rectus abdominus
• diaphragm

4.3 The mechanics of breathing, i.e. @ OCR 2015 8 Unit 1: Body systems and the effects of physical activityFirst teaching September 2016

Gaseous Exchange and Ventilation

Learning outcomes The Learner will: Teaching content Exemplification Learners must be taught:

• inspiration
• expiration

4.4 Gaseous exchange at the alveoli 4.5 Tidal volume, breathing frequency and minute Ventilation, i.e.

• resting values for trained and untrained individuals
• changes during exercise of different intensity
• interpret and draw graphs
• use of data including calculations

Impact of Physical Activity on Respiratory System

4.6 The impact of physical activity, training and lifestyle on the respiratory system, i.e.

• short-term effects
• long-term effects
• effects of warm ups and cool downs

4.4 An awareness of differences in partial pressures is required but learners will not be expected to know specific pressures. 4.6 Short-term effects includes during and immediately after exercise and physical activity. Learners should consider both positive and negative impacts.

Energy Systems in Exercise and Physical Activity

5. Understand the different energy systems in relation to exercise and physical activity 5.1 The three energy systems, i.e.

• ATP-PC/alactic system
• lactic acid system
• aerobic system
• type of reaction (aerobic or anaerobic)
• chemical or food fuel
• amount of ATP produced
• by-products

Energy Continuum and Exercise Intensity

5.2 The energy continuum and how intensity and duration of exercise determines which energy system is predominant 5.2 Learners need to be able to place different types of activities on the continuum and justify the placement. @ OCR 2015 9 Unit 1: Body systems and the effects of physical activity