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 2nd point of the “Cardiovascular system at rest” topic in 1.1.b of the OCR A-level PE specification The students will have already encountered aspects of the cardiovascular system earlier in this section 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 structures of the heart and blood vessels to spot any errors in the description of blood flow through the heart

This detailed lesson describes the specific stages of the aerobic energy system and has been designed for the OCR A-level PE course. In line with the specification content in “Energy systems and ATP resynthesis”, the lesson describes the type of reaction, the sites of the specific stages within the system, the fuel used, the controlling enzymes, the ATP yield and the bi-products. The lesson begins by introducing the aerobic system as the system that becomes the dominant energy provider after the ATP-PC and glycolytic system. Students are challenged to recognise that this system 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 SYSTEM SAFE” where the teams of students compete to recall the quantitative values associated with this topic.

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 fully-resourced lesson describes the roles of the SAN, AVN, bundle of His and the Purkyne fibres in the cardiac conduction system. The engaging PowerPoint and accompanying resources have been designed to cover the fifth specification point in topic 1.1.2 of the AQA A-level PE specification 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 introduced to provide a deeper understanding 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 full sequence of events in the conduction of the electrical impulse through the heart tissue, and there is a particular emphasis on the use of key terminology

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 fully-resourced lesson describes how the heart rate is regulated during exercise by the cardiovascular centre in the medulla oblongata. The engaging and detailed PowerPoint and accompanying resources, which are differentiated 3 ways, have been designed to cover the final specification point of the “Cardiovascular system during exercise” topic in unit 1.1.b of the OCR A-level PE specification. This lesson begins with a prior knowledge check where students have to identify and correct any errors in a passage about the conduction system of the heart which was covered in an earlier lesson in topic 1.1.b. This allows the SAN to be recalled as this structure plays an important role as the effector in this regulatory system. Moving forwards, the three key parts of a regulatory system are introduced as the next part of the lesson will specifically look at the range of sensory receptors, the regulatory centre and the effector. A quick quiz round is used to introduce a range of stimuli so that students can understand how chemoreceptors, proprioceptors and baroreceptors generate electrical impulses to be conducted along a neurone to the brain. Another quick quiz introduces the medulla oblongata as the location of the cardiovascular centre. The communication between this centre and the SAN through the autonomic nervous system can be poorly understood so detailed explanations are provided and the sympathetic and parasympathetic divisions are compared. The final task challenges the students to demonstrate and apply their understanding by writing a detailed description of the regulation and this task has been differentiated three ways to allow differing abilities to access the work

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 engaging lesson looks at the structure of a muscle fibre, and focuses on the proteins, bands and zones that are found in the myofibril. The PowerPoint and acccompanying resource have been designed to cover the second part of points 1.3.5 & 1.3.6 of the Edexcel A-level PE 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 detailed lesson introduces ATP as the body’s energy store and energy currency and explains how PC, glycogen and fat are sources for its re-synthesis during exercise. The engaging PowerPoint has been designed to cover the ATP and energy transfer section of topic 1.1.c as detailed in the OCR 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 systems 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 energy systems.

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 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 specific stages of the glycolytic energy system and explains its role in ATP production for exercise. Both the PowerPoint and accompanying resources have been designed to cover the content of the “Energy systems and ATP resynthesis” section of the OCR A-level PE specification so that students know the type of reaction, fuel used, site of the reaction and ATP yield. 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 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 glycolytic 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 detailed lesson introduces ATP as the body’s energy store and energy currency and introduces PC, glycogen and fat are sources for energy transfer to re-synthesise ATP during exercise. The engaging PowerPoint has been designed to cover the “Energy transfer in the body” section of topic 1.1.6 as detailed in the AQA 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 and glycogen are sources of energy transfer in the anaerobic systems and glucose and fats are sources for the aerobic system. Key details about each of these sources are provided and explained and links are made to upcoming lessons on the energy systems. 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 anaerobic and aerobic energy systems.

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 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 4th point of SECTION A9 of the CIE International A-level PE specification which states that students need to be able to describe the different stages of the cardiac cycle. The students will have already encountered aspects of the cardiovascular system earlier in this section 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 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 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 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 oxygen is transported by haemoglobin and explains the changes in saturation in the oxyhaemoglobin dissociation curve. The informative PowerPoint has been designed to cover the 1st part of the transportation of oxygen section in the applied anatomy and physiology unit of the AQA A-level PE specification. The lesson begins by using a quiz round from the game show POINTLESS to engage students and to introduce haemotology as the study of diseases related to blood. This includes haemoglobin and students will be reminded that this is the protein that is found in the red blood cells of humans. They will learn that it is a protein consisting of four polypeptide chains with a haem group on each chain and that it is this haem molecule which has a high affinity for oxygen to enable oxyhaemoglobin to be formed. Key terminology such as affinity are continually used to deepen understanding of this topic and to make links to those covered in upcoming lessons such as the Bohr shift. Moving forwards, students will plot an oxyhaemoglobin dissociation curve. The understanding of the changes in saturation can be poorly understood so a step-by-step method with simple questions to discuss is used to ensure that the fundamentals are embedded. Ultimately, students will understand that haemoglobin becomes fully saturated at the high partial pressures of oxygen at the alveoli at the lungs, before transporting it to the cells of the working muscles where it dissociates to release the oxygen at the lower partial pressures there.

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