At a Glance


  • STEM
  • Health science

Instructional Level

  • College & CEGEP

Tasks in Workflow

Social Plane(s)

  • Individual
  • Group
  • Whole Class

Type of Tasks

  • Discussing
  • Analyzing
  • Reviewing & assessing peers
  • Reading
  • Presenting

Technical Details

Useful Technologies

  • Interactive boards


  • Single class period (< 90 mins)

Instructional Purpose

  • Application & knowledge building
  • Assessment & knowledge refinement


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 (See list of example videos below). Particularly, they examine the movement of various muscles/joints by pausing the video at three specified instances, draw the movements occurring 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.

Instructional 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.

Videos of an Athlete in Motion

Workflow & Materials


Activity Workflow

View on CourseFlow

Contributor's Notes

Tim Miller

Tim Miller

Dawson College, Montreal


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.


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.


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.

Applied Strategies


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