Functional Anatomy: Musculoskeletal Anatomy, Kinesiology and Palpation for Manual Therapists

Functional Anatomy: Musculoskeletal Anatomy, Kinesiology and Palpation for Manual Therapists (First Edition)

Chapter 3— Myology

Functional Anatomy: Musculoskeletal Anatomy, Kinesiology and Palpation for Manual Therapists (First Edition)

Lesson Plans

Chapter 3 — Myology

Goals of the Lesson:

Cognitive: Students will be able to identify types of muscle tissue, skeletal muscle functions, and muscle fiber arrangements. They will be able list and explain the six factors that make up muscle names. Students will be able to explain the five muscle properties and identify major structures of macroscopic and microscopic muscle anatomy. They will be able to explain the steps of how an action potential leads to contraction and list and describe four factors that affect force production. Students will be able to explain the differences between slow twitch, fast twitch, and intermediate muscle fibers and how they are distributed. They will be able to list and explain types of muscle contractions, muscle relationships, levers in the human body, proprioceptors, and types of range of motion. They will be able to identify major muscles of the body.

Motor: Students will be able to demonstrate active, passive, and resisted range of motion.

Affective: N/A

Learning Objectives:

The lesson plan for each objective starts on the page shown below.

3-1Compare and contrast the three types of muscle tissue in the human body...... 29

3-2Discuss the five functions of skeletal muscle...... 31

3-3Compare and contrast parallel and pennate fiber arrangements and give an example of each...... 33

3-4Identify the six factors that make up muscle names. Give examples using each factor...... 35

3-5Explain the contribution of each of the five properties of skeletal muscle tissue to human movement...... 36

3-6Identify the major macroscopic and microscopic structures of muscle tissue and describe the function of each....37

3-7List the events that lead to a skeletal muscle contraction and identify all chemicals necessary in the process...... 38

3-8Discuss the factors that influence the amount of force produced by a muscle...... 39

3-9Compare and contrast slow twitch, fast twitch, and intermediate muscles fibers...... 40

3-10Compare and contrast isometric and isotonic muscle contractions...... 41

3-11Compare and contrast concentric and eccentric muscles contractions...... 42

3-12Discuss the functional interrelationships between agonist, synergist, and antagonist muscles...... 43

3-13Identify the major skeletal muscles of the human body...... 44

3-14Identify the components of a lever and give an example of each type of lever in the human body...... 45

3-15Identify and describe the anatomical structures of proprioception in the human body...... 46

3-16Define and demonstrate active, passive, and resisted range of motion...... 47

3-17Explain the purpose of performing active, passive, and resisted range of motion...... 48

You Will Need:

Gather the following materials and teaching aids for the following lessons:

3-5A large rubber band.

3-73x5" note cards.

Legend: PPt: PowerPoint

Objective 3-1

Compare and contrast the three types of muscle tissue in the human body.Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Types of Muscle Tissue
Smooth Muscle
Cardiac Muscle
Skeletal Muscle / 50–51 / 5–6 / Figures
3-1: Muscle types
p. 50, PPt 6
Boxes
N/A / Resources
N/A
In-Class Activities
Have students close their texts. Read off an attribute or two of a given muscle type and have them guess which type of muscle it is. For instance:
I am under voluntary control. Which muscle type am I? (skeletal)
I don't have any striations. Which muscle type am I? (smooth)
I conduct electrical impulses from cell to cell. Which muscle type am I? (cardiac)
Materials
N/A / Outside Assignments
Have students research the different fiber types and draw a sketch of each, showing defining characteristics (striations, etc.)
Evaluation
For Review, pp. 72–73

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Objective 3-2

Discuss the five functions of skeletal muscle.Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Skeletal Muscle Functions
Motion
Posture
Protection
Thermogenesis
Vascular Pump / 51 / 7 / Figures
N/A
Boxes
N/A / Resources
N/A
In-Class Activities
Have students pair off. Assign each pair one of the five functions of skeletal muscle. Have each pair come up with an analogy to use to help explain the function they've been assigned.
For example, a football helmet or suit of armor for protection, a furnace for thermogenesis, or squeezing a tube of toothpaste for vascular pump. Then, have each pair explain their function to the class using the metaphor.
Materials
N/A / Outside Assignments
Have students research on a physiological level how either thermogenesis or the vascular pump works. Have them report their findings in the next class.
Evaluation
For Review, pp. 72–73

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Objective 3-3

Compare and contrast parallel and pennate fiber arrangements and give an example of each.______Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Fiber Direction and Naming Muscles
Parallel Arrangements

Fusiform Muscles
Circular Muscles
Triangular Muscles

Pennate Arrangements

Unipennate Muscles
Bipennate Muscles
Multipennate Muscles

/ 51–53 / 8–9 / Figures
N/A
Boxes
N/A
Tables
3-1: Fiber Arrangements
p. 52 / Resources
N/A
In-Class Activities
Muscle Workshop. Have students pair off. Assign each pair a muscle. Be sure to choose muscles that will be appropriate for all of the information requested. Have students identify and list each of the following facts about their muscles:
1. Locate the muscle in Figure 3-10.
2. Fiber arrangement type (parallel vs. pennate, & subtype)
3. Explanation of muscle's name
4. Type of lever
Then, have them perform the following:
1. Perform isometric, concentric, and eccentric contractions of the muscle.
2. Identify synergists and antagonists related to the muscle.
3. Perform active, passive, and resisted range of motion of the muscle.
Materials
N/A / Outside Assignments
Try This!, p. 73
Evaluation
For Review, pp. 72–73

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Objective 3-4

Identify the six factors that make up muscle names. Give examples using each factor.Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Naming Muscles
Fiber Direction
Location
Action
Size
Shape
Number of Heads / 53–54 / 10–12 / Figures
N/A
Boxes
3-1: Characteristics Used to Name Muscles
p. 53 / Resources
N/A
In-Class Activities
Muscle Workshop from Objective 3-3, above.
Materials
N/A / Outside Assignments
Try This!, p. 73
Evaluation
For Review, pp. 72–73

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Objective 3-5

Explain the contribution of each of the five properties of skeletal muscle tissue to human movement.______Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Skeletal Muscle Properties
Extensibility
Elasticity
Excitability
Conductivity
Contractility / 54 / 13–14 / Figures
N/A
Boxes
3-2: Skeletal Muscle Properties
p. 54 / Resources
N/A
In-Class Activities
Bring a large rubber band to class and use it to demonstrate a muscle's extensibility, elasticity, and contractility. You can stretch a rubber band without damaging it (extensibility), the rubber band contracts after being stretched (contractility), and the rubber band returns to its original shape after being stretched (elasticity).
Materials
A large rubber band. / Outside Assignments
Have students further explore the characteristics of excitability and conductivity. Have them learn how muscles can conduct and even produce electrical signals.
Evaluation
For Review, pp. 72–73

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Objective 3-6

Identify the major macroscopic and microscopic structures of muscle tissue and describe the function of each.______Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Anatomy of Skeletal Muscle Tissue
Macroscopic Anatomy

Fibers
Endomysium
Fascicles
Perimysium
Epimysium
Musculotendinous Junction
Muscle Belly

Microscopic Anatomy

Sarcolemma
Sarcoplasm
Nuclei
Myofibrils
Sarcomere
Mitochondria
Transverse Tubules
Sarcoplasmic Reticulum

/ 55 / 15–18 / Figures
3-2: Macroscopic anatomy of skeletal muscle
p. 56, PPt 16
Boxes
N/A / Resources
N/A
In-Class Activities
On a white board, sketch a bone, tendon, and muscle belly and label them. Then, have students come up and add to the sketch, working from the larger structures down to the sarcomere and labeling them.
Materials
N/A / Outside Assignments
Hand out unlabeled copies of Figure 3-2 and have students label all anatomical structures related to skeletal muscle.
Evaluation
For Review, pp. 72–73

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Objective 3-7

List the events that lead to a skeletal muscle contraction and identify all chemicals necessary in the process.______Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Physiology of Muscle Contraction
Events at the Neuromuscular Junction
Sliding Filament Theory / 55–59 / 19–23 / Figures
3-3: Neuromuscular junction
p. 57, PPt 20
3-4: The events of muscle contraction
p. 58, PPt 22
3-5: Sliding filament mechanism
p. 58, PPt 23
Boxes
3-3: Events of a Muscle Contraction
p. 59 / Resources
N/A
In-Class Activities
After describing the events leading to muscle contraction to the class, have them pair off. Hand out 3x5" note cards with one step in the contraction process on each card. Have the students line up in correct order. Then, beginning with the first step, have each pair explain their step in the process.
Materials
3x5" note cards. / Outside Assignments
Have students practice explaining the process of muscle contraction to a friend or family member, using illustrations from the book.
Evaluation
For Review, pp. 72–73

Legend: PPt: PowerPoint

Objective 3-8

Discuss the factors that influence the amount of force produced by a muscle.Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Factors Affecting Force Production
Motor Unit Recruitment
Cross-Sectional Area
Fiber Arrangement
Muscle Length / 59–60 / 24–27 / Figures
3-6: The motor unit
p. 59, PPt 25
3-7: Length-tension relationship
p. 60, PPt 27
Boxes
N/A / Resources
N/A
In-Class Activities
Have students pair off. Have each pair formulate a "rule" that governs each of the factors influencing force production and share them with the class.
For instance:
The more motor units that are recruited, the greater the force produced.
The greater the cross-sectional area, the greater the force produced.
Materials
N/A / Outside Assignments
Have students research how motor units are recruited and share their findings at the next class.
Evaluation
For Review, pp. 72–73

Legend: PPt: PowerPoint

Objective 3-9

Compare and contrast slow twitch, fast twitch, and intermediate muscles fibers.Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Skeletal Muscle Fiber Types
Slow Twitch Fibers
Fast Twitch Fibers
Intermediate Fibers
Distribution of Fiber Types / 60–61 / 28–29 / Figures
3-8: Muscle fiber types
p. 60
Boxes
N/A / Resources
N/A
In-Class Activities
Divide the class into two teams. Assign one team as the "slow twitch" team and the other as the "fast twitch" team. Have each team list as many sports or activities at which it would likely beat the other team, based on each team's muscle fiber type. Whichever team comes up with the most valid examples "wins."
Materials
N/A / Outside Assignments
Try This!, p. 73
Evaluation
For Review, pp. 72–73

Legend: PPt: PowerPoint

Objective 3-10

Compare and contrast isometric and isotonic muscle contractions.Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Types of Muscle Contractions
Isometric Contractions
Isotonic Contractions

Concentric Contractions
Eccentric Contractions

Integrating Contraction Types in Human Movement / 61–62 / 30 / Figures
3-9: Contraction types
p. 61
Boxes
N/A / Resources
N/A
In-Class Activities
Muscle Workshop from Objective 3-3, above.
Materials
N/A / Outside Assignments
Have students demonstrate isometric and isotonic muscle contractions to a friend or family member.
Evaluation
For Review, pp. 72–73

Legend: PPt: PowerPoint

Objective 3-11

Compare and contrast concentric and eccentric muscles contractions.Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Isotonic Contractions
Concentric Contractions
Eccentric Contractions
Integrating Contraction Types in Human Movement / 61–62 / 30 / Figures
3-9: Contraction types
p. 61
Boxes
N/A / Resources
N/A
In-Class Activities
Muscle Workshop from Objective 3-3, above.
Materials
N/A / Outside Assignments
Have students demonstrate concentric and eccentric muscle contractions to a friend or family member.
Evaluation
For Review, pp. 72–73

Legend: PPt: PowerPoint

Objective 3-12

Discuss the functional interrelationships between agonist, synergist, and antagonist muscles.______Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Muscle Relationships
Agonists
Synergists
Antagonists / 62 / 31 / Figures
N/A
Boxes
N/A / Resources
N/A
In-Class Activities
Muscle Workshop from Objective 3-3, above.
Materials
N/A / Outside Assignments
Assign all students five muscles. Have students list for each muscle all synergists and antagonists related to each muscle.
Evaluation
For Review, pp. 72–73

Legend: PPt: PowerPoint

Objective 3-13

Identify the major skeletal muscles of the human body.Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Muscles of the Human Body / 63–64 / 32 / Figures
3-10: Muscles of the human body
p. 63–64, PPt 32
Boxes
N/A / Resources
N/A
In-Class Activities
Muscle Workshop from Objective 3-3, above.
Materials
N/A / Outside Assignments
Try This!, p. 73
Evaluation
For Review, pp. 72–73

Legend: PPt: PowerPoint

Objective 3-14

Identify the components of a lever and give an example of each type of lever in the human body.______Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Levers in the Human Body
Components of a Lever
Types of Levers

First-Class Levers
Second-Class Levers
Third-Class Levers

/ 65 / 33 / Figures
3-11: Types of levers
p. 66, PPt 33
Boxes
N/A / Resources
N/A
In-Class Activities
Muscle Workshop from Objective 3-3, above.
Materials
N/A / Outside Assignments
Have students find five real-world examples of each type of lever (first-class, second-class, and third-class) and share them with the class at the next class period.
Evaluation
For Review, pp. 72–73

Legend: PPt: PowerPoint

Objective 3-15

Identify and describe the anatomical structures of proprioception in the human body.Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Proprioception
Muscle Spindles
Golgi Tendon Organs
Other Proprioceptors

Vestibular Apparatus
Mechanoreceptors

/ 65–68 / 34 / Figures
3-12: Different types of normal endfeel
p. 69
Boxes
N/A
Tables
3-2: Neuromuscular Regulators
p. 67
3-3: Normal and Abnormal Endfeel
p. 70 / Resources
N/A
In-Class Activities
Have a student volunteer sit in front of the class. Using your knuckles or the spine of a book, lightly tap the student's patellar tendon to elicit the myotactic reflex. While doing this, explain how this reflex is an example of a muscle spindle in action.
Materials
N/A / Outside Assignments
Have students practice holding a plastic grocery bag or canvas bag with a heavy weight inside for as long as they can. After a while, their fingers should "relax" automatically, to prevent damaging their finger muscles. This is an example of the inverse myotactic reflex.
Evaluation
For Review, pp. 72–73

Legend: PPt: PowerPoint

Objective 3-16

Define and demonstrate active, passive, and resisted range of motion.Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Range of Motion
Active Range of Motion
Passive Range of Motion
Resisted Range of Motion / 68–71 / 35 / Figures
3-13: Resisted range of motion
p. 70
Boxes
N/A
Tables
3-4: Grading Resisted Range of Motion
p. 71 / Resources
N/A
In-Class Activities
Muscle Workshop from Objective 3-3, above.
Materials
N/A / Outside Assignments
Have students perform active, passive, and resisted range of motion exercises with a friend or family member.
Evaluation
For Review, pp. 72–73

Legend: PPt: PowerPoint

Objective 3-17

Explain the purpose of performing active, passive, and resisted range of motion.Date:

Lecture Outline

Figures, Tables, and Features

Resources and

In-Class Activities

Outside Assignments

Evaluation

Instructor’s Notes

Content / Text page / PPt slide
Range of Motion
Active Range of Motion
Passive Range of Motion
Resisted Range of Motion / 68–71 / 35 / Figures
3-13: Resisted range of motion
p. 70
Boxes
N/A
Tables
3-4: Grading Resisted Range of Motion
p. 71 / Resources
N/A
In-Class Activities
Muscle Workshop from Objective 3-3, above.
Materials
N/A / Outside Assignments
Have students interview a local physical therapist or massage therapist who uses range of motion testing on his or her clients. Have the students learn when and why the practitioner uses these tests.
Evaluation
Create an exam for Chapter 3 using the Brownstone Test Generator on the Instructor’s Resource CD-ROM

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