Standard 1

Content and Foundational Knowledge

Component 1.c: Describe and apply physiological and biomechanical concepts related to skillful
movement, physical activity, and fitness for teaching PreK-12 physical education.

Artifact: EXS 387- Lab 7

Date: Fall 2018

Reflection:

One of our lab assignments for biomechanics was to identify human movement using anatomical
analysis. To simplify, we were instructed to look at shot-by-shot frames of a track sprinter and identify
the anatomical movements that occur during each frame. Analytic procedure pertains to identifying the
joint action (flexion, extension, horizontal abduction/adduction, hyperextension, or plantar
flexion/dorsiflexion), muscle contraction (concentric, eccentric, or isometric), role of the muscle
activated (agonist, antagonist, or stabilizer), and lastly the muscle group that is activated (flexors or
extensors).

Lab 7 relates to component 1.c because the assignment primarily focused on biomechanical concepts
and knowing how to anatomically identify human movement. This assignment could be related back to
teaching PreK-12 physical education primarily through physical activity and fitness. Implementing the
anatomical movements mentioned above within a fitness unit could help students have a better grasp
for distinguishing the difference between various movements that create positive or negative forces. As
well as knowing the function of a joint that is performing a specific movement.

The artifact and standard are both important towards my development as a teacher because portraying
competency in physiological and biomechanical concepts are necessary for contributing to the skill
development of students. Also, from a coaching viewpoint there should be a big emphasis on this
component considering that athletic teams might primarily focus more on joint actions, functions and
injury prevention.