Session 3 & 4

Hopwood Hall College
1 de Sep de 2011
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
Session 3 & 4
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Session 3 & 4

Notas del editor

  1. Reference to skeletal structures could be enhanced by using a skeleton or skeletal models if available. Use this presentation to remind students of the names of a range of bones. Students must be confident in naming the bones of the skeleton and their position/ location in the body. Without this understanding they will struggle to identify the bones that form joints.
  2. Fixed or immoveable joints such as those of the flat bones of the skull allow very slight movement – ask students why they should allow a little movement. Movement is necessary for expansion of the soft tissues of the brain and to absorb some of the force of impacts – if joints were completely fixed they might crack with an impact such as a blow on the head.
  3. Discuss with students the structure of the spinal column and why slightly moveable joints are the most suitable type of joint for the cervical, thoracic and lumbar spine areas. Ask them why the sacrum and coccyx areas of the spine are fixed joints? Answer: for attachment of lower back muscles (Sacrum) and balance (coccyx).
  4. Synovial joints offer a wide range of sporting movement.