WJEC GCSE and GCE AS/A level in Physical Education

Biomechanics

© Crown copyright 2016 WG29522 Digital ISBN 978 1 4734 7582 3

Mae’r ddogfen yma hefyd ar gael yn Gymraeg.This document is also available in Welsh.

WJEC GCSE and GCE AS/A level in Physical Education: BiomechanicsAudienceThis resource is aimed at practitioners in Wales who will be teaching the new WJEC GCSE and GCE AS/A level physical education specifications.

OverviewThis resource is designed to support practitioners with the delivery of the new biomechanical principles and movement analysis content in the new WJEC physical education specifications, from GCSE through to GCE AS/A level.

Action requiredPractitioners should have regard for this resource when they are teaching the biomechanical principles and movement analysis content of the new physical education specifications.

Further informationEnquiries about this document should be directed to:Qualifications Wales Sponsorship UnitWelsh Government Cathays ParkCardiffCF10 3NQe-mail: QualificationsWalesSponsorshipUnit@wales.gsi.gov.uk

Additional copiesThis document can be accessed from the Welsh Government’s website at hwb.wales.gov.uk

Related documentsGCSE resource: Movement analysis; GCE AS level resource: Performance analysis in sport; GCE AS level resource: Levers; GCE AS level resource: Analysis of movement in physical activities; GCE AS level resource: Joints and articulations; GCE A level resource: Biomechanical principles I; GCE A level resource: Biomechanical principles II; GCE A level resource: Biomechanical principles III; GCE A level resource: Linear motion; GCE A level resource: Angular motion; GCE A level resource: Projectile motion; GCE A level resource: Fluid mechanics.

Further information, including the specification, sample assessment materials and guidance for teaching, on the WJEC GCSE in Physical Education can be found at www.wjec.co.uk/qualifications/physical-education/physical-education-gcse

Further information, including the specification, sample assessment materials and guidance for teaching, on the WJEC GCE AS/A level in Physical Education can be found at www.wjec.co.uk/qualifications/physical-education/physical-education-gce-a-as

Contents

Introduction to biomechanics 2

GCSE PowerPoint resource 2

GCSE Unit 1: Introduction to physical education – 3. Movement analysis 2

Movement analysis 2

GCE AS/A level PowerPoint resources 3

AS Unit 1: Exploring physical education – 1. Exercise physiology,

performance analysis and training 3

Performance analysis in sport 3

Levers 4

Analysis of movement in physical activities 4

Joints and articulations 5

A level Unit 3: Evaluating physical education – 1. Exercise physiology,

performance analysis and training 6

Biomechanical principles I 6

Biomechanical principles II 6

Biomechanical principles III 7

Linear motion 7

Angular motion 7

Projectile motion 8

Fluid mechanics 8

2

Introduction to biomechanics

The resources detailed below have been developed in order to demonstrate the theory associated with the Biomechanics topics in the WJEC GCSE and GCE AS/A level physical education specifications. Each digital package is designed to provide a platform to support teachers with theoretical content, applications and specific tasks. The resources are presented as PowerPoint presentations and are structured in a similar way to provide a logical structure and presentation which can provide guidance in terms of delivery.

The resources have been developed to ensure there are appropriate teaching support materials available to help support the teaching of the new Biomechanics content in the WJEC GCSE and GCE AS/A level physical education specifications.

GCSE PowerPoint resource – GCSE Unit 1: Introduction to physical education

3. Movement analysis

The subject content for the WJEC GCSE in Physical Education concentrates on five key areas:

1. Health, training and exercise 2. Exercise physiology 3. Movement analysis 4. Psychology of sport and physical activity 5. Socio-cultural issues in sport and physical activity.

This PowerPoint resource relates to the third key area which is ‘Movement analysis’.

This resource allows teachers and learners to make the connections between the biomechanics topics and deliver a holistic approach to movement analysis.

Learners need to have knowledge and understanding in the following biomechanical topics.

Muscle contractions.

Lever system.

Planes and axes of movement.

Sports technology.

3

GCE AS/A level PowerPoint resources – AS level Unit 1: Exploring physical education

1. Exercise physiology, performance analysis and training

The subject content for the WJEC GCE AS/A level in Physical Education concentrates on four key areas:

1. Exercise physiology, performance analysis and training 2. Sports psychology 3. Skills acquisition

4. Sport and society.

These PowerPoint resources relate to the first key area which is ‘Exercise physiology, performance analysis and training’. These resources allow teachers and learners to make the connections between the biomechanics topics and deliver a holistic approach to exercise physiology, performance analysis and training.

Learners need to have knowledge and understanding in the following biomechanical topics.

Performance analysis in sport.

Levers.

Analysis of movement in physical activities.

Joints and articulations.

Performance analysis in sport

Learners need to understand the context of biomechanics, why analysis is important and the process to improvement in performance.

Learners need to understand the concepts of subjectivity, objectivity, qualitative and quantitative analysis, and begin to identify the various types of analysis including notational analysis.

Learners should be able to define performance analysis and explain the important role that it plays in sport.

The coaching process.

The different types of analysis, including qualitative and quantitative.

4

Levers

Learners should understand the components of a lever system (pivot/fulcrum, effort and load) and should be able to classify different orders of levers. They may be required to draw simple line diagrams of each order.

Learners should understand the main functions of levers and the relative efficiency of each system as expressed through the mechanical advantage equation (mechanical advantage = effort arm/resistance arm).

Learners apply their knowledge of levers to sporting examples, e.g. 3rd order lever used for bicep curl. Knowledge of levers and moments of force (torque) are not required.

Analysis of movement in physical activities

Learners should be able to identify the frontal, sagittal and horizontal/transverse planes of the body and longitudinal, horizontal/transverse and frontal/anterior-posterior axes of rotation. They should be able to apply their knowledge of planes and axes to sporting actions and understand the different movement patterns that occur along planes of the body, e.g. flexion/extension along the sagittal plane.

Learners should demonstrate an understanding of the following movement patterns:

flexion/extension

abduction/adduction

circumduction

pronation/supination

rotation

plantar flexion/dorsiflexion

lateral flexion

horizontal abduction/adduction.

They should be able to explain each of these movement patterns using appropriate sporting examples to illustrate their understanding.

Components of a lever system: pivot/fulcrum, effort and

load/resistance.

Types of lever: 1st, 2nd and 3rd order levers.

Mechanical advantages and disadvantages of different types of lever.

Planes of movement.

Axes of rotation.

Movement patterns.

5

Joints and articulations

Learners should understand how joints are classified according to their range and type of movement. For example, fixed (or fibrous) joints are very stable and do not allow for any observable movement, e.g. sutures of the cranium. Synovial joints are the most common type of joint and the most important for a sporting activity as they allow for a wider range of movement, e.g. shoulder joint.

It would be beneficial for learners to understand the main features of a synovial joint such as the synovial cavity, articular capsule, articular (hyaline) cartilage and ligaments. However, they will not be expected to label these features.

Learners should be able to identify different types of joints by their structure and movement patterns, e.g. a hinge joint is a uniaxial joint which only allows movement in one plane.

Learners should be able to offer specific sporting examples of each type of joint in action and make links with movement patterns, e.g. ball and socket joint used for bowling in cricket (circumduction at shoulder).

Learners should understand the following movement types:

flexion/extension

abduction/adduction

circumduction

pronation/supination

horizontal abduction/adduction

rotation

plantar flexion/dorsiflexion.

Learners should be encouraged to apply their knowledge of joint types and movement patterns to a range of sporting actions.

Classification of joints: fibrous, cartilaginous and synovial.

Types of joints: hinge, pivot, ball and socket, gliding and ellipsoid.

6

GCE AS/A level PowerPoint resources – A level Unit 3: Evaluating physical education

1. Exercise physiology, performance analysis and training

The subject content for the GCSE AS/A level in Physical Education concentrates on four key areas:

1. Exercise physiology, performance analysis and training 2. Sports psychology 3. Skills acquisition

4. Sport and society.

These PowerPoint resources relate to the first key area which is ‘Exercise physiology, performance analysis and training’. These resources allow teachers and learners to make the connections between the biomechanics topics and deliver a holistic approach to exercise physiology, performance analysis and training.

Learners need to have knowledge and understanding in the following biomechanical topics.

Biomechanical principles I–III.

Linear motion.

Angular motion.

Projectile motion.

Fluid mechanics.

Biomechanical principles I

Learners should be able to explain Newton’s three laws of motion and apply them to sporting situations. They should be able to explain that when an object is stationary or moving at a constant speed, the resultant force must equal zero. They should also be able to calculate force, mass and acceleration by using the formula F = ma.

Biomechanical principles II

Learners should be able to define the terms ‘momentum’ (a product of a moving object’s mass and velocity), ‘impact’ and ‘impulse’ (both negative and positive). They will be required to interpret force–time (impulse) graphs and understand the link between impulse and follow-through. They should understand the principle relating to the conservation of momentum.

Newton’s Laws of Motion.

Momentum.

Impulse.

Conservation of momentum.

7

Learners should be able to use calculations to calculate momentum, changes in momentum and impulse.

Biomechanical principles III

Learners should be able to define stability and explain its link with base of support and centre of mass. They should understand the main factors affecting stability (mass of object, size of base of support, height of centre of mass, points of contact) and should be able to apply these to sporting situations. Learners should demonstrate how they can apply knowledge of centre of mass to explain how balance and toppling is achieved in various sporting contexts.

Linear motion

Learners should be able to define the key terms and carry out calculations using the speed distance time (sdt) formula triangle. They should understand the difference between speed and velocity.

Learners should be able to calculate velocity using distance–time graphs.

Angular motion

Learners should understand that angular motion relates to rotating or spinning bodies/objects. They should be able to define the terms ‘angular displacement’ (rotational movement between initial and final positions), ‘angular velocity’ (rate of turning/spinning) and ‘angular acceleration’ (rate of change in angular velocity). Calculations for angular motion involve measurements in radian per second.

Learners should be able to define the moment of inertia and angular momentum and explain the factors that govern moment of inertia, e.g. distribution of mass about axis of rotation (radius of gyration).

Learners should be able to explain how the rate of spin is affected by body shape, e.g. tucked position when somersaulting.

Centre of mass.

Stability.

Factors affecting stability.

Distance and displacement.

Speed and velocity.

Distance–time graphs.

Acceleration.

Angular displacement, velocity and acceleration.

Moment of inertia.

Angular momentum and conservation of angular momentum.

8

Projectile motion

Learners should be able to understand the factors that govern the flight path of projectiles such as balls, shuttlecocks, shot puts or javelins. They should also be able to understand the difference between parabolic and asymmetric flight paths.

Fluid mechanics

Learners need to understand the Bernoulli Principle and should be able to explain how it can be applied in sporting contexts, e.g. how it can be used to explain upward lift such as throwing a discus, or how it can be used to explain a downward lift force, e.g. Formula 1 cornering. Learners will not be expected to carry out calculations involving Bernoulli’s equation.

Learners should understand how the Bernoulli Principle can be applied to spinning objects (the Magnus Effect). They should understand the notion of the Magnus force (resulting from pressure differentials) and apply this knowledge to sporting situations. They will be required to explain how the Magnus Effect determines the path and bounce of spinning objects, e.g. topspin/backspin in tennis, sidespin/swerve in football.

Learners should understand the importance of streamlining and the effects of drag on sports performance, and how to increase or decrease their effects. They should be able to apply this directly to sporting situations.

Learners should be able to explain the factors that affect drag such as speed of object, cross-section, surface area and surface effects. They should be able to explain the importance of streamlining and discuss developments in both cycling (e.g. helmets, shape of bike, aero positioning) and swimming (e.g. swimsuits) that help to reduce the drag effect.

Learners will not be required to carry out calculations involving the magnitude of the drag force/drag coefficient.

Projectile motion.

Factors affecting projectile motion.

Drag forces.

Types of flow: laminar and turbulent.

Bernoulli Principle.

Magnus Effect.

Boundary layer.