PDHPE 2021 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist with the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• sustain their judgements, where appropriate, throughout the response with a clear connection to the question
• apply the skills of critical thinking and analysis where appropriate
• use relevant concepts and terms, where appropriate, to support their response
• communicate ideas and information using relevant examples
• present a logical and cohesive response that addresses the question
• review their response to ensure that it addresses question requirements.

Question 21(a)

In better responses, students were able to:

• correctly identify types of cardiovascular disease, as opposed to causal factors
• sketch in general terms two types of cardiovascular disease.

Areas for students to improve include:

• developing their knowledge of types of cardiovascular disease.

Question 21(b)

In better responses, students were able to:

• make the relationship between protective factors and the reduced risk of cardiovascular disease clear
• support the response with specific examples, for example, a diet low in fat reduces the chance of plaque build-up in the arteries which is a leading cause of coronary heart disease.

Areas for students to improve include:

• ensuring a focus on how protective factors specifically reduce the risk of cardiovascular disease.

Question 22

In better responses, students were able to:

• link creatine to the ATP PC energy system and the ATP PC system to the long jump event
• show ‘why’ an athlete would consider creatine supplementation by making reference to faster resynthesis of ATP, increased creatine storage and/or an increased capacity to improve muscle strength or power.

Areas for students to improve include:

• addressing the key word ‘why’ by clearly showing the relationship between the relevant components of the question.

Question 23

In better responses, students were able to:

• address each of the components of the question by identifying two types of extrinsic motivation and provide features of each, using examples and linking to an effect on performance.

Areas for students to improve include:

• providing characteristics and features of types of extrinsic motivation
• showing specifically how extrinsic motivation affects performance.

Question 24

In better responses, students were able to:

• ensure descriptions include relevant examples of how both specificity and progressive overload training principles are applied to a strength training program and a clear link to improved performance
• provide relevant examples to support the response.

Areas for students to improve include:

• demonstrating knowledge of the two training principles
• demonstrating knowledge of how the principles can be applied to strength training and how the application of the principles link to improved performance.

Question 25

In better responses, students were able to:

• demonstrate relevant knowledge of a health promotion initiative used to strengthening community action
• provide detailed and accurate knowledge of the principle of strengthening community action
• ensure a clear relationship between strengthening community action in a health promotion initiative and how those actions improve the health of Australians using relevant examples.

Areas for students to improve include:

• developing their knowledge and understanding of strengthening community action
• recognising the focus on one health promotion initiative and at least two examples of strengthening community action needs to be linked to one initiative.

Question 26

In better responses, students were able to:

• demonstrate a detailed understanding of at least two social justice principles
• demonstrate a comprehensive understanding of the issues associated with health care access, for example, multicultural communities having issues understanding health information due to language barriers
• ensure a clear relationship between social justice principles and improvement of health care access, for example, how implementing the principle of diversity leads to health being provided in multiple languages in doctors’ surgeries. This therefore increases access to health care information provided.

Areas for students to improve include:

• developing knowledge and understanding of the application of social justice principles
• providing clear examples related to improvement of access to health care through the application of social justice principles, rather than general health improvement.

Question 27

In better responses, students were able to:

• demonstrate knowledge of the performance elements of decision-making and strategic, tactical development and the associative stage of skill acquisition
• make evident the relationship between both performance elements of decision-making and strategic, tactical development and their introduction to athletes at the associative stage of skill acquisition, for example, introducing strategic and tactical development before the associative stage, could cause information overload leading to greater error
• use clear, sport specific examples demonstrating the two performance elements.

Areas for students to improve include:

• demonstrating the relationship between the performance elements of decision-making, strategic and tactical development and their introduction to athletes at the associative stage rather than describing the associative stage
• providing two relevant examples demonstrating the two performance elements.

Students should:

• read the question carefully to ensure that they understand its intent and requirements
• engage with the question rather than present a pre-prepared response
• read the rubric
• for extended response questions, use the first page of the answer booklet to develop a plan
• sustain their judgements throughout the response with a clear connection to the question
• apply the skills of critical thinking and analysis
• use relevant concepts and terms to support their response
• communicate ideas and information using relevant examples
• present a logical and cohesive response that addresses the question
• review their response to ensure that it addresses question requirements.

Question 28(ai)

In better responses, students were able to:

• recognise a significant global event and demonstrate how the lives of young people have been affected by it. For example, the COVID-19 pandemic negative effect on young people across the world due to an inability to attend face to face lessons and participate in community activities.

Areas for students to improve include:

• avoiding the selection of a non-global event, for example, anti-vaccination protests in Australia.

Question 28(aii)

In better responses, students were able to:

• recognise the implications of the increased use of technology on the lives of young people
• clearly articulate the differences and similarities of the influence of technology between young people today compared to previous generations
• provide at least two examples, such as young people today access more information more quickly, advances in medical technology have helped in the detection and treatment of diseases and injuries, cyberbullying has led to high rates of mental health problems.

Areas for students to improve include:

• providing relevant examples of how technology has influenced young people today and how that is different to previous generations.

Question 28(b)

In better responses, students were able to:

• identify socioeconomic determinants as education, employment and income and environmental determinants as geographical location and access to health services and technology
• closely relate determinants to major health issues affecting young people by using clear and relevant examples, for example, socioeconomic road safety ‘a lack of income means that a young person could not afford a newer car with safety features. This would increase the risk of having an accident and increase the severity of injuries’, or geographical location to mental health ‘People living in remote areas having a lack of social connection leading to feelings of isolation and loneliness contributing to mental health disorders such as depression’.

Areas for students to improve include:

• recognising that the question asks for two significant health issues relevant to young people
• avoiding health issues that do not have major relevance to young people, such as lung cancer or Cardiovascular Disease
• providing specific examples and avoiding the overuse of generic categories.

Question 29(ai)

In better responses, students were able to:

• demonstrate an accurate understanding of both amateur and professional sports and recognise how these meanings have changed
• provide relevant example(s) demonstrating changes, including sports in which amateur athletes participated in during 19^th Century England, such as cricket and tennis, and sports that are considered amateur in today’s society, such as those undertaken for recreation or as part of local sporting clubs.

Areas for students to improve include:

• demonstrating the meaning of both amateur and professional sport.

Question 29(aii)

In better responses, students were able to:

• recognise and show an understanding of the changes to women’s participation in sport
• communicate clear explanations of ‘how’ participation has changed and/or reasons ‘why’
• provide quality examples, such as changes in perceptions of femininity, changes to beliefs around the relationship between physical activity and women’s health, and passive to active physical activity.

Areas for students to improve include:

• recognising the changes to women’s participation in sport have occurred over time, not only those changes that have recently occurred.

Question 29(b)

In better responses, students were able to:

• demonstrate depth of knowledge about the relationship between physical activity, sport and the lives and identities of Indigenous Australians, for example, the relationship between traditional activities, kinship and culture
• provide informed judgements on the positive or negative influence of physical activity and sport on the lives and identities of Indigenous Australians, for example, the influence of traditional activities and sports including Marngrook and modern sports such as AFL and Rugby League. This includes the influence of sporting initiatives such as the NRL Indigenous round, Koori Knockout and the AFL Sir Doug Nicholls Round
• support their judgements with examples, such as the influence of Indigenous athletes such as Cathy Freeman and Adam Goodes making significant contributions to reconciliation while celebrating Indigenous culture and identity.

Areas for students to improve include:

• making links between community and identity
• avoiding making generic judgement(s) such as ‘to a large extent’ or repeating the question
• providing examples that relate to the lives and identities of Indigenous Australians, rather than non-Indigenous Australians.

Question 30(ai)

In better responses, students were able to:

• indicate the main features of overuse injuries in children and young athletes and how they can be reduced
• provide relevant example(s) on reducing overuse injuries, for example, correcting poor bowling technique in cricket before repetitive practice will reduce the risk of overuse injury.

Areas for students to improve include:

• identifying the characteristics and features of overuse injuries, opposed to injuries in general
• providing ways to reduce the risks of overuse injuries specifically, not just referring to warm up and stretching as these relate more to acute injuries
• providing relevant example(s) such as ensuring correct technique, being involved in a variety of sports and adequate rest.

Question 30(aii)

In better responses, students were able to:

• demonstrate an understanding of how coaches can manage asthma and diabetes in children and young athletes
• clearly justify how a management strategy could be introduced by a coach, for example, ensuring children and young athletes with asthma always have their Ventolin puffer with them at training and games or having appropriate first aid qualifications.

Areas for students to improve include:

• showing a clear understanding of the role of a coach in managing the two health conditions, rather than generic management strategies
• illustrating relevant strategies and examples to support the two health conditions, for example, a copy of a child's asthma management plan should be given to the coach to follow appropriate management if an attack occurs.

Question 30(b)

In better responses, students were able to:

• communicate ideas and information using relevant rehabilitation procedures, for example, progressive mobilisation, graduated exercise, training and the use of heat and cold
• provide a detailed link between the rehabilitation procedures and the positive and/or negative implications of an athlete through relevant examples, such as progressive mobilisation
• use relevant evidence and interpretation to support the response and include applicable examples.

Areas for students to improve include:

• avoiding generic implications, such as ‘the athlete may recover quicker’
• recognising the difference between the management of soft tissue injuries (RICER) and rehabilitation procedures.

Question 31(ai)

In better responses, students were able to:

• show an understanding of the nature of drug related dangers which may range from physical, psychological and monetary issues as well as loss of reputation, for example, anaerobic steroids can cause high blood pressure and blood clots which can lead to stroke, while getting caught using PEDs in competition can lead to being banned from a sport or event which may damage an athlete’s career, lose them sponsorships and negatively impact their reputation.

Areas for students to improve include:

• presenting a more detailed outline or an obvious relationship between PEDs and specific danger to an athlete, for example, an athlete taking anabolic steroids increasing their risk of cancer and cardiovascular diseases
• avoiding general statements, for example, ‘performance enhancing drugs lead to health issues’.

Question 31(aii)

In better responses, students were able to:

• provide valid and supported reasons (benefits and/or limitations) why drug testing at the Australian Championships is necessary or unnecessary
• include a balanced argument highlighting the impact of drug testing at the Australian Championship Final (positive and negative), for example, it would be extremely positive as it would ensure fairness in the event.
• integrate relevant examples to illustrate the impact of drug testing.

Areas for students to improve include:

• recognising at least two reasons why drug testing at the Australian Championship final is a benefit and/or an issue with supporting examples.

Question 31(b)

In better responses, students were able to:

• present a clear and concise understanding of the initial planning considerations, such as performance and fitness, scheduling of seasons/competitions and climatic conditions and support
• provide a range of sporting examples for both the elite athlete and the recreational participant, for example, NRL teams compared to local footy clubs, Olympic Athlete compared to a little athletics competitor
• clearly demonstrate the extent initial planning considerations are different for an elite and recreational athlete and provide with evidence and examples for both. 

Areas for students to improve include:

• identifying and engaging the relevant sections of the syllabus, especially the initial training considerations, for example, Performance and Fitness Needs, Climate and Season and Scheduling of Seasons/Competitions
• demonstrating an understanding of performance and fitness needs, scheduling of season/competitions and climatic conditions
• providing reasons and judgements to the extent of how and why initial planning stages differ.

Question 32(ai)

In better responses, students were able to:

• identify one authentic population group from the Equity and Health option and make a genuine attempt to outline the media’s role in influencing public policy and/or public perception
• recognise the media’s role, for example, helping to raise awareness, lobby governments, advocate and educate
• integrate clear examples to illustrate how the media supports the population group to address health inequities.

Areas for students to improve include:

• recognising relevant population groups
• providing a relevant example to support understanding, for example, Aboriginal and Torres Strait Islander populations often receive negative media coverage when stereotypes such as over representation in the criminal justice system are reinforced in news coverage.

Question 32(aii)

In better responses, students were able to:

• provide multiple effects of the intervention on the population group
• support their response with relevant examples.

Areas for student to improve include:

• explaining the relationship between a genuine intervention and the effects on the community to reduce inequity
• linking the intervention to an effect on the population rather than describing an intervention and/or describing the inequities of a population group.

Question 32(b)

In better responses, students were able to:

• demonstrate an understanding of relevant syllabus/content areas, such as an authentic population group, a health promotion strategy and the characteristics of effective health promotion
• make appropriate judgements about the extent to which effective health promotion characteristics influence the success of the chosen health promotion
• illustrate understanding using meaningful examples, including strategies from the Illawan Project, The Purple House and Close the Gap
• recognise how the characteristics of effective health promotion influenced the outcomes of the strategy, positively or negatively.

Areas for students to improve include:

• providing relevant examples rather than simply inferring information.