Homeschool Guide: These lesson plans are a guide for parents. Content may contain errors — always cross-reference with official exam board specifications.

L1: Pe14 Movement Analysis Sporting

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4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.

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Lesson Overview

Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA

Learning Objectives

Prerequisites

Materials & Equipment

Lesson 1: Introduction: Pe14 Movement Analysis Sporting

Duration: 50 minutes

Starter Activity (5 minutes)

Quick Recall

3 quick questions to activate prior knowledge about pe14 movement analysis sporting. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: Pe14 Movement Analysis Sporting.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Pe14 Movement Analysis Sporting. Goal: by the end you can students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (, using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Pe14 Movement Analysis Sporting is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body ( - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. What is asked? Students
  2. Recall knowledge:
  3. Apply: Students often think the effort is always at the muscle. Wrong: The effort is always at the muscle Correct: The effort is where the muscle inserts on the bone, not where the muscle belly is. The insertion is usually close to the joint (fulcrum), creating a third class lever. Students often think planes and axes are the same thing. Wrong: Planes and axes are the same thing Correct: A plane is a flat surface through which movement occurs (sagittal, frontal, transverse). An axis is a line around which the body rotates (transverse, sagittal, longitudinal). They always pair up differently.
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. Break down: Separate parts?
  2. Solve each: Students often think the effort is always at the muscle. Wrong: The effort is always at the muscle Correct: The effort is where the muscle inserts on the bone, not where the muscle belly is. The insertion is usually close to the joint (fulcrum), creating a third class lever. Students often think pla
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using pe14 movement analysis sporting
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does Movement Analysis Sporting work this way?"
A: Analogy: "Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Pe14 Movement Analysis Sporting in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to pe13-planes-axes-movement / pe15-technology-movement-analysis
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on pe14 movement analysis sporting, summarise 100 words

Plenary (5 mins)

Label the Diagram

Unlabelled diagram - write all parts in 1 min

Assessment Criteria

Lesson 2: Core Concepts: Pe14 Movement Analysis Sporting

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on pe14 movement analysis sporting. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: Pe14 Movement Analysis Sporting.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Pe14 Movement Analysis Sporting. Goal: by the end you can students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (, using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Pe14 Movement Analysis Sporting is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body ( - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. What is asked? Students
  2. Recall knowledge:
  3. Apply: Students often think the effort is always at the muscle. Wrong: The effort is always at the muscle Correct: The effort is where the muscle inserts on the bone, not where the muscle belly is. The insertion is usually close to the joint (fulcrum), creating a third class lever. Students often think planes and axes are the same thing. Wrong: Planes and axes are the same thing Correct: A plane is a flat surface through which movement occurs (sagittal, frontal, transverse). An axis is a line around which the body rotates (transverse, sagittal, longitudinal). They always pair up differently.
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. Break down: Separate parts?
  2. Solve each: Students often think the effort is always at the muscle. Wrong: The effort is always at the muscle Correct: The effort is where the muscle inserts on the bone, not where the muscle belly is. The insertion is usually close to the joint (fulcrum), creating a third class lever. Students often think pla
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using pe14 movement analysis sporting
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does Movement Analysis Sporting work this way?"
A: Analogy: "Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Pe14 Movement Analysis Sporting in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to pe13-planes-axes-movement / pe15-technology-movement-analysis
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on pe14 movement analysis sporting, summarise 100 words

Plenary (5 mins)

Label the Diagram

Unlabelled diagram - write all parts in 1 min

Assessment Criteria

Lesson 3: Application: Pe14 Movement Analysis Sporting

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on pe14 movement analysis sporting. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: Pe14 Movement Analysis Sporting.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Pe14 Movement Analysis Sporting. Goal: by the end you can students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (, using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Pe14 Movement Analysis Sporting is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body ( - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. What is asked? Students
  2. Recall knowledge:
  3. Apply: Students often think the effort is always at the muscle. Wrong: The effort is always at the muscle Correct: The effort is where the muscle inserts on the bone, not where the muscle belly is. The insertion is usually close to the joint (fulcrum), creating a third class lever. Students often think planes and axes are the same thing. Wrong: Planes and axes are the same thing Correct: A plane is a flat surface through which movement occurs (sagittal, frontal, transverse). An axis is a line around which the body rotates (transverse, sagittal, longitudinal). They always pair up differently.
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. Break down: Separate parts?
  2. Solve each: Students often think the effort is always at the muscle. Wrong: The effort is always at the muscle Correct: The effort is where the muscle inserts on the bone, not where the muscle belly is. The insertion is usually close to the joint (fulcrum), creating a third class lever. Students often think pla
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using pe14 movement analysis sporting
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does Movement Analysis Sporting work this way?"
A: Analogy: "Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Pe14 Movement Analysis Sporting in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to pe13-planes-axes-movement / pe15-technology-movement-analysis
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on pe14 movement analysis sporting, summarise 100 words

Plenary (5 mins)

Exam Question Speed Round

5 quick questions, 1 min each. Mark together.

Assessment Criteria

Lesson 4: Exam Practice: Pe14 Movement Analysis Sporting

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on pe14 movement analysis sporting. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: Pe14 Movement Analysis Sporting.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Pe14 Movement Analysis Sporting. Goal: by the end you can students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (, using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Pe14 Movement Analysis Sporting is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body ( - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. What is asked? Students
  2. Recall knowledge:
  3. Apply: Students often think the effort is always at the muscle. Wrong: The effort is always at the muscle Correct: The effort is where the muscle inserts on the bone, not where the muscle belly is. The insertion is usually close to the joint (fulcrum), creating a third class lever. Students often think planes and axes are the same thing. Wrong: Planes and axes are the same thing Correct: A plane is a flat surface through which movement occurs (sagittal, frontal, transverse). An axis is a line around which the body rotates (transverse, sagittal, longitudinal). They always pair up differently.
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. Break down: Separate parts?
  2. Solve each: Students often think the effort is always at the muscle. Wrong: The effort is always at the muscle Correct: The effort is where the muscle inserts on the bone, not where the muscle belly is. The insertion is usually close to the joint (fulcrum), creating a third class lever. Students often think pla
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using pe14 movement analysis sporting
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does Movement Analysis Sporting work this way?"
A: Analogy: "Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Pe14 Movement Analysis Sporting in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Students often think second class levers are the most common in the body. Wrong: Second class levers are the most common in the body Correct: Third class levers are the most common in the human body (

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to pe13-planes-axes-movement / pe15-technology-movement-analysis
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on pe14 movement analysis sporting, summarise 100 words

Plenary (5 mins)

Exam Question Speed Round

5 quick questions, 1 min each. Mark together.

Assessment Criteria

📝 Mark Scheme Guidance

How examiners mark L1: Read the command word carefully — State = one word/phrase (1 mark), Describe = pattern or detail (2 marks), Explain = reason with "because" (2–3 marks), Compare = similarities AND differences, Evaluate = both sides + conclusion. Method marks are awarded for correct working even if the final answer is wrong. Always show your working — unexplained answers score zero for AO2.

Success on L1 questions: Underline the command word, count the marks (one mark per point expected), and answer in the format the command word demands.

Board Notes & Revision Links

This lesson is examined by: AQA 8582 | Edexcel 1PE0 | OCR J587 | Eduqas comps | CCEA units. Tier and paper details vary - always check your board's current specification.

Follow-up revision: PE11-movement-analysis-sport on GCSE Revise (notes, flashcards and auto-graded target tests for this exact topic).

📐 Reference Diagram

Object Thrust 50N → ← Friction 30N Normal ↑ ↓ Weight (mg)

✏️ Draw-Along Instructions

Parent/teacher: Draw the key diagram for movement-analysis: start with the main structure, add labels with arrows, then annotate with the key facts from the lesson. Use a ruler for straight lines.

Display the reference diagram (or draw it live) while pupils copy. Check each label as it is added.

Homework & Consolidation

Recommended Resources

🎓 Smart Lesson (Guided)