This fully-resourced lesson describes the internal structure of the heart and all of the blood vessels attached to the heart. Both the engaging PowerPoint and accompanying differentiated resources have been designed to cover the 1st part of section A9 as detailed in the CIE International A-level PE specification. The structure of the heart is a topic which was covered in part at GCSE so this lesson has been written to build on that prior knowledge. The main task of the lesson involves students labelling the different structures as they are recalled. Time is taken at different points of the lesson to look at some of the structures and concepts in further detail. For example, students will learn that humans have a double circulatory system, as detailed in point section A10, and that the thicker muscular wall of the left ventricle allows the blood in the systemic circulation to be pumped at a higher pressure than in the pulmonary circulation. Students are also challenged to explain why a hole in the septum would cause health issues for an affected individual and this links back to previous work in unit 1 on energy systems. By the end of the lesson, the students will be able to identify the following structures and describe their individual functions: right and left atria right and left ventricles septum tricuspid and bicuspid valve semi-lunar valves pulmonary artery and pulmonary vein vena cava aorta A number of quiz rounds are used throughout the lesson to introduce key terms in a fun and memorable way before the final round is used as a final check so they can assess whether they can recognise the structures and recall their functions.

This fully-resourced lesson describes the energy production for sport and exercise by the lactate system. Both the PowerPoint and accompanying resources have been designed to cover the 3rd part of point A7 in UNIT 1 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification. The lesson begins by challenging the students to explain which out of stored ATP, phosphocreatine and glycogen in a muscle would be depleted after 10 seconds of intense exercise. This introduces glycogen as the starting substance in the lactate system and students will use their prior knowledge to recognise that the 1st step in this system involves the breakdown of glycogen to glucose. The main part of the lesson focuses on glycolysis and the key details of this step are discussed and explained, such as the net yield of ATP. Moving forwards, the students will learn how the product of glycolysis, pyruvate, is converted to lactate but does not result in the formation of any more ATP and this small yield of just 2 ATP means that this system is quickly fatigued. The lesson finishes by covering the duration of exercise that can be supported by the lactate system as the dominant energy provider. This lesson has been specifically written to tie in with the next lesson on the aerobic system as well as making links to a previous lesson on the ATP-PC system

This fully-resourced lesson describes the characteristics and physiology of the glycolytic pathway and explains its role in ATP production for exercise. Both the PowerPoint and accompanying resources have been designed to cover the 2nd part of points 1.4.4 & 1.4.5 as detailed in the Edexcel A-level PE specification The lesson begins by challenging the students to explain which out of stored ATP, phosphocreatine and glycogen in a muscle would be depleted after 10 seconds of intense exercise. This introduces glycogen as the starting substance in the glycolytic pathway and students will use their prior knowledge to recognise that the 1st step in this pathway involves the breakdown of glycogen to glucose. The main part of the lesson focuses on glycolysis and the key details of this step are discussed and explained, such as the net yield of ATP. Moving forwards, the students will learn how the product of glycolysis, pyruvate, is converted to lactate but does not result in the formation of any more ATP and this small yield of just 2 ATP means that this pathway is quickly fatigued. The lesson finishes by covering the duration of exercise that can be supported by the glycolytic pathway as the dominant energy provider. This lesson has been specifically written to tie in with the next lesson on the aerobic pathway as well as making links to a previous lesson on the ATP-PC pathway

This detailed lesson describes the characteristics and physiology of the aerobic energy pathway and has been designed for the Edexcel A-level PE course. In line with specification point 1.4.4 & 1.4.5, the content of the lesson covers the ease and speed of ATP production and the intensity and duration of exercise which will be supported by the aerobic pathway when it is the dominant energy provider. The lesson begins by introducing the aerobic pathway as the pathway that becomes the dominant energy provider after the ATP-PC and glycolytic pathways. Students are challenged to recognise that this pathway supports lower intensity exercise but that it will support exercise for a much longer duration than the others, suggesting that it produces a high yield of ATP. The main part of the lesson looks at how this high yield of ATP is produced during glycolysis, the Krebs cycle and the electron transport chain and students will learn the location of each of these stages in the cell. Questions, discussion points and quiz competitions are included throughout the lesson and act as understanding checks to ensure that any misconceptions are addressed immediately. The final tasks of the lesson are a series of multiple choice questions and a quiz round called “UNLOCK THE AEROBIC PATHWAY SAFE” where the teams of students compete to recall the quantitative values associated with this topic.

This detailed lesson introduces ATP as the body’s energy store and explains how PC, glycogen and fat are sources for its re-synthesis during exercise. The engaging PowerPoint has been designed to cover the second part of point 1.4.3 as detailed in the Edexcel A-level PE specification. The lesson begins by challenging the students to recognise that the link between muscle contraction, active transport and the conduction of electrical impulses is the need for energy. A number of quick quiz competitions are used throughout the lesson to maintain engagement and to introduce key terms and values and the first quiz round will result in the students meeting adenosine tri-phosphate (ATP). Time is taken to describe the structure of this energy store and to explain how it will be broken down into ADP and a phosphate and that this mechanism results in the release of energy for muscle contraction. Importantly, students will learn that the ATP stored in muscles will only allow for the first few seconds of contraction and therefore if exercise and contraction are to continue, the ATP will need to be re-synthesised. The main part of the lesson explores how phosphocreatine, glycogen and fats are sources for this re-synthesis. Key details about each of these sources are provided and explained and links are made to upcoming lessons on the energy pathways as well as to topics already covered such as the different types of muscle fibres. The final round of the quiz, which is called “What’s your SOURCE?” acts a final understanding check as the teams of students have to recognise one of the 4 energy sources based on a description. This lesson has been specifically written to tie in with the next lessons on the ATP-PC, glycolytic and aerobic pathways.

This detailed lesson describes how the structure of the arteries, veins and capillaries enables these blood vessels to perform their functions. The engaging PowerPoint and accompanying resource have both been designed to cover the 3rd part of point 1.2.5 as detailed in the Edexcel A-level PE specification. The aorta, vena cava, pulmonary artery and pulmonary vein were covered in a previous lesson on the structure of the heart so this lesson focuses on the location and structure of these 3 different types of blood vessels. Students will have met arteries, veins and capillaries at GCSE so this lesson builds on that knowledge whilst also introducing the arterioles and venules to deepen their understanding. Time is taken to look at the structure of the artery and specifically at how the narrow lumen and thick wall allows this blood vessel to maintain the high pressure of blood and also withstand it. Students will learn that arterioles are involved in the redistribution of blood and then are challenged to describe and explain when blood would be shunted away from the kidney. Moving forwards, the students are encouraged to discuss how the location of capillaries next to tissues enables a fast rate of diffusion. The rest of the lesson describes how venules connect capillaries to a vein and the structure of this final blood vessel is compared against arteries, where students have to explain a vein has a wider lumen with valves and a thinner wall. A series of quiz rounds are used throughout the lesson to maintain engagement whilst introducing key terms and values.

This detailed lesson describes how the anatomy and location of the arteries, arterioles, capillaries, venules and veins enables them to perform their functions. The engaging PowerPoint and accompanying resource have both been designed to cover the 2nd part of point B1 in UNIT 2 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification. The aorta, vena cava, pulmonary artery and pulmonary vein were covered in the previous lesson on the function and anatomy of the heart so this lesson focuses on the location and anatomy of the 5 different types of blood vessels. Students will have met arteries, veins and capillaries at GCSE so this lesson builds on that knowledge whilst introducing the arterioles and venules. Time is taken to look at the structure of the artery and specifically at how the narrow lumen and thick wall allows this blood vessel to maintain the high pressure of blood and also withstand it. The importance of the arterioles for decreasing this pressure is explained and then students will discuss how the location of capillaries next to tissues allows for a fast rate of diffusion. The rest of the lesson describes how venules connect capillaries to a vein and the structure of this final blood vessel is compared against arteries, where students have to explain why it has a wider lumen with valves and a thinner wall. A series of quiz rounds are used to maintain engagement whilst introducing key terms and values.

This lesson describes and explains how the contraction of the heart chambers during atrial and ventricular systole and the relaxation during diastole causes blood to flow through the heart. The engaging PowerPoint and accompanying resource have been designed to cover the first part of point 1.2.6 as detailed in the Edexcel A-level PE specification which states that students need to learn about the physiology of the cardiovascular system with regards to the cardiac cycle. The students will have already encountered aspects of the cardiovascular system in topic 1.2.5 and this lesson aims to build on that knowledge. Students will be introduced to the sequence of events known as the cardiac cycle and will learn that the cycle can be split into three parts, which are atrial systole, ventricular systole and diastole. There is a particular focus on the role of the AV and semi-lunar valves in the control of blood flow and students are challenged to explain how pressure changes cause these valves to open or close. The final task of the lesson involves a quiz round called “RECYCLE THIS?” where the teams have to use their knowledge of the cardiac cycle and the function and anatomy of the heart and blood vessels from a previous lesson to spot any errors in the description of blood flow through the heart

This fully-resourced lesson describes the roles of the sinoatrial node (SAN) and the atrioventricular node (AVN) in the control of blood flow through the heart. The engaging PowerPoint and accompanying resources have been designed to cover the second part of point 1.2.5 as detailed in the Edexcel A-level PE specification and also includes the roles of the bundle of His and Purkyne fibres to enable students to get a full understanding. The lesson begins with the introduction of the SAN as the natural pacemaker and then time is given to study each step of the conduction of the impulse as it spreads away from this node in a wave of excitation. The lesson has been written to make clear links to the cardiac cycle (which is covered in an upcoming lesson) and to the structure of the heart and students are challenged on their knowledge of this system. Moving forwards, students are encouraged to consider why a delay would occur at the AVN and then they will learn that the impulse is conducted along the bundle of His to the apex before being conducted on the Purkyne fibres so that the contraction of the ventricles can happen from the bottom upwards. The final task of the lesson challenges the students to describe the conducting tissue, with an emphasis on the use of key terminology

This fully-resourced lesson describes the structure of the heart as well as the associated blood vessels. Both the engaging PowerPoint and accompanying differentiated resources have been designed to cover the 1st part of point 1.2.5 as detailed in the Edexcel A-level PE specification which states that students need to learn about the anatomical components and structure of the heart. The structure of the heart is a topic which was covered in part at GCSE so this lesson has been written to build on that prior knowledge. The main task of the lesson involves students labelling the different structures as they are recalled. Time is taken at different points of the lesson to look at some of the structures and concepts in further detail. For example, students will learn that humans have a double circulatory system, as detailed in point 1.2.6, and that the thicker muscular wall of the left ventricle allows the blood in the systemic circulation to be pumped at a higher pressure than in the pulmonary circulation. Students are also challenged to explain why a hole in the septum would cause health issues for an affected individual and this links back to previous work in unit 1 on energy systems. By the end of the lesson, the students will be able to identify the following structures and describe their individual functions: right and left atria right and left ventricles septum tricuspid and bicuspid valve semi-lunar valves pulmonary artery and pulmonary vein vena cava aorta A number of quiz rounds are used throughout the lesson to introduce key terms in a fun and memorable way before the final round is used as a final check so they can assess whether they can recognise the structures and recall their functions.

This fully-resourced lesson describes the function and anatomy of the heart as well as the associated blood vessels. Both the engaging PowerPoint and accompanying differentiated resources have been designed to cover the 1st part of point B1 in UNIT 2 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification The structure of the heart is a topic which was covered in part at GCSE so this lesson has been written to build on that prior knowledge. The main task of the lesson involves students labelling the different structures as they are recalled. Time is taken at different points of the lesson to look at some of the structures and concepts in further detail. For example, students will learn that humans have a double circulatory system and that the thicker muscular wall of the left ventricle allows the blood in the systemic circulation to be at a higher pressure than in the pulmonary circulation. Students are also challenged to explain why a hole in the septum would cause health issues for an affected individual and this links back to previous work in unit 1 on energy systems. They will also learn how the chordae tendineae are pulled taut by the papillary muscles to prevent the inversion of the valves By the end of the lesson, the students will be able to identify the following structures and describe their individual functions: right and left atria right and left ventricles septum tricuspid and bicuspid valve semi-lunar valves chordae tendineae pulmonary artery and pulmonary vein vena cava aorta A number of quiz rounds are used throughout the lesson to introduce key terms in a fun and memorable way before the final round is used as a final check so they can assess whether they can recognise the structures and recall their functions.

This lesson describes and explains how the contraction of the heart chambers during atrial and ventricular systole and the relaxation during diastole causes blood to flow through the heart. The engaging PowerPoint and accompanying resource have been designed to cover the first part of point B3 of UNIT 2 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification. The students will have already encountered aspects of the cardiac cycle in unit 1 and this lesson aims to build on that knowledge. Students will be reminded that the sequence of events known as the cardiac cycle can be split into three parts, which are atrial systole, ventricular systole and diastole. There is a particular focus on the role of the AV and semi-lunar valves in the control of blood flow and students are challenged to explain how pressure changes cause these valves to open or close. The final task of the lesson involves a quiz round called “RECYCLE THIS?” where the teams have to use their knowledge of the cardiac cycle and the function and anatomy of the heart and blood vessels from a previous lesson to spot any errors in the description of blood flow through the heart This lesson has been specifically designed to tie in with the next lesson outlined in the specification on the neural control of the cardiac cycle

This fully-resourced lesson describes the roles of the SAN, AVN, bundle of His and Purkyne fibres in the neural control of the cardiac cycle. The engaging PowerPoint and accompanying resources have been designed to cover the second part of point B3 in UNIT 2 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science The lesson begins with the introduction of the SAN as the natural pacemaker and then time is given to study each step of the conduction of the impulse as it spreads away from this node in a wave of excitation. The lesson has been written to make clear links to the cardiac cycle (which was covered in the previous lesson) and to the structure of the heart and students are challenged on their knowledge of this system. Moving forwards, students are encouraged to consider why a delay would occur at the AVN and then they will learn that the impulse is conducted along the Bundle of His to the apex before being conducted on the Purkyne fibres so that the contraction of the ventricles can happen from the bottom upwards. The final task of the lesson challenges the students to describe the conducting tissue, with an emphasis on the use of key terminology

This fully-resourced lesson looks at the detailed structure of a muscle fibre, and focuses on the proteins, bands and zones that are found in the myofibril. The engaging PowerPoint and acccompanying resource have been designed to cover the third part of point E2 in UNIT 2 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification. The lesson begins with an imaginary question from the quiz show POINTLESS, where students have to recognise a range of fields of study. This will reveal myology as the study of muscles so that key terms like myofibril and myosin can be introduced. Moving forwards, students will be shown the striated appearance of this muscle so they can recognise that some areas appear dark where both myofilaments are found and others as light as they only contain actin or myosin. A quiz competition is used to introduce the A band, I band and H zone and students then have to use the information given to label a diagram of the myofibril. The final task challenges the students to use their knowledge of the sliding filament theory to recognise which of these bands or zones narrow or stay the same length when muscle is contracted.

This fully-resourced lesson describes the sliding filament model of muscular contraction and has been designed to cover the 4th part of point E2 in UNIT 2 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification. The wide range of activities included in the lesson will engage and motivate the students whilst the understanding checks will allow them to assess their progress. The lesson begins by getting them to reveal the prefix myo so that they can recognise that myology is the study of muscles. This leads into the next task, where they have to identify two further terms beginning with myo and are the names of structures involved in the arrangement of skeletal muscle. Key terminology is used throughout the lesson so that students feel comfortable when they encounter this in questions. Students were introduced to the sarcomere and the bands and zones that are found within a myofibril in a previous lesson and they are challenged to discuss how the sarcomere can narrow but the lengths of the myofilaments remain the same. The main task of the lesson involves the formation of a bullet point description of the sliding filament model where one event is the trigger for the next. Time is taken during this section to focus on the involvement of calcium ions and ATP. The final part of the lesson involves students having to apply their knowledge by describing the effect on muscle contraction when a part of a structure is unable to function correctly.

This detailed lesson describes how aerobic glycolysis, the Krebs cycle and the electron transport chain produce energy for sport and exercise. The engaging PowerPoint and accompanying resource have been designed to cover the 4th part of point A7 in UNIT 1 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification which states that students should understand how these stages produce energy as well as the role of the mitochondria. The lesson has been written to include a wide range of tasks which include exam-style questions and discussion points to check on understanding and quiz competitions to introduce key terms and values in a memorable way and to maintain engagement and motivation. There is a focus on the link between each stage and the next and the location in a cell where each one occurs. Due to the extensiveness of this lesson, it is estimated that it will take in excess of 2 teaching hours to cover the detail within this resource

This detailed lesson explains how five different sources are used in the energy production for sport and exercise. The engaging PowerPoint has been written to cover the first part of point A7 in UNIT 1 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification which states that students should know how stored ATP, phosphocreatine, blood glucose, glycogen and fatty acids are energy sources. Time is taken to go through each of the five energy sources and to explain how they are used to produce or re-synthesise ATP. Students will understand how the different sources are used during different parts of exercise. A series of 5 quiz rounds is used to introduce important words and values in a memorable way to try to increase the likelihood of them being recalled.

This is a fully-resourced lesson which describes and explains how cardiac hypertrophy affects the cardiac output, stroke volume and resting heart rate. The lesson has been specifically designed to cover the first part of point C4 in UNIT 1 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification. The lesson begins by challenging the students to recognise that the left ventricle has the most muscular wall of all of the heart chambers. This allows the stroke volume to be introduced as the volume of blood ejected from the left ventricle each heart beat and then a quiz competition is used to introduce normative values for the stroke volume and the heart rate. Moving forwards, students will learn that the cardiac output is the product of the stroke volume and the heart rate. The main part of the lesson looks at the adaptation of the heart to aerobic training in the form of cardiac hypertrophy and then the students are challenged to work out how this would affect the stroke volume, the cardiac output and the resting heart rate. A number of tasks are used to get the students to explain why the resting heart rate decreases and to calculate the changes in cardiac output. One of the two tasks has been differentiated and this allows students of differing abilities to access the work.