HSC Course PDHPE - Wikispacesstage6pdhpesundance.wikispaces.com/file/view/WIKI+2012+PDHPE... · HSC...
Transcript of HSC Course PDHPE - Wikispacesstage6pdhpesundance.wikispaces.com/file/view/WIKI+2012+PDHPE... · HSC...
page2
Contents
Welcome Note……………………………………………… 2
Scope & Sequence………………………………………… 3
Schedule of Learning……………………………………… 4
Assessment Task One
-Description……………………………………. 5
-Marking Criteria……………………………… 5
-Rubric………………………………………..… 5
Assessment Task Four
-Description…………………………………… 5
-Marking Criteria……………….………..…… 5
-Rubric……………………………………….… 5
Appendices………………………………………………… 5-10
i) HSC Outcomes List & Key Competencies (Skills)
ii) Core 1: Health Priorities in Australia
Syllabus Module Description & Outcomes Checklist
iii) Core 2: Factors that Affect Performance
Syllabus Module Description & Outcomes Checklist
iv) Option One: Improving Performance
Syllabus Module Description & Outcomes Checklist
v) Option Two: Sports Medicine
Syllabus Module Description & Outcomes Checklist
vi) HSC Glossary of Key Terms
page3
“It is health that is real wealth and not pieces
of gold and silver” -Mohandas Ghandi
Welcome! 6th October 2011
…and congratulations on not only successfully completing the preliminary PDHPE course, but choosing
to stay with, what I believe to be, one of the most relevant subjects to your life –not just now, but in the
future.
In this coming year you will learn about the current health priorities in Australia, factors that affect
sporting performance, improving sporting performance and sports medicine. All the information you
will learn will not only help you in achieving an excellent mark in the HSC, but will (with your preliminary
knowledge) enable you to live healthily in all areas of your life. This course is also designed for you to
develop skills in collecting, analysing and organising information, communicating ideas and
information, planning and organising activities, working with others and in teams, using mathematical
ideas and techniques, using technology and solving problems; all of which you can apply to attain
this holistically healthy life. Very exciting stuff!
Fortunately for both you and your PDHPE teacher, Sundance College has continued to equip the
Sports Department with fun and content rich resources, various top of the line information and
communication technologies and, most importantly, absolute support. With this is in mind, it is your
right as a PDHPE HSC student to receive all the information outlined within the syllabus in order for you
to succeed in this course. However, it is also your responsibility to be an active learner both within and
outside the classroom and apply yourself in everyway when learning about PDHPE. There is a lot to get
through, and it may seem quite demanding with all your other subjects at times, but with a positive
attitude, time management and dedication you will get through it! …and it will be gratifying!
This document includes the planned schedule for this course throughout the year. It also shows the
weighting of all your assessments and cores, as well as two upfront Assessment Notifications (Task One
& Task Four). The remaining assessments will be provided with atleast two weeks notice. Within the
appendix of this document are details of the required outcomes, which you can check off once
outcome has been learnt. If you feel the content has not been sufficiently covered, or you simply do
not understand, feel free to speak to either Miss Vella or myself as soon as possible to ensure this issue
addressed. Additionally, a Wiki-Space has been created to provide information relevant to the course
digitally.
This year will continue like the last, with Miss Vella taking Class A (12A) and myself taking Class B (12B).
For week one, we will provide you with photocopied sheets from the textbook. From week two
onwards, it is expected that you have the textbook PDHPE Application and Inquiry (2010).
Looking forward to the year ahead.
Yours in Sport,
Miss M. Ireland
PDHPE Head Teacher
page4
Components Core 1: Health
Priorities in Australia
Core 2: Factors
Affecting Performance
Option 1: Improving
Performance
Option 2: Sports
Medicine
Outcomes H1, H2, H3, H4, H5
H14, H15, H16
H7, H8, H9, H10, H11
H16, H17
H7, H8, H9, H10
H16, H17
H8, H13
H16, H17
Total
Marks
Weightings 30% 30% 20% 20% 100%
Research Brochure
Term 4 : Wk 10 : 14/12/11
Task
On
e
description 15% 15%
Half Yearly Exam
Term 1 : Wk 9 : 04/04/12
Task
Tw
o
description 5% 20% 25%
Poster
Term 2 : Wk 8 : 13/06/12
Task
Th
ree
description 15% 15%
Practical Demonstration
Term 3 : Wk 2 : 23/07/12
onwards
Task
Fo
ur
description 15% 15%
HSC Trial Exam
Term 3 : Wk 4 or 5
exam block
Task
Fiv
e
description 10% 10% 5% 5% 30%
page5
HSC Scope and Sequence
HSC Schedule of Learning School Calender
lll = PDHPE Days Term Four Week: Unit Content Outcomes Monday Tuesday Wednesday Thursday Friday
1a C1-FQ1: Measuring health status
C1-FQ1: Identifying priority issues
H1-5,H8,H14-16 10/10
Start of Term 4
11/10 12/10 13/10 14/10
2b C1-FQ1: identifying priority issues
C1-FQ2: Groups experiencing health inequalities
H1-5,H8,H14-16 17/10 18/10 19/10 20/10 21/10
3a C1-FQ2: High levels of preventable chronic
disease, injury and mental health problems
H1-5,H8,H14-16 24/10 25/10 26/10 27/10 28/10
4b C1-FQ2: High levels of preventable chronic
disease, injury and mental health problems
C1- FQ2: Growing & ageing population
H1-5,H8,H14-16 31/10 01/11
Yr 7
Vaccinations
02/11 03/11 04/11
5a C1-FQ3: Health Care in Australia H1-5,H8,H14-16 07/11 08/11 09/11 10/11 11/11
6b C1-FQ3: Health Care in Australia
C1-FQ3: Complementary and alternative health
care approaches
H1-5,H8,H14-16 14/11 15/11
16/11 17/11 18/11
Swimming
Carnival
7a C1-FQ4: Health promotion based on the five
action areas of the Ottawa Charter
H1-5,H8,H14-16 21/11 22/11 23/11 24/11 25/11
8b C1-FQ4: Health promotion based on the five
action areas of the Ottawa Charter> Applying
the Ottawa Charter
H1-5,H8,H14-16 28/11 29/11 30/11 01/12 02/12
9a Back up week for late schedule OR
C1 Revision Week
H1-5,H8,H14-16 05/12 06/12 07/12 08/12 09/12
10b
Task 1
C2-FQ1: Energy systems H7-11, H16-17 12/12 13/12 14/12
TASK 1 DUE
15/12 16/12
End of Term for
Students
Holidays C2-FQ1: Energy systems
C2-FQ1: Types of training and training methods
H7-11, H16-17 -Do required homework
-Catch up on summary notes if not up to date
-Optional: Read and/or write notes for Principles of training [pg. 102-106]
page6
HSC Schedule of Learning School Calender
lll = PDHPE Days Term One Week: Unit Content Outcomes Monday Tuesday Wednesday Thursday Friday
1a C2-FQ1: Types of training and training methods
C2-FQ1: Principles of training
H7-11, H16-17 30/01
Start of Term
for Students
31/01 01/02 02/02 03/02
2b C2-FQ1: Principles of training
C2-FQ1: Physiological adaptations in response to
training
H7-11, H16-17 06/02 07/02 08/02 09/02 10/02
3a C2-FQ1: Physiological adaptations in response to
training
C2-FQ2: Motivation
C2-FQ2: Anxiety and arousal
H7-11, H16-17 13/02 14/02 15/02 16/02 17/02
4b C2-FQ2: Psychological strategies to enhance
motivation and manage anxiety
H7-11, H16-17 20/02 21/02 22/02 23/02 24/02
Yr 7 Reflection
Day
5a C2-FQ3: Nutritional considerations
C2-FQ3: Supplementation
H7-11, H16-17 27/02 28/02 29/02 01/03 02/03
6b C2-FQ3: Supplementation
C2-FQ3: Recovery strategies
H7-11, H16-17 05/03 06/03 07/03
Yr 9 Camp
08/03
Yr 9 Camp
09/03
Yr 9 Camp
7a C2-FQ4: Stages of skill acquisition
C2-FQ4: Characteristics of the learner
H7-11, H16-17 12/03 13/03 14/03 15/03 16/03
8b Revision for Half Yearly Exams C1 & C2 H1-5,H7-11,
H16-17 19/03 20/03 21/03 22/03 23/03
9a
Task 2
Half Yearly Exams H1-5,H7-11,
H16-17 26/03
Yr 12 Half
Yearly Exams
Begin
27/03 28/03
TASK 2-EXAM
29/03 30/03
Yr 10
Reflection Day
10b C2-FQ4: The learning environment H7-11, H16-17 02/04 03/04 04/04 05/04
End of Term
06/04
Good Friday
Holidays C2-FQ4: The learning environment
C2-FQ4: Assessment of skill and performance
H7-11, H16-17 -Do required homework
-Catch up on summary notes if not up to date
page7
HSC Schedule of Learning School Calender
lll = PDHPE Days Term Two Week: Unit Content Outcomes in
Core Monday Tuesday Wednesday Thursday Friday
1a C2-FQ4: Assessment of skill and performance
Back up lessons for late schedule OR
C2 Revision Week
H7-11, H16-17 23/04
School
Development
Day
24/04
Start of Term
25/04
ANZAC Day
26/04 27/04
2b Op1-FQ1: Strength training
Op1-FQ1: Aerobic training
H7-10, H16-17 30/04 01/05 02/05 03/05 04/05
3a Op1-FQ1: Anaerobic training
Op1-FQ1: Flexibility training
Op1-FQ1: Skill training
H7-10, H16-17 07/05 08/05 09/05 10/05 11/05
Yr 8 Reflection
Day
4b Op1-FQ2: Initial planning considerations
Op1-FQ2: Planning a training year
(periodisation)
H7-10, H16-17 14/05 15/05 16/05
Yr 12 Retreat
17/05
Yr 12 Retreat
18/05
Yr 12 Retreat
5a
Op1-FQ2: Elements to be considered when
designing a training session
Op1-FQ2: Planning to avoid overtraining
H7-10, H16-17 21/05 22/05 23/05
24/05 25/05
6b Op1-FQ3: Use of Drugs
Op1-FQ3: Use of technology
H7-10, H16-17 28/05 29/05
Photo Day
30/05 31/05 01/06
Catch Up
Photo Day
7a Op2-FQ1: Ways to classify sport injuries
Op2 FQ1: Soft tissue injuries
Op2-FQ1: Hard tissue injuries
H8, H13,
H16-17 04/06 05/06
Yr 7
Vaccinations
06/06 07/06 08/06
Athletics
Carnival
8b
Task 3
Op2-FQ1: Assessment of injuries
Op2-FQ2: Children and young athletes
H8, H13,
H16-17 11/06
Queens
Birthday
12/06 13/06
Yr 11 Science
Excursion
TASK 3 DUE
14/06
Yr 11 Retreat
15/06
Yr 11 Retreat
9a
Op2-FQ2: Adult and aged athletes
Op2-FQ2: Female athletes
Op2-FQ3: Physical preparation
H8, H13,
H16-17 18/06
19/06
20/06
21/06 22/06
10b Op2-FQ3: Sports policy and the sports
environment
Op2-FQ3: Environmental considerations
H8, H13,
H16-17 25/06
26/06
27/06
28/06 29/06
End of Term
Holidays Op2-FQ3: Environmental considerations
Op2-FQ3: Taping and bandaging
H8, H13,
H16-17 -Do required homework
-Catch up on summary notes if not up to date
-Optional: PDHPE HSC Study Help Days - 9th & 10th of July 11am-2pm
page8
HSC Schedule of Learning School Calender
lll = PDHPE Days Term Three Week: Unit Content Outcomes Monday Tuesday Wednesday Thursday Friday
1a
Op2-FQ3: Taping and bandaging
Op2-FQ4: Rehabilitation Op2-FQ4: Return to play
H6, H8, H1 16/07
School
Development
Day
17/07
Start of Term
18/07 19/07 20/07
2b
Task 4
Time in lessons to complete Task 4 AND
Revision for Trial Exams 23/07
TASK 4
24/07
TASK 4
25/07
TASK 4
26/07 27/07
3a
Revision for Trial Exams H1-5,H7-11,
H13-17 30/07
31/07 01/08 02/08 03/08
4b
Task 5
HSC Trial Exams H1-5,H7-11,
H13-17 06/08
Yr 12 HSC Trial
Exams Begin
07/08
Yr 7
Vaccinations
08/08 09/08 10/08
5a
Task 5
HSC Trial Exams H1-5,H7-11,
H13-17 13/08 14/08 15/08 16/08 17/08
End of Yr 12
HSC Trial
Exams
6b Back up week for late schedule OR
Op1 & Op2 Revision Week 20/08 21/08 22/08 23/08 24/08
7a Revision for HSC Exams 27/08 28/08 29/08 30/08 31/08
8b Revision for HSC Exams 03/09 04/09 05/09 06/09 07/09
Yr 9 Reflection
Day
9a Revision for HSC Exams 10/09 11/09 12/09 13/09 14/09
10b Revision for HSC Exams
17/09 18/09 19/09 20/09 21/09
Yr 12 Twilight
Retreat
End of Term
Holidays -Optional: PDHPE HSC Study Help Days
– will organise dates & times during class in week 10
page9
HSC Schedule of Learning School Calender
Term Four Week: Unit Content Outcomes Monday Tuesday Wednesday Thursday Friday
1a HSC Exams
08/10
Start of Term
HSC Exams
Begin
09/10 10/10 11/10 12/10
2b HSC Exams
15/10 16/10 17/10 18/10 19/10
3a HSC Exams
22/10 23/10 24/10 25/10 26/10
4b HSC Exams
29/10 30/10 31/10 01/11 02/11
5a HSC Exams
05/11 06/11 07/11 08/11 09/11
End of HSC
Exams
6b 12/11 13/11 14/11 15/11 16/11
7a 19/11 20/11
Yr 7
Vaccinations
21/11 22/11 23/11
8b 26/11 27/11 28/11 29/11 30/11
Swimming
Carnival
9a 03/12 04/12 05/12 06/12 07/12
10b 10/12 11/12 12/12 13/12 14/12
11a 17/12 18/12 19/12
End of Term for
Students
20/12
School
Development
Day
21/12
School
Development
Day
page10
SUNDANCE COLLEGE
ASSESSMENT NOTIFICATION
Subject:
Personal Development, Health & Physical Education
Year:
Task:
Weighting:
12
One
15%
Unit: Health Priorities in Australia
Type: Research A5 Booklet (individual)
Due: 14th December 2011
Week 10 – Term Four
Outcomes Assessed:
H1 Describes the nature and justifies the choice of Australia’s health priorities
H4 Argues the case for health promotion based in the Ottawa Charter
H6 Demonstrates a range of personal health skills that enables them to
promote and maintain health
H15 Critically analyses key issues affecting the health of Australians and
proposes ways of working towards better health for all
Task: Make an A5 booklet researching various components of the Health Priorities in Australia. The
following components must be included:
Part 1- Identify one National Health Priority Area for Action and demonstrate how the actions of the
Ottawa Charter interact to help address this problem.
Part 2 – Describe a health promotion initiative related to the priority area (researched in part one)
and explain how it exemplifies the new public health approach to health. Examples are required.
Part 3 – Investigate one Private Health Insurance. Identify the PHI, then appreciate the benefits it
provides. Compare and contrast these benefits with Medicare in relation to: costs, services available,
advantages /disadvantages.
The A5 booklet should also include: -a title page
-vivid, yet concise headings
-a number of pictures
-Bibliography (refer to your diary, pg. 48-49) For details on how to make an A5 booklet visit:
http://office.microsoft.com/en-us/word-help/create-a-folded-booklet-HP003072950.aspx
Materials needed to complete task: Word processor, A4 paper, textbook, internet.
PENALTY FOR LATE SUBMISSION OF TASK 1 day late – 20% of total maximum mark.
2 days late – 50% of total maximum mark.
3 or more days late – ZERO mark.
Plagiarism waiver – a requirement of successfully completing this assessment task requires your work to be
original. In submitting this task you will need to sign a declaration stating that this work is your own and it has not
been completed by anyone else or in collusion with other parties.
I, _________________________________, declare that all of the work submitted for this
assessment task is original work of my own. Where I have used another’s work, it has been
clearly acknowledged and recorded within the document.
Student signature - ___________________________ Date: / /06
Miss Vella
Subject Teacher
Sports Co-ordinator
Miss Ireland
Subject Teacher
Head of Program PDHPE
Mr Snickers
Curriculum Co-ordinator
page11
Marking Criteria Name:
Subject: Personal Development, Health & Physical Education
Year:
Task:
Weighting:
12
One
15%
Unit: Health Priorities in Australia
Type: Research A5 Booklet (individual)
Due: 14th December 2011
Week 10 – Term Four
Part 1- Identify one National Health Priority Area for Action and demonstrate how
the actions of the Ottawa Charter interact to help address this problem. ____/8
Identify and describe a key priority area for Australia, providing clear and relevant characteristics
and features of this health issue
Demonstrates in detail, how each of the action areas of the Ottawa Charter is achieved, through
the application of appropriate examples relevant to the health issue chosen
6-8
Identify and describe a priority area for Australia, providing characteristics and features of this health
issue
Explain how each of the action areas of the Ottawa Charter is achieved, through the application of
examples relevant to the health issue chosen Identify and discuss a health promotion initiative
3-5
Identify and discuss a priority area for Australia, providing some characteristics or features of this
health issue
Identify many of the action areas of the Ottawa Charter. Indicates how they are achieved, through
examples
0-2
Part 2 – Describe a health promotion initiative related to the priority area
(researched in part one) and explain how it exemplifies the new public health
approach to health. Examples are required.
____/10
Correctly identify and describe a health promotion initiative
Provide a detailed explanation of this initiative, exemplifying features of the new public health
approach using clear examples
8-10
Identify and discuss a health promotion initiative
Provide an overview of this initiative, identifying features of the new public health approach 4-7
Identify some features of a health promotion initiative
Recognises an initiative and makes reference to the new public health approach 0-3
Part 3 – Investigate one Private Health Insurance. Identify the PHI, then
appreciate the benefits it provides. Compare and contrast these benefits with
Medicare in relation to: costs, services available, advantages /disadvantages.
____/6
Appropriately identify and appreciate the benefits of a Private Health Insurance company.
Compares and contrasts the benefits between PHI and Medicare 5-6
Identify and compare of a Private Health Insurance company with Medicare 3-4
Identify a Private Health Insurance company and discusses Medicare 1-2
Formatting (A5 booklet) ____/2
A5 size, title page, vivid yet concise headings, a number of pictures 2
Academic Writing ____/2 Correct use of terms, grammar and spelling 2
Bibliography ____/2 bibliography (as specified in Sundance College’s student diary, pg. 48-49) 2
Total marks
Bands % Part 1
6 90-100 Part 2
5 80-89 Part 3
4 70-79 Formatting
3 60-69 Academic Writing
2 50-59 Bibliography
1 0-49
Comments:
Total out of 30
page12
Rubric Criteria
Name:
Subject: Personal Development, Health & Physical Education
Year:
Task:
Weighting:
12
One
15%
Unit: Health Priorities in Australia
Type: Research A5 Booklet (individual)
Due: 14th December 2011
Week 10 – Term Four
Unsatisfactory Meets Expectations Exceeds Expectations
Part 1- 8 marks Identify one National Health Priority Area for
Action and demonstrate how the actions of the
Ottawa Charter interact to help address this
problem.
Identify and discuss a priority area
for Australia, providing some
characteristics or features of this
health issue. Student identifies some
of the action areas of the Ottawa
Charter. Indicates how they are
achieved, through examples
Student demonstrates research skills to identify
and describe a priority area for Australia,
providing characteristics and features of this
health issue. Student explains how each of the
action areas of the Ottawa Charter is
achieved, through the application of
examples relevant to the health issue chosen.
Student Identifies and discusses a health
promotion initiative.
Student demonstrates refined research skills to
identify and describe a key priority area for
Australia, providing clear and relevant
characteristics and features of this health issue.
The students also demonstrates, in detail, how
each of the action areas of the Ottawa
Charter is achieved, through the application of
appropriate examples relevant to the health
issue chosen. Part 2 – 10 marks Describe a health promotion initiative related to
the priority area (researched in part one) and
explain how it exemplifies the new public health
approach to health. Examples are required.
Identify some features of a health
promotion initiative. Student
recognises an initiative and makes
reference to the new public health
approach
Student identifies and discusses a health
promotion initiative. They provide an overview
of this initiative, identifying features of the new
public health approach
Correctly identify and describe a health
promotion initiative
Provide a detailed explanation of this initiative,
exemplifying features of the new public health
approach using clear examples
Part 3 – 6 marks Investigate one Private Health Insurance.
Identify the PHI, then appreciate the benefits it
provides. Compare and contrast these benefits
with Medicare in relation to: costs, services
available, advantages /disadvantages.
Identifies a Private Health Insurance
company and discusses Medicare.
No comparison.
Student identifies and compares a Private
Health Insurance company with Medicare. It is
evident student knows content, though limited
exploration is demonstrated by the student.
Appropriately identifies and appreciates the
benefits of a Private Health Insurance
company. Compares and contrasts the
benefits between PHI and Medicare.
Formatting 2 marks Poor formatting inhibits the
effectiveness of ideas, making the
document unstructured and visually
unappealing. Little or none of the
following are included: A5 size, title
page, vivid yet concise headings, a
number of pictures
Formatting presented with ideas structured
and sequenced in a logical way majority of
the time. Most are included and used
effectively: A5 size, title page, vivid yet concise
headings, a number of pictures
Effective formatting presented with ideas
structured and sequenced in a logical way. All
are included and used effectively: A5 size, title
page, vivid yet concise headings, a number of
pictures
Academic Writing 2 marks
Many elements of good writing are
absent – numerous spelling errors,
poor grammar, poor paragraphing.
Writing is disorganised and unclear
A good standard of academic writing is
present throughout. Requires editing in a few
instances. Writing is organised.
Highly academic demonstrating superior
understanding of the English language. Writing
is focused and engaging
Bibliography 2 marks
Bibliography references are either
inconsistent, inaccurate and/or not
evident
Correct use of bibliography references. Correct use of bibliography references. The list
is presented alphabetical.
page15
Rubric Criteria
Name:
Subject: Personal Development, Health & Physical Education
Year:
Task:
Weighting:
12
Four
15%
Unit: Sports Medicine (Option 2)
Type: Practical Demonstration (individual)
Due: 23rd July 2012
Week 2 – Term Three
You will be marked according to the Outcomes outlined in the Assessment Notification
Unsatisfactory Meets Expectations Exceeds Expectations Outcome H17-
Selects appropriate options and formulates
strategies based on critical analysis of the factors
that affect performance and safe participation
Outcome H13 –
Selects and applies strategies for the
management of injuries and the promotion of
safety in sport and physical activity
8 marks
Student incorrectly identifies injury and
incorrectly managed.
Assistance and prompting is required to
identify the athlete’s injury. Guidance to
manage the injury is required in order for
correct treatment to occur.
Injury is correctly identified and the
student implements some effective
management procedures. Greater
detail and accuracy could have been
achieved, though managed situation
well enough to prevent serious
implications to the injured athlete.
Student gives a critical analysis of the
scenario resulting in the accurate
classification of the injury. All appropriate
management procedures are
implemented in detail and logical order,
preventing any further injury to the
athlete.
Outcome H8 –
Explains how a variety of training approaches
and other interventions enhance performance
and safety in physical activity
7 marks
Strapping demonstrated has weaknesses
in technique and effectiveness. The steps
performed are insufficient to complete the
task.
Attempt to strap the injury requires
assistance to correctly identify the injury
and apply the strapping.
Correct strapping procedure is
formulated, strapping technique is
ineffective, and all steps are
completed.
Correct strapping procedure is
formulated, strapping technique is
effective and all steps are completed
accurately.
page13
SUNDANCE COLLEGE
ASSESSMENT NOTIFICATION
Subject:
Personal Development, Health & Physical Education
Year:
Task:
Weighting:
12
Four
15%
Unit: Sports Medicine
Type: Practical Demonstration (individual)
Due: 23rd July 2012
Week 2 – Term Three
Outcomes Assessed:
H8 Explains how a variety of training approaches and other interventions
enhance performance and safety in physical activity
H13 Selects and applies strategies for the management of injuries and the
promotion of safety in sport and physical activity
H17 Selects appropriate options and formulates strategies based on critical
analysis of the factors that affect performance and safe participation
Task: Students will need to assess and manage a sporting injury. Sports injury scenarios will be
allocated at random on the day of assessment. You will be marked according to the Outcomes
outlined above.
These scenarios will be specific, stating such things as age and sex of injured, sport played and their
level of competition. You will be required to perform and talk through each step of the injury
management.
Students will be asked to work on the injured athlete (fellow student) to demonstrate the
appropriate Sports Medicine management procedures for:
- a sports injury described in a sport specific scenario.
- preventative management, requiring strapping of a joint that will allow the athlete
to continue participation.
When performing these demonstrations, students will be required to explain how a variety of
interventions enhance performance and safety in physical activity. Questions may be asked by your
teacher to clarify your understanding. Marks will be awarded for accuracy, detail and effectiveness
of the management provided to the injured athlete. Students will be expected to use principles such
as DRABC, RICER, TOTAPS, immobilisation and splinting procedures where appropriate.
Materials needed: none. First aid/props will be provided on the day of assessment
PENALTY FOR LATE SUBMISSION OF TASK 1 day late – 20% of total maximum mark.
2 days late – 50% of total maximum mark.
3 or more days late – ZERO mark.
Plagiarism waiver – a requirement of successfully completing this assessment task requires your work to be
original. In submitting this task you will need to sign a declaration stating that this work is your own and it has not
been completed by anyone else or in collusion with other parties.
I, _________________________________, declare that all of the work submitted for this
assessment task is original work of my own. Where I have used another’s work, it has been
clearly acknowledged and recorded within the document.
Student signature - ___________________________ Date: / /06
Miss Vella
Subject Teacher
Sports Co-ordinator
Miss Ireland
Subject Teacher
Head of Program PDHPE
Mr Snickers
Curriculum Co-ordinator
page14
Marking Criteria Name:
Subject: Personal Development, Health & Physical Education
Year:
Task:
Weighting:
12
Four
15%
Unit: Sports Medicine (Option 2)
Type: Practical Demonstration (individual)
Due: 23rd July 2012
Week 2 – Term Three
You will be marked according to the Outcomes outlined in the Assessment Notification
H17- Selects appropriate options and formulates strategies based on critical analysis of
the factors that affect performance and safe participation
H13- Selects and applies strategies for the management of injuries and the promotion of
safety in sport and physical activity
____/8
Critical analysis of the scenario results in the accurate classification of the injury, all appropriate
management procedures are implemented in detail and logical order. 7-8
Injury is correctly identified and some effective management procedures are implemented. Greater
detail and accuracy could have been achieved. 4-6
Injury is incorrectly identified and managed.
Assistance and prompting is required to identify the athlete’s injury. Guidance to manage the injury is
required.
0-3
____/15
H8- Explains how a variety of training approaches and other interventions enhance
performance and safety in physical activity ____/7
Correct strapping procedure is formulated, strapping technique is effective and all steps are
completed accurately. 6-7
Correct strapping procedure is formulated, strapping technique is ineffective, and all steps are
completed. 3-5
Strapping demonstrated weaknesses in technique and effectiveness, steps performed sufficiently to
complete the task.
Attempt to strap the injury requires assistance to correctly identify the injury and apply the strapping.
0-2
Comments:
Total marks
Bands % Part 1
6 90-100 Part 2
5 80-89 Part 3
4 70-79 Formatting
3 60-69 Academic Writing
2 50-59 Bibliography
1 0-49 Total out of 15
page16
Appendices
!
The following information has been
taken directly from the PDHPE
Stage 6 syllabus
page17
HSC Outcomes List
Objectives HSC Course Outcomes
A student develops: A student:
• Knowledge &
understanding of
the factors that
affect health
H1
H2
H3
Describes the nature and justifies the choice of Australia’s
health priorities
Analyses and explains the health status of Australians in
terms of current trends and groups most at risk
Analyses the determinants of health and health inequities
• A capacity to
exercise influence
over personal and
community health
outcomes
H4
H5
H6
Argues the case for health promotion based in the Ottawa
Charter
Explains the different roles and responsibilities of
individuals, communities and governments in addressing
Australia’s health priorities
Demonstrates a range of personal health skills that enables
them to promote and maintain health
• Knowledge
and understanding
about the way the
body moves
H7
H8
H9
Explains the relationship between physiology and
movement potential
Explains how a variety of training approaches and other
interventions enhance performance and safety in physical
activity
Explains how movement skill is acquired and appraised
• An ability to
take action to
improve
participation and
performance in
physical activity
H10
H11
H12
H13
Designs and implements training plans to improve
performance
Designs psychological strategies and nutritional plans in
response to individual performance needs
Analyses the influence of sociocultural factors on the way
people participate in and value physical activity and s
port
Selects and applies strategies for the management of
injuries and the promotion of safety in sport and physical
activity
• An ability to
apply the skills of
critical thinking,
research and
analysis
H14
H15
H16
H17
Argues the benefits of health-promoting actions and
choices that promote social justice
Critically analyses key issues affecting the health of
Australians and proposes ways of working towards better
health for all
Devises methods of gathering, interpreting and
communicating information about health and physical
activity concepts
Selects appropriate options and formulates strategies
based on critical analysis of the factors that affect
performance and safe participation
page18
Key competencies
PDHPE Stage 6 provides a context within which to develop general competencies considered essential for the acquisition of effective, higher order thinking skills necessary for further education, work and productive functioning in daily life.
The following key competencies are embedded in the PDHPE Stage 6 Syllabus to enhance student learning.
Collecting, analysing and organising information: this is developed through the
syllabus emphasis on critical thinking and research. Students research a range of information sources, discerning their relevance to particular PDHPE issues. Skills of analysis are applied to explaining the ways the body moves, interpreting a range of
data and monitoring the effectiveness of health policies and programs.
Communicating ideas and information: this competency is developed in all aspects of the syllabus. Students develop the capacity to select appropriate means to
communicate relevant understandings. This includes the demonstration of understandings and ideas through movement.
Planning and organising activities: this is developed in contexts such as setting
goals for improved personal health, strategic planning for safe outdoor recreation, preventive health action, organising training programs and designing health promotion strategies.
Working with others and in teams: there are significant opportunities for students to work cooperatively and adopt leadership roles in the context of this syllabus. This competency is embedded in the modules Composition and Performance and
Outdoor Recreation. Other modules integrate coaching experiences that further develop the capacity to work with others.
Using mathematical ideas and techniques: students develop basic mathematical
concepts in the interpretation of trend data related to epidemiology. This is further developed through measuring physical fitness and examining the physiology of the body. As students appraise movement they are also required to use mathematics in
analysing quantitative measures of performance.
Using technology: research and investigation in this syllabus involves using appropriate information technologies. Students also examine technologies related to
training, sports medicine, the enhancement of performance and the health of Australians.
Solving problems: the study of contemporary health and physical activity issues
presents students with a range of challenging problems. The syllabus requires students to examine options and consider ethical dimensions when proposing solutions to these problems.
page19
HSC Core 1: Health Priorities in Australia This module should occupy approximately 30% of total course time.
Module Description
This compulsory module examines the health status of Australians and investigates, in depth, the current health priority issues in Australia. Students identify and justify
the choice of priority issues and examine the roles that the health system and health promotion play in achieving better health for all Australians. In this module, students investigate the following critical questions:
FQ1 How are priority issues for Australia’s health identified?
FQ2 What are the priority issues for improving Australia’s health?
FQ3 What role do health care facilities and services play in achieving better health for
all Australians?
FQ4 What actions are needed to address Australia’s health priorities?
In this module, students learn how health can be promoted by personal and community action and by policies and services at all levels of responsibility. The
module introduces concepts of health inequities in Australia that are further explored in the options module Equity and Health.
Outcomes
A student:
H1 describes the nature and justifies the choice of Australia’s health priorities
H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk H3 analyses the determinants of health and health inequities
H4 argues the case for health promotion based on the Ottawa Charter H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities
H14 argues the benefits of health-promoting actions and choices that promote social justice H15 critically analyses key issues affecting the health of Australians and proposes
ways of working towards better health for all H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts.
page23
HSC Core 2: factors that affect performance
This module should occupy approximately 30% of total course time
Module Description
This compulsory module examines the factors that affect performance. In this module, students explore the physical and psychological bases of performance. They
experience and critically analyse approaches to training and skill development and investigate the contributions of psychology, nutrition and recovery strategies to performance.
In this module, students investigate the following critical questions:
FQ1 How does training affect performance?
FQ2 How can psychology affect performance?
FQ3 How can nutrition and recovery strategies affect performance?
FQ4 How does the acquisition of skill affect performance?
This module enables students to take action to influence their own performance and
enhance that of others through coaching applications. Opportunity is provided in the HSC option Improving Performance for more detailed
consideration of factors affecting performance and the considerations of a coach in supporting the performance of athletes.
Outcomes
A student:
H7 explains the relationship between physiology and movement potential
H8 explains how a variety of training approaches and other interventions enhance performance and safety in physical activity H9 explains how movement skill is acquired and appraised
H10 designs and implements training plans to improve performance H11 designs psychological strategies and nutritional plans in response to individual performance needs
H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts H17 selects appropriate options and formulates strategies based on a critical
analysis of the factors that affect performance and safe participation.
page27
HSC Option 1: Improving performance
This module should occupy approximately 20% of total course time
Module Description
In this module, students investigate approaches to the physiological preparation and skill development of athletes. Students will experience and analyse a variety of training methods and look at the application of these methods to improving
performance. The effects of planning on performance and ethical considerations relating to improving athletes’ performance are also examined.
In this module, students investigate the following critical questions:
FQ1 How do athletes train for improved performance?
FQ2 What are the planning considerations for improving performance?
FQ3 What ethical issues are related to improving performance?
This module provides students with knowledge and skills necessary to improve their performance as well as enabling them to apply the concepts to various coaching
contexts.
Outcomes
A student:
H7 explains the relationship between physiology and movement potential H8 explains how a variety of training approaches and other interventions enhance
performance and safety in physical activity H9 explains how movement skill is acquired and appraised H10 designs and implements training plans to improve performance
H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts H17 selects appropriate options and formulates strategies based on a critical
analysis of the factors that affect performance and safe participation.
page30
HSC Option 2: Sports medicine
This module should occupy approximately 20% of total course time
Module Description
This option module is concerned with the specific issues of prevention, assessment, management of and recovery from sports injury. In this module, students examine how the extent and intensity of sports participation relates to the incidence of sports
injuries. They explore the range of technical and scientific approaches for maintaining the wellbeing of athletes.
In this module, students research, analyse and debate the merits of current sports medicine approaches. They also explore issues regarding returning to play following injury.
In this module, students investigate the following critical questions:
FQ1 How are sports injuries classified and managed?
FQ2 How does sports medicine address the demands of specific athletes?
FQ3 What role do preventative actions play in enhancing the wellbeing of the athlete?
FQ4 How is injury rehabilitation managed?
As a result of studying this module, students will be prepared to minimise their risk of injury in sports settings. It will also provide an introduction to the requirements for adopting productive support roles such as sports trainers.
Outcomes
A student:
H8 explains how a variety of training approaches and other interventions enhance performance and safety in physical activity H13 selects and applies strategies for the management of injuries and the promotion
of safety in sport and physical activity H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts
H17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation
page34
HSC glossary of key terms Account
Account for: state reasons for, report on. Give an account of: narrate a series
of events or transactions
Analyse
Identify components and the relationship between them; draw out and relate
implications
Apply Use, utilise, employ in a particular situation
Appreciate
Make a judgement about the value of
Assess Make a judgement of value, quality, outcomes, results or size
Calculate
Ascertain/determine from given facts, figures or information
Clarify Make clear or plain
Classify
Arrange or include in classes/categories
Compare
Show how things are similar or different
Construct
Make; build; put together items or arguments
Contrast
Show how things are different or opposite
Critically (analyse/evaluate)
Add a degree or level of accuracy depth, knowledge and understanding, logic,
questioning, reflection and quality to (analyse/evaluate)
Deduce Draw conclusions
Define
State meaning and identify essential qualities
Demonstrate
Show by example
Describe
Provide characteristics and features
Discuss
Identify issues and provide points for and/or against
Distinguish
Recognise or note/indicate as being distinct or different from; to note
differences between
page35
Evaluate
Make a judgement based on criteria; determine the value of
Examine
Inquire into
Explain
Relate cause and effect; make the relationships between things evident;
provide why and/or how
Extract Choose relevant and/or appropriate details
Extrapolate
Infer from what is known
Identify Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Support an argument or conclusion
Outline
Sketch in general terms; indicate the main features of
Predict
Suggest what may happen based on available information
Propose
Put forward (for example a point of view, idea, argument, suggestion) for consideration or action
Recall
Present remembered ideas, facts or experiences
Recommend Provide reasons in favour
Recount
Retell a series of events
Summarise
Express, concisely, the relevant details
Synthesise
Putting together various elements to make a whole