PDHPE 2017 HSC exam pack

Students should:

• address the key words, for example ‘outline’, ‘describe’, ‘explain’
• allocate time to answer questions based on the value of the question
• write a plan including syllabus content that is going to be used in the response
• highlight/underline key components of the question
• use relevant syllabus terminology in their responses
• use relevant examples to help in answering questions
• where they can, use information from government sources.

Students should expect:

• questions to be of varying difficulty
• to support responses using relevant examples
• to draw on syllabus content knowledge to answer questions.

Students can prepare for this examination by:

• developing their knowledge of the syllabus
• using past HSC papers and their marking guidelines to practise responses
• writing plans for responses from past HSC papers
• using various government sources to keep up to date on current opinion or breaking news on relevant health and sporting issues.

In better responses, students were able to:

• directly answer the question, providing relevant examples and applying syllabus content
• use a variety of relevant examples in direct response to the questions
• apply a contextual example when responding to questions that asked for an example
• refer to the contextual example to support their response
• respond to multiple aspects of the syllabus to draw in relevant conclusions and strategies
• respond in a holistic method showing clear relationships between factors when addressing specific elements.

Question 27(a)

In better responses, students were able to:

• articulate a range of determinants (sociocultural, socioeconomic and environmental) and relate them to a major health issue that affects young people
• make a clear connection to establish the relationship between the determinants and the health issue, and link the effects of that issue to the health of young people
• provide a range of relevant examples to illustrate the effect of the determinants on the health issue.

Question 27(b)

In better responses, students were able to:

• provide a reasonable judgement about the effectiveness of government and non-government strategies
• support their judgement by including a range of relevant examples to substantiate it
• include a number of major health issues in their response and clearly articulate how strategies had been effective or not effective in addressing them.

Question 28(a)

In better responses, students were able to:

• demonstrate a great depth of understanding about the use of sport in promoting, or creating awareness of, political agendas or objectives
• show a clear understanding of the impact on the government, society or other stakeholders of the use of sport as a tool to promote these agendas
• use a variety of accurate examples in which a relationship had been formed between political messages and sport.

Question 28(b)

In better responses, students were able to:

• demonstrate understanding of the way in which perceptions expressed in the media affect women’s participation rates in sport
• outline some historical perspectives of women’s involvement in sport as a basis to discussing the current societal perspectives on women in sport
• use a depth and range of examples that identify the actions of the media and the impact these actions have on women’s participation in sport and society’s perception.

Question 29(a)

In better responses, students were able to:

• show a direct relationship between physical preparation and injury prevention
• use a range of sporting examples that were relevant and varied.

Question 29(b)

In better responses, students were able to:

• show a strong understanding of the specific needs of children and young athletes that should be considered to support their safe participation in sport
• make judgements about the importance of implementing strategies to address these needs
• use relevant examples to illustrate actions that could be undertaken to promote safety.

Question 30(a)

In better responses, students were able to:

• show a clear understanding of the causes of overtraining and the associated signs and symptoms
• propose a range of physiological and psychological prevention strategies with clear links made to their impact on performance and/or wellbeing
• use relevant examples to clearly support the relationship between these strategies and avoiding the risk of overtraining.

Question 30(b)

In better responses, students were able to:

• identify arguments for and/or against the use of technologies that improve performance in sport
• make judgements regarding the ethics of a range of technologies and link these judgements to their arguments
• use a range of relevant examples to support the discussion, clearly linking each technology and improved performance.

Question 31(a)

In better responses, students were able to:

• show a strong relationship between the actions of enabling, mediating and advocating and sustainable improvements for disadvantaged groups
• illustrate how these actions provide support to disadvantaged groups
• integrate equity into relevant and meaningful examples, indicating the need to empower.

Question 31(b)

In better responses, students were able to:

• justify the importance of government funding across a broad spectrum of areas, for example supporting specific groups, preventative measures and the allocation of funding to address areas of need
• consider factors affecting health and principles of effective health promotion.