Principles of Anatomy and Physiology (L/508/4584) Assignment Brief 2026

Principles of Anatomy and Physiology Assignment Brief

Assignment Summary

In this unit the learners explore the structure and function of various body systems including the respiratory, cardiovascular, skeletal and energy systems. Learners will examine how these systems respond to different types of exercise.

Learning Outcome 1

The learner will:

understand the structure and function of the skeletal system

The learner must:

• describe the structure and function of the skeletal system
• describe classifications and characteristics of joints
• identify types of synovial joints
• describe types of joint movement

Grading descriptors:

Pass: Uses information taken from a specialist source to describe the structure and function of the skeletal system in own words.

Merit: Uses information found in different formats from at least 2 specialist sources about the structure and function of the skeletal system and communicates it mostly accurately in own words.

Distinction: Uses information appropriately taken from a wide range of specialist sources, in different formats about the structure and function of the skeletal system and accurately communicates it in own words.

Delivery and Assessment:

Learners must describe the structure of the skeletal system, to include:

• bone structure (compact and cancellous)
• the axial skeleton and the appendicular skeleton
• types of bone (long, short, flat, irregular and sesamoid)
• examples of where each type of bone can be located in the skeleton.

Learners must be able to locate the major bones of the skeletal system:

• cranium, clavicle, ribs, sternum, humerus, radius, ulna, carpals, metacarpals, phalanges, scapula, ilium, pubis, ischium, femur, patella, tibia, fibula, tarsals, metatarsals, vertebral column (cervical, thoracic, lumbar, sacrum, coccyx).

Learners must describe the functions of the skeleton, to include:

• support, protection
• attachment for skeletal muscle
• source of blood cell production
• store of minerals.

Learners must describe the 3 different types of joints found in the skeletal system, to include the location, structure and movement available:

• fixed
• slightly moveable
• synovial/freely moveable.

Learners must describe the following types of synovial joints providing examples of where they can be found:

• ball and socket
• hinge
• pivot
• gliding
• condyloid
• saddle.

Learners must describe the movement available at each synovial joint, such as flexion/extension, lateral flexion, abduction, adduction, rotation, circumduction, pronation, supination, plantar flexion, dorsiflexion, inversion and eversion. Specialist sources could include sources of anatomy and physiology information which are credible for example text/reference books, experts in the field, research/evidence based.

Different formats refer to the use of different ways that anatomy and physiology information may be presented and could include journals or videos.

Types of evidence:

Evidence could include:

• workbook
• assignment
• presentation
• worksheets
• report.

Learning Outcome 2

The learner will:

understand the structure and function of the muscular system

The learner must:

• describe the structure and function of the muscular system
• explain types of muscle contraction
• describe different fibre types

Grading descriptors:

Pass: Uses information taken from a specialist source to describe the structure and function of the muscular system and communicates it in own words.

Merit: Uses information found in different formats from at least 2 specialist sources about the structure and function of the muscular system and communicates it mostly accurately in own words.

Distinction: Uses information appropriately taken from a wide range of specialist sources, in different formats about the structure and function of the muscular system and accurately communicates it in own words.

Delivery and Assessment:

Learners must describe the different muscle types, including:

• smooth, cardiac, and skeletal
• the characteristics of each muscle type
• examples of where each muscle type can be located in the body.

Learners must identify the location of the major muscles of the body:

• biceps, triceps, deltoids, pectoralis major, rectus abdominis, quadriceps (rectus femoris, vastus lateralis, vastus medialis, and vastus intermedius), hamstrings (semimembranosus, semitendinosus, and biceps femoris), gastrocnemius, soleus, tibialis anterior, erector spinae, teres major, trapezius, latissimus dorsi, obliques, and gluteus maximus.

Learners must describe the functions of the muscular system, to include:

• movement
• heat production
• muscle contraction.

Learners must include a description of the sliding filament theory for muscle contraction and make reference to:

• actin
• myosin
• sarcomere
• troponin
• tropomyosin
• calcium ions
• ATPase.

Learners must describe how muscles work in antagonistic pairs and include the role of:

• agonists
• antagonists
• fixators
• synergists.

Learners must describe the 4 types of contraction:

• isometric
• concentric
• eccentric
• isokinetic.

Learners must describe the different fibre types: Type 1; Type 2a; Type 2b and include:

• the different characteristics of each classification
• examples of different sports or actions where these fibres are used.

Specialist sources refer to sources of anatomy and physiology information which are credible and could include text/reference books, experts in the field and research/evidence based.

Different formats refer to the use of different ways that anatomy and physiology information may be presented and could include journals or videos.

Types of evidence:

Evidence could include:

• workbook
• assignment
• presentation
• worksheets
• report.

Learning Outcome 3

The learner will:

understand the structure and function of the cardiovascular system

The learner must:

• describe the structure and function of the cardiovascular system

Grading descriptors:

Pass: Uses information taken from a specialist source to describe the structure and function of the cardiovascular system in own words.

Merit: Uses information found in different formats from at least 2 specialist sources about the structure and function of the cardiovascular system and communicates it mostly accurately in own words.

Distinction: Uses information appropriately taken from a wide range of specialist sources, in different formats about the structure and function of the cardiovascular system and accurately communicates it in own words.

Delivery and Assessment:

Learners must describe the structure of the cardiovascular system, to include:

• atria, ventricles, bicuspid valve, tricuspid valve, aortic valve, pulmonary valve, aorta, vena cava – superior and inferior, pulmonary vein, pulmonary artery.

Learners must also describe the characteristics of different blood vessels:

• arteries
• arterioles
• capillaries
• veins
• venules.

Learners must describe the functions of the cardiovascular system, to include:

• delivery of oxygen and nutrients
• removal of waste products
• thermoregulation (vasodilation and vasoconstriction of vessels)
• the function of blood (oxygen transport, clotting, fighting infection).

Specialist sources refer to sources of anatomy and physiology information which are credible which could include text/reference books, experts in the field and research/evidence based.

Different formats refer to the use of different ways that anatomy and physiology information may be presented which could include journals or videos.

Types of evidence:

Evidence could include:

• workbook
• assignment
• presentation
• report.

Learning Outcome 4

The learner will:

understand the structure and function of the respiratory system

The learner must:

• describe the structure and function of the respiratory system

Grading descriptors:

Pass: Uses information taken from a specialist source to describe the structure and function of the respiratory system and communicates it in own words.

Merit: Uses information found in different formats from at least 2 specialist sources about the structure and function of the respiratory system and communicates it mostly accurately in own words.

Distinction: Uses information appropriately taken from a wide range of specialist sources, in different formats about the structure and function of the respiratory system and accurately communicates it in own words.

Delivery and Assessment:

Learners must describe the structures of the respiratory system, to include:

• nasal cavity
• epiglottis
• pharynx
• larynx
• trachea
• bronchus
• bronchioles
• lungs (lobes, pleural membrane, thoracic cavity visceral pleura, pleural fluid, and alveoli)
• diaphragm
• intercostal muscles (external and internal).

Learners must describe the functions of the respiratory system, to include:

• gaseous exchange
• mechanisms of breathing in relation to inspiration and expiration
• lung volumes (tidal volume)
• vital capacity
• residual volume
• control of breathing (neural and chemical).

Specialist sources refer to sources of anatomy and physiology information which are credible which could include text/reference books, experts in the field, and research/evidence based.

Different formats refer to the use of different ways that anatomy and physiology information may be presented which could include journals or videos.

Types of evidence:

Evidence could include:

• workbook
• assignment
• presentation
• worksheets
• report.

Learning Outcome 5

The learner will:

understand the different types of energy systems

The learner must:

• describe the different types of energy systems
• explain their use in sport and exercise activities

Grading descriptors:

Pass: Uses information taken from a specialist source to describe the different energy systems and communicates it in own words.

Merit: Uses information found in different formats from at least 2 specialist sources about the different energy systems and communicates it mostly accurately in own words.

Distinction: Uses information appropriately taken from a wide range of specialist sources, in different formats about the different energy systems and accurately communicates it in own words.

Delivery and Assessment:

Learners must describe the different energy systems and their use in sport and exercise activities. The energy systems that must be covered are:

• aerobic
• lactic acid
• phosphocreatine.

For each energy system learners must include:

• the fuels used
• the amount of adenosine triphosphate (ATP) produced
• by-products and recovery time.

Learners must also describe how the energy systems work together to provide a continuous supply of energy during exercise.

Specialist sources refer to sources of anatomy and physiology information which are credible which could include text/reference books, experts in the field, research/evidence based.

Different formats refer to the use of different ways that anatomy and physiology information may be presented which could include journals or videos.

Types of evidence:

Evidence could include:

• workbook
• assignment
• presentation
• report.

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