hsc course pdhpe - wikispacesstage6pdhpesundance.wikispaces.com/file/view/wiki+2012+pdhpe... · hsc...

HSC Course

PDHPE Graduating class of 2012

Student Information Booklet

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


iv) Option One: Improving Performance


v) Option Two: Sports Medicine


vi) HSC Glossary of Key Terms

“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

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%

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]


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



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


-Optional: PDHPE HSC Study Help Days - 9th & 10th of July 11am-2pm


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


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

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

Marking Criteria Name:

Subject: Personal Development, Health & Physical Education

Year:

Task:

Weighting:

12

One

15%





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

Rubric Criteria

Name:


Year:

Task:

Weighting:

12

One

15%





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.

Rubric Criteria

Name:


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.

SUNDANCE COLLEGE

ASSESSMENT NOTIFICATION

Subject:

Personal Development, Health & Physical Education

Year:

Task:

Weighting:

12

Four

15%

Unit: Sports Medicine


Due: 23rd July 2012


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

Marking Criteria Name:


Year:

Task:

Weighting:

12

Four

15%

Unit: Sports Medicine (Option 2)


Due: 23rd July 2012


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

Appendices

!

The following information has been

taken directly from the PDHPE

Stage 6 syllabus

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

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.

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.

Tick the dots/dashes once outcome has been achieved.

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.

HSC Option 1: Improving performance


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.


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.

Tick the dots once outcome has been achieved.

HSC Option 2: Sports medicine


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.


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

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

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

hsc course pdhpe - wikispacesstage6pdhpesundance.wikispaces.com/file/view/wiki+2012+pdhpe... · hsc...

Documents