Overview

In this activity, students begin by completing a warm-up activity to assist them in recalling prior knowledge (such as the "Human Knot" exercise while applying only correct terminology, or observing a volunteer model and, as a class, discussing any muscular imbalances observed using proper terminology).

Next, groups of students move to interactive white boards to watch and analyze a video of an athlete in motion. Particularly, they examine the movement of various muscles/joints by pausing the video at three specified instances, draw the movements occuring in the aforementioned joints, list the muscles being used, and describe the contraction of ...

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In this activity, students begin by completing a warm-up activity to assist them in recalling prior knowledge (such as the "Human Knot" exercise while applying only correct terminology, or observing a volunteer model and, as a class, discussing any muscular imbalances observed using proper terminology).

Next, groups of students move to interactive white boards to watch and analyze a video of an athlete in motion. Particularly, they examine the movement of various muscles/joints by pausing the video at three specified instances, draw the movements occuring in the aforementioned joints, list the muscles being used, and describe the contraction of the muscles used and their role in movement.

Once completed, groups switch interactive white boards with another group that has analyzed the same video to peer review and annotate their work. The two groups assigned to the same video join together to discuss comments or corrections they have made to one another's work and arrive at a consensus regarding the correct answer.

These combined groups then present their work to the class.

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Objectives

Students learn to apply their knowledge of physiology to analyze movements, determining which muscles are used. Students learn to use precise terminology when referring to muscles and muscle groups.

Context and requirements

Level Grade 12-U0
Discipline Anatomy
Activity Content Muscles of the locomotion system, anatomical terminology for movement, muscles,
bones and joints, diagnosing and coming up with solutions to weaknesses
Technological Requirements Interactive boards are recommended, making it easy to both view the video clip and annotate the screenshots. This portion can be done on an online collaborative platform (requires at least one personal device per group).
Best Use Practice, Review

Author’s Notes

Benefits

Students are exposed to “publication” of their knowledge on the board and are given the opportunity to peer review another group’s work. Students must come to a consensus. Because each group presents their findings, students can be exposed to more examples in the time that it takes them to work through one.

Students become familiar with the roles of muscles, such as agonist, antagonist, synergist, and analyze the roles of these muscles in action.

Challenges

Different groups go at a different pace. This complicates orchestration. If one group is too far ahead, assistance can be provided to the teams that are lagging behind without hindering the group learning process. If one team is only slightly ahead, they can be provided with additional questions or asked to revisit what they have done.

Tips

Visit each group during this activity. Be sure to walk around and listen to the conversations going on. Keep taking note of what you overhear or conversations you have with students. These can be brought up in the consolidation or when you summarize information. The key is to be aware of the discussions. In some cases you may have to give an answer or guide someone a little more.

It can also be useful to have back up layers of tasks if ever students are widespread in where they are.

Instructors should have a visual of the queues/explanations of the tasks. This should be embedded into the material provided to students and pointed out. This way, if students are moving ahead they can refer to this and keep moving on, rather than having to interrupt the activity to say what the next step is.

An inventory of potential scaffolds and additional materials for students who move too far ahead can also be useful. Having tasks that add to what the students are doing helps ensure you maximize your time.

Activity Pedagogical Components

Warm-Up

Students complete a warm-up exercise either in groups or as a class. This can either be the “human knot” exercise, or the class may observe a _â__mock patient_â__ (i.e., a real-life volunteer model) to determine whether they have muscular imbalances. Students must employ proper physiological terminology.

Problem Solving

At an interactive white board, students watch and analyze a video. Particularly, they examine the movement of the scapula, shoulder, elbow and wrist joints by pausing the video at a specified instant. They then (a) draw the movements occurring in the aforementioned joints, (b) list the muscles being used and (c) describe the contraction of the muscles used and their role in movement. This is done directly on the interactive board. Students save this work and carry out the same analysis at two other instances within the video.

Peer Review

Groups switch interactive white boards with a second group that has analyzed the same video. They then peer-review the work completed by their peers, adding any missing information, suggesting corrections and making comments with different coloured ink.

Debate

Two groups assigned to the same video join together to discuss any comments or corrections they have made to one another’s work. Ultimately, the two groups come to a consensus regarding the correct answer.

Presenting

Groups that have analyzed the same video have the opportunity to present a summary of their findings to the remainder of the class

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