# CTE Resource Center - Verso - Sports Medicine I Task 1276117484

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Explain the respiratory system.

Definition

Explanation should include naming and discussing the function of each part of the respiratory system.

Students must also be able to explain and demonstrate taking vital signs (i.e., breathing frequency).

Process/Skill Questions

  • What are the parts of this system?
  • What is the function of each part?
  • What are the common injuries and pathological conditions of this system?
  • What are signs and symptoms of the different injuries and conditions?
  • What are different tests used to assess for these injuries and conditions?
  • What are clinical procedures used to treat these injuries and conditions?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Science

BIO.4

The student will investigate and understand life functions of Archaea, Bacteria, and Eukarya. Key concepts include
  1. comparison of their metabolic activities;
  2. maintenance of homeostasis;
  3. how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans;
  4. human health issues, human anatomy, and body systems;
  5. how viruses compare with organisms; and
  6. evidence supporting the germ theory of infectious disease.

Other Related Standards

HOSA Competitive Events

Health Science Events

 

Medical Spelling

 

Medical Terminology

 

Health Professions Events

 

Sports Medicine

 

Teamwork Events

 

HOSA Bowl

 

NASM-Certified Personal Trainer

Chapter 3 The Cardiorespiratory System

  • Describe the structure and function of the cardiovascular and respiratory systems.
  • Explain how each of these systems relates to human movement.
  • Describe how the cardiovascular and respiratory systems work in unison.
  • Explain the influence that dysfunctional breathing can have on the human movement system.

Chapter 4 Exercise Metabolism and Bioenergetics

  • Describe the primary methods of how the body produces energy for exercise.
  • Differentiate between aerobic and anaerobic metabolism.
  • Distinguish which energy pathways predominate for various intensities and durations of exercise.
  • Understand the interaction of carbohydrate, fat, and protein as fuels for exercise.
  • State the differences in the energy use during steady state and exhaustive exercise.
  • Discriminate between the energy requirements of steady state versus intermittent exercise.
  • Describe basic training-induced adaptations in energy production.