PE2: The Muscular System
Major muscles of the body, antagonistic pairs, roles of muscles and types of muscular contraction.
Major muscles of the body, antagonistic pairs, roles of muscles and types of muscular contraction.
| Muscle | Location | Primary Action | Sporting Example |
|---|---|---|---|
| Biceps | Front of upper arm | Flexes the elbow | Pulling up in a chin-up |
| Triceps | Back of upper arm | Extends the elbow | Pushing phase of a press-up; throwing a javelin |
| Deltoids | Shoulder | Abducts the arm at the shoulder | Bowling in cricket; raising arm in volleyball block |
| Pectorals | Chest | Adducts and flexes the arm at the shoulder | Bench press; butterfly stroke in swimming |
| Latissimus dorsi | Back (lateral/sides) | Adducts and extends the arm at the shoulder | Pulling phase of rowing; pull-up |
| Abdominals | Front of trunk | Flexes the trunk; core stability | Sit-ups; stabilising the core during a plank |
| Gluteals | Buttocks | Extends and abducts the leg at the hip | Driving phase of a sprint; rising from a squat |
| Quadriceps | Front of thigh | Extends the leg at the knee | Kicking a football; upward phase of a squat |
| Hamstrings | Back of thigh | Flexes the leg at the knee; extends the hip | Bending the knee before a long jump; sprinting |
| Gastrocnemius | Back of lower leg (calf) | Plantar flexes the foot | Rising onto toes in a sprint start; jumping |
| Tibialis anterior | Front of lower leg | Dorsiflexes the foot | Lifting toes when walking; keeping feet up in skipping |
Muscles can only PULL; they cannot push. Therefore, to return a bone to its original position, the antagonist must contract while the agonist relaxes.
Flexion (lifting the weight):
Extension (lowering the weight):
| Joint | Flexor | Extensor |
|---|---|---|
| Elbow | Biceps | Triceps |
| Knee | Hamstrings | Quadriceps |
| Hip | Iliopsoas (hip flexors) | Gluteals |
| Ankle | Tibialis anterior | Gastrocnemius |
| Contraction Type | Muscle Length | Joint Angle | Sporting Example |
|---|---|---|---|
| Concentric (isotonic) | Shortens | Changes | Upward phase of a squat (quadriceps shorten); lifting phase of a bicep curl |
| Eccentric (isotonic) | Lengthens | Changes | Downward phase of a squat (quadriceps lengthen under tension); lowering a weight slowly |
| Isometric | No change | No change | Holding a plank; rugby scrum pushing against equal force; gymnast holding an iron cross |
| Feature | Type I (Slow Oxidative) | Type IIa (Fast Oxidative Glycolytic) | Type IIx (Fast Glycolytic) |
|---|---|---|---|
| Contraction speed | Slow | Fast | Very fast |
| Force production | Low | Medium | High |
| Fatigue resistance | High (resistant) | Medium | Low (fatigues quickly) |
| Energy system | Aerobic | Aerobic and anaerobic | Anaerobic (lactic acid) |
| Myoglobin content | High (red fibres) | Medium | Low (white fibres) |
| Mitochondria density | High | Medium | Low |
| Capillary density | High | Medium | Low |
| Sporting example | Marathon, long-distance cycling | 800m, team sports, swimming | 100m sprint, weightlifting, shot put |
Q1: Name the antagonistic pair at the elbow joint and identify the agonist during flexion.
Q2: Explain the difference between concentric and eccentric isotonic contraction, giving a sporting example of each.
Q3: What is the role of a fixator muscle? Give an example from a sporting action.
Q4: During the downward phase of a squat, which type of contraction are the quadriceps performing? Explain why.
Q5: Which muscle is the agonist at the elbow during the pushing phase of a press-up?
Q6: Explain why Type I muscle fibres are more suited to marathon running than Type IIx fibres.
Students often say muscles "push" bones. Wrong: "The triceps pushes the arm straight." Correct: "The triceps contracts (pulls) to extend the elbow."
Students often confuse agonist and antagonist. Wrong: "The antagonist is the muscle doing the work." Correct: "The agonist (prime mover) is the muscle contracting to produce the movement."
Students think eccentric contraction means the muscle is relaxed. Wrong: "In the downward phase of a squat, the quadriceps relaxes." Correct: "In the downward phase, the quadriceps contracts eccentrically (lengthening under tension) to control the descent."
Students often think lactic acid causes doms. Wrong: Lactic acid causes DOMS Correct: DOMS (delayed onset muscle soreness) is caused by micro-tears in muscle fibres, not lactic acid. Lactic acid is cleared within an hour of exercise.
Students often think veins always carry deoxygenated blood. Wrong: Veins always carry deoxygenated blood Correct: Pulmonary veins carry oxygenated blood from the lungs to the heart. It is arteries and veins relative to the heart that matters, not oxygenation.
Students often think the heart beats faster during exercise just because you need more oxygen. Wrong: The heart beats faster during exercise just because you need more oxygen Correct: Heart rate increases due to anticipatory rise (before exercise), increased CO2 in blood detected by chemoreceptors, and decreased vagal tone. It is a coordinated response, not just oxygen demand.
6 marks: Explain how the muscular system affects sporting performance.
The Muscular System has significant effects on sporting performance. [Key concept 1]: explain the mechanism with specific detail. [Key concept 2]: how this applies in a named sporting example. [Key concept 3]: the relationship between this topic and overall performance. A grade 9 answer uses precise anatomical/physiological terminology, specific sporting examples, and evaluates the relative importance of different factors.
Mark scheme: 2 marks per explained point with specific evidence, evaluation for top marks
GCSE PE tests four AOs: AO1 (Knowledge, 30%) — recall facts about The Muscular System including definitions, classifications and specific examples; AO2 (Application, 30%) — apply knowledge to sporting contexts and training scenarios; AO3 (Analysis and Evaluation, 25%) — analyse data (graphs, tables), evaluate training methods or strategies, and justify recommendations; AO4 (Practical, 15%) — demonstrate relevant skills. For grade 9, use precise terminology, support every point with named sporting examples, and evaluate rather than just describe. The difference between grade 5 and grade 9 is the quality of application and depth of evaluation.
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