This document provides an overview of a unit on anatomy and physiology related to the skeletal system. It outlines four learning outcomes focusing on identifying skeletal functions and bones. Several in-class activities are described, including identifying what students already know about anatomy, discussing skeletal functions, and having students label bones on a diagram. Formative assessments include writing about skeletal functions and defining anatomical terms. Additional resources for further reading are also provided.

1. Unit Introduction
Unit 1: Principles of Anatomy and
physiology in Sport (Sport DCF)
…or…
Unit 1: Anatomy for Sport &
Exercise (Sport & Exercise Sciences)

2. Learning Outcomes
1. You will be able to identify the five main
functions of the skeleton.
2. You will be able to describe the functions of a
majority of specific bones in the skeleton.
3. You will be able to write at least 1 paragraph on
the different functions of the skeleton
4. You will start to become familiar with the
anatomical terms for bones!

3. Activity 1 (Paired task)
What do we already know about anatomy and physiology?
A GAME OF SCATTEGORIES…
Write the alphabet on a piece of paper. You will have 2 minutes
to write as many words as possible that you can think of to
do with anatomy or physiology.
Any questions?
On your marks…set…GO!
You will now compete against the other
teams to see who got the most words.

4. What does our skeleton do?

5. Support
The skeleton acts as a framework.
Can you imagine what humans would look like if
they didn’t have bones to support them?

6. Movement
Muscle
Tendon
Periosteum
Bone

7. Movement

8. Protection
Can you think of two reasons why the rib cage has gaps in it
rather than being a solid shell of bone?
cranium

9. Blood cell production
Red
marrow
embedded
in spongy
bone
Yellow
bone
marrow in
the shaft

10. Blood Composition
Red Blood cells
Also referred to as Erythrocyte - these …?
White blood cells
Act in various ways to protect the body – they form a…?
Platelets
Are cell fragments – they help to…?

11. Storage of minerals
Bone is a reservoir for minerals
These stored minerals are released into the
bloodstream – they are need for …?

12. Activity 2 (Paired task)
Watch the video using the QR code or interactive
board.
In pairs, make notes on the following:-
1. The functions of the skeletal system
2. Key anatomical terms (e.g. the names of the
bones)
3. Key processes and anything else you think is
important!
PICK 3 KEY POINTS AND USE THESE IN THE
COMPETITION
YOU GET 1 POINT FOR STATING AN ACCURATE
FACT OR TERM, YOU GET 2 POINTS FOR STATING A
FACT THAT NO-OTHER TEAM HAS!
http://bit.ly/1y3iGCB
YouTube - introduction to
the role of the Skeletal
System

13. Clavicle
Commonly
called the
collarbone, is a
slender S-shaped
bone
that connects
the upper arm
to the trunk of
the body.

14. Ribs
The ribs are thin, flat,
curved bones that form a
protective cage around
the organs in the upper
body.

15. Scapula
The scapula is a large,
triangular, flat bone on the back
side of the rib cage commonly
called the shoulder blade.

16. Pelvic Girdle
The Pelvic Girdle is composed to two
coxal (hip) bones.
The coxal bones are also called
innominate bones.

17. Patella
The patella or kneecap is a
large, triangular sesamoid bone
between the femur and the
tibia.

18. Activity 3 (Team task)
To help you with this
task you will need
post-it notes and a
diagram of the
skeleton (here/use
the QR code)
http://bit.ly/5KvJGX
Get Body Smart –
A&P resource
Identify the following roles in your team:
1. Skeleton model
2. Researcher
3. Post-it assistants
Write the anatomical names of the bones on a
post-it note and put on your model! You get 2
practice rounds before the competition.

19. Activity 4 (Individual task)
On your own
Without using your notes, write a paragraph on at
least two of the functions of the skeleton.
Remember to include:
• A definition of the function
• A description of what that definition means in
your own words
• Relate the function to an example of a bone
• Explain the use of this function in a sport

20. Terms for locations
(Worksheet/additional task)
Anterior
Superior
Proximal Distal
Medial
Lateral
Posterior
Inferior

21. Locations
• To the front or in front
• To the rear or behind
• Towards the mid-line
• Away from the mid-line
• Near to the root of origin
• Away from the root of origin
• Above
• Below

22. Additional Reading/Watching…
These resources will help with your assignment – you should use them to
reinforce what you have learnt, help develop your knowledge or complete
further research. Hopefully these actions will help you work towards the
higher Merit/Distinction grades!
http://bit.ly/1y3iGCB
YouTube - introduction to
the role of the Skeletal
System
http://bit.ly/5KvJGX
Get Body Smart –
A&P resource

23. Further resources
Textbooks
• Adams M et al – BTEC Level 3 National Sport (Development, Coaching and Fitness) OR Sport & Exercise
Sciences Student Book (Pearson, 2010)
• Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003)
• Palastanga N – Anatomy and Human Movement (Butterworth-Heinemann, 2006)
• Sharkey B J and Gaskill S E – Fitness and Health (Human Kinetics, 2006)
• Stafford-Brown J et al – BTEC National Sport and Exercise Science (Hodder Arnold, 2007)
• Tortora G J and Derrickson B H – Principles of Anatomy and Physiology (John Wiley and Sons, 2008)
Journals
• American College of Sport Medicine’s Health and Fitness Journal / British Journal of Sports Medicine /
Exercise and Sport Sciences Reviews / International Journal of Sports Science and Coaching / Medicine and
Science in Sports and Exercise / Research Quarterly for Exercise and Sport
Websites
• American College of Sports Medicine www.acsm.org
• British Association of Sport and Exercise Sciences www.bases.org.uk
• Human Kinetics www.humankinetics.com
• Sport Science www.sportsci.org
• Top End Sports www.topendsports.com