PDHPE 2019 HSC exam pack

Students should:

• have a clear understanding of key words in the question and recognise their different requirements, such as, ‘evaluate’, ‘assess’ and ‘explain’
• read the question carefully to ensure that they do not miss important components of the question
• use a plan to guide the response
• use relevant PDHPE terminology to support their responses
• engage with what the question is asking rather than presenting a pre-prepared response
• review syllabus content to ensure that the response is accurate and addresses syllabus requirements.

Question 21

In better responses, students were able to:

• indicate how goal setting can influence motivation
• provide at least two supporting examples.

Areas for students to improve include:

• knowledge of the syllabus terms: goal setting and motivation
• understanding of how goal setting influences motivation.

Question 22

In better responses, students were able to:

• provide an argument with supporting reasons for why carbohydrate loading would not improve performancefor the 100m athletic event
• demonstrate an understanding of the relationship between carbohydrate loading, fuel sources and energy systems
• provide a clear explanation of the process of carbohydrate loading.

Areas for students to improve include:

• knowledge of syllabus content including carbohydrate loading, fuel sources and energy systems
• understanding of the 100m athletic event’s predominant energy system and fuel source
• addressing the question’s key word justify, meaning an argument for or against carbohydrate loading improving performance in a 100m athletics event.

Question 23

In better responses, students were able to:

• provide details of environmental determinants and relate these details to specific health inequities for Aboriginal and Torres Strait Islander peoples such as higher rates of cardiovascular disease, higher rates of diabetes, higher mortality rates, or lower life expectancy
• provide clear reasons why the environmental determinants contributed to the actual health inequity
• address the question by presenting specific details of at least two environmental determinants, relating these to at least two different health inequities.

Areas for students to improve include:

• ensuring the specific detail required of the question is directly addressed. In this instance, ensuring the plural nature of both environmental determinants and health inequities is addressed
• providing clear, detailed reasons why or how aspects of environmental determinants contribute to specific health inequities for Aboriginal and Torres Strait Islander peoples
• addressing health inequities in terms of rates of morbidity and mortality from specific diseases, differences in life expectancy and/or rates infant mortality.

Question 24

In better responses, students were able to:

• clearly show a detailed understanding of how the characteristics of the learner influence skill acquisition, for example, ‘speeding up the transition through the stages of skill acquisition’
• clearly link these influences to skill acquisition rather than skill performance
• support their answer with specific examples of these influences on skill acquisition.

Areas for students to improve include:

• providing depth to their explanation of how the characteristics of the learner influence skill acquisition
• providing examples explicitly relating the influences of characteristics of the learner to skill acquisition as opposed to generalised skill performance.

Question 25

In better responses, students were able to:

• use relevant syllabus terminology rather than generalised information, such as, prevalence of condition, potential for prevention and early intervention
• provide a clear relationship between cancer and the factors used to identify priority health issues in Australia
• use specific and relevant examples to support their responses
• identify and address the key words ‘continues to’ in the question.

Areas for students to improve include:

• making evident why cancer is a health priority issue using relevant examples
• identifying factors used to identify priority health issues in Australia
• breaking down the question to ensure key words are addressed.

Question 26

In better responses, students were able to:

• show a detailed understanding of health promotion initiatives and how they address the Ottawa Charter
• make the relationships clearly evident between the Ottawa Charter, health promotion initiatives and improved health for Australians, for example, how the strategy of the health promotion initiative meets the Ottawa Charter action area and then how this improved health, with relevant examples
• provide an accurate judgement about the degree of health improvement through this relationship, for example, legislation which restricts the areas in which people can smoke thereby building healthy public policy, resulting in less people being exposed to second hand cigarette smoke and passive smoking, which has contributed to the decline in morbidity and mortality from lung cancer.

Areas for students to improve include:

• having a clear understanding of health improvement as a result of health promotion initiatives that are addressed by the Ottawa Charter.
• using examples that are explicitly related to strategies from health promotion initiatives that detail how health has improved
• making a judgement on the degree of heath improvement for the health promotion initiatives.

Question 27

In better responses, students were able to:

• show the relationship between progressive overload, training thresholds and physiological adaptations resulting from a 12 week aerobic training program
• draw out implications of the relationship between progressive overload, training thresholds and physiological adaptations.

Areas for students to improve include:

• showing a depth of knowledge concerning the physiological adaptations and how they are developed through application of the training principles of progressive overload and training thresholds.

Question 28

In better responses, students were able to:

• correctly identify a major health issue that affects young people, for example, mental health, road safety, alcohol consumption (ai)
• provide appropriate and relevant information about its nature, including, for example, mental health issues and illnesses include a range of psychological disorders such as stress, depression, anxiety which can result in a young person self-harming or in extreme cases can lead to suicide (ai)
• describe the extent of the health issue, such as statistics or trends on the morbidity and mortality associated with mental health. For example, suicide is a leading cause of death in young people (ai)
• explain in some detail how risk and protective factors related to the health issue (aii)
• clearly link the risk and protective factors to the health issue, for example, ‘a young person who has low self-esteem may have difficulty finding friends and become isolated leading to poor mental health’ (aii)
• use relevant examples, such as, family violence may affect a young person’s mental health by causing anxiety (aii)
• provide details of factors from a range of determinants such as peer pressure, influence of family, socioeconomic status, geographic location and individual choices (b)
• identify how the factors can adversely affect the health of young people (b)
• use relevant examples, such as that a young person may be influenced by their peers to drink excessive amounts of alcohol which could lead to injury (b)
• propose strategies which could assist a young person, such as access to school counsellor for guidance on how to overcome peer pressure (b).

Areas for students to improve include:

• developing their understanding of the relationship between risk factors, protective factors and the health issue (ai)
• addressing all parts of the question in sufficient detail to demonstrate an understanding of the health issue (ai)
• developing their understanding of the nature and extent of major health issues (ai)
• ensuring they explain the risk and protective factors rather than just listing them (aii)
• ensuring that they relate the factors to the health issue for example 'geographic location can impact on a young person’s ability to participate in social activities which may lead to isolation and contribute to poor mental health' (aii)
• addressing all components of the question such as factors, how the factors adversely affect health and strategies available to a young person to improve the health outcome (b)
• developing their understanding of the adverse effect determinants can have on health issues for young people (b)
• developing their knowledge of strategies available which are directly relevant to young people (b).

Question 29

In better responses, students were able to:

• correctly identify how government funding impacts on Australia’s sporting identity (ai)
• include adequate detail to describe the impact of this funding (ai)
• provide relevant Australian examples to support information given, for example, a considerable amount of government funding goes to the AIS which provides elite programs for athletes to improve their overall skill in a particular sport, resulting in athletes succeeding in international competitions which improves Australia’s sporting identity (ai)
• consider the influence of political events on Australia’s participation in sport (aii)
• use relevant examples that have had a direct impact on Australian athletes (aii)
• give detail around political events and how they had either a positive or negative impact on the participation of Australian athletes in sport (aii)
• clearly demonstrate the impact of these events by using relevant examples and making clear links between the political event and the influence on the participation of Australian athletes (aii)
• clearly respond to the impact that both advertising and sponsorship have on the development of sport as a commodity (b)
• clearly demonstrate the implications or contributions that advertising and sponsorship have on sport as a commodity using relevant Australian examples (b).

Areas for students to improve include:

• addressing the total question in sufficient detail by linking government funding to Australia’s sporting identity and making a statement about the impact of funding (ai)
• avoiding generalised examples (such as politicians who support certain sports/teams through wearing of team jerseys) (aii)
• using examples from political historical events and link with how this affected Australian athletes participating in sport, for example, during apartheid in South Africa, many Australian athletes missed out on touring to that country and representing their country because Australian sporting teams were told they were not allowed to tour and play against South Africa (aii)
• addressing both advertising and sponsorship in response (b)
• supporting their response with relevant Australian examples to show how sport has become a commodity (b).

Question 30

In better responses, students were able to:

• make evident how TOTAPS was able to be applied to the injury (hard tissue) as implied in the scenario, for example, TOTAPS would cease following the process of “touch” once it was established that this was a hard tissue injury, at this point further medical attention would be sought (ai)
• explain how the TOTAPS procedures were applied in this injury to the shoulder, for example, the assessor would observe the injured athlete, looking for deformities and/or discoloration in their injured shoulder consistent with the cracking noise heard, while comparing it to the uninjured shoulder (ai)
• use the injured shoulder as the “relevant” example throughout the assessment procedure of TOTAPS (ai)
• provide detailed understanding of relevant management techniques for both fractures and dislocations collectively, and those which relate separately to the two specific hard tissue injuries, for example, for both dislocations and fractures further medical attention should be sought involving the relocation of the joint, while for fractures this could involve the application of a cast to support rehabilitation of the injured site (aii)
• provide relevant examples for the management of both fractures and dislocations individually, for example, dislocations should be supported in a comfortable position possibly with a shirt or sling for a dislocated shoulder (aii)
• identify a range of climatic conditions, for example, temperature, humidity, wind, rain, altitude and pollution (b)
• draw out and relate the implications of how a of range climatic conditions affect the safe participation of athletes in sport, for example, hot conditions make it more difficult for the athlete to maintain their body temperature, and force the athlete to sweat more, which can lead to dehydration (b)
• demonstrate links to temperature regulation, for example, rain increases the heat lost through convection as water moves across the surface of the skin which can be particularly dangerous if it occurs in cold and or windy climatic conditions, water that sits on the skin will also conduct heat away from the body (b).

Areas for students to improve include:

• developing their understanding of TOTAPS as an assessment tool which is subjective to the injury, rather than a complete process to be applied from start to finish regardless of injury or situation (ai)
• using the scenario as the sole use of examples rather than other sporting injuries (ai)
• differentiation of the management procedures unique to dislocation and fractures separately (aii)
• providing clear examples that are specific in how management techniques were applied (aii)
• using the correct management technique, for example, RICER is a soft tissue management technique rather than for hard tissue injuries (aii)
• identifying a range of climatic conditions (b)
• showing the relationship between climatic conditions and safe participation of athletes in sport (b)
• making links to temperature regulation (b).

Question 31

In better responses, students were able to:

• correctly identify two different types of training methods best suited to the performance requirements of an athlete in a particular sport, for example, continuous and fartlek training or static and dynamic flexibility for a marathon runner (ai)
• provide appropriate and relevant information about the training method, for example, frequency, duration, distance, intensity (ai)
• describe how the training method would improve performance in the chosen sport, for example, increase cardiovascular endurance leading to faster run times (ai)
• demonstrate their knowledge of relevant training adaptations as a result of using the training methods mentioned in (i), for example, increased cardiac output, stroke volume, VO2 max and decreased exercising and resting heart rate (aii)
• provide appropriate and relevant information of the ways the identified training adaptations can be measured, for example, using VO2 max testing, blood analysis and heart rate monitors (aii)
• detail how these should be monitored, for example, comparing test results prior to training beginning to test results at intervals during the training program to determine if the training methods used have seen physiological improvements (aii)
• correctly identify the features of a periodisation chart for example pre-season, In-season, Post-season (b)
• provide why and how fitness and skill specific requirements are altered during each phase of competition, for example, training loads, volumes and intensities (b)
• relate the implications of the changes that occur during each phase for example tapering and peaking (b)
• provide accurate and relevant examples linked to a particular sport, for example, during the preseason or preparatory phase it may be divided into sub phases including general preparatory phase focusing on athlete’s weakness and a specific preparatory phase such as a transition to more specific training (b). 

Areas for students to improve include:

• developing their understanding of training types and training methods (ai)
• providing specific details about the chosen training methods rather than using generalised information about training (ai)
• addressing all aspects of the question including the training adaptation(s), appropriate measurement tool(s) and the monitoring process (aii)
• providing clear details about resultant training adaptations and method(s) of measuring these adaptations (aii)
• addressing how the adaptations should be monitored (aii)
• addressing the changes of both skill and fitness throughout each phase (b)
• developing their understanding of the components of a periodisation chart (b).

Question 32

In better responses, students were able to:

• demonstrate an understanding of the effectiveness of health promotion that aims at developing an individual’s education and skills, in an attempt to prevent health issues
• demonstrate knowledge of relevant health promotion strategies that are aimed at developing education and skills to enhance prevention of health issues (ai)
• provide accurate example(s) of a health promotion strategy that featured an educative, skill based or preventative purpose (ai)
• make a link to the impact on an individual’s health (ai)
• define the components of intersectoral collaboration (aii)
• use accurate examples of successful relationships in improving the health of a priority population group (aii)
• correctly detail an understanding of intersectoral collaboration (aii)
• identify a relevant population group that benefits more richly when support is from a range of sources (Government, NGOs and Community) (aii)
• use accurate examples to reinforce their understanding of intersectoral collaboration (aii)
• detail the health inequities of two population groups experiencing inequities (b)
• make clear and accurate judgements on the extent of any changes to the health status of two population groups (b)
• provide supportive statistics to validate the change and judgement (b)
• demonstrate of knowledge of government interventions that have changed the inequity gap of TWO population groups experiencing health inequity (b).

Areas for students to improve include:

• recognising relevant health promotion initiatives (ai)
• understanding the benefits of investing time and funding towards preventative strategies in an attempt to avoid the need for treatment (ai)
• demonstrating clarity in their understanding of collective partnerships (aii)
• applying detail relating to how inter-sectoral collaboration can reduce inequity of a relevant population group (aii)
• providing evidence of changes to the health of two population groups experiencing inequity (b)
• demonstrating knowledge of strategies and interventions that are implemented by governments to address the inequity (b)
• limiting the use a generalisations on health strategies (b).