PDHPE 2022 HSC exam pack

Students should:

• read the question carefully to ensure important components of the question are not missed
• 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 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 to support their response
• communicate ideas and information using relevant examples
• present a logical and cohesive response that addresses the question
• review the response to ensure it addresses question requirements.

Question 21(a)

In better responses, students were able to:

• correctly identify an anaerobic training method, for example, anaerobic interval training
• outline in general terms the identified anerobic training method
• support the response with a specific, relevant example.

Areas for students to improve include:

• developing knowledge of anaerobic training methods versus aerobic training methods
• providing an example to support the outline in the question.

Question 21(b)

In better responses, students were able to:

• provide characteristics and features of at least two effects of regular anaerobic training on an athlete’s performance
• support the response with specific examples, for example, a sprinter can use sprint training to increase muscle hypertrophy in their legs and produce more power out of each stride to run faster.

Areas for students to improve include:

• a deeper focus on how training adaptations lead to improved performance
• providing an example to support the outline as asked in the question.

Question 22

In better responses, students were able to:

• demonstrate clear understanding of personal and prescribed judging criteria and show a clear comparison between personal and prescribed judging criteria when assessing a performance
• provide relevant examples to support the response.

Areas for students to improve include:

• demonstrating understanding of distinct types of judging criteria and how they compare
• showing the application of judging criteria through relevant examples.

Question 23

In better responses, students were able to:

• demonstrate relevant knowledge and examples of how individuals, communities and governments work in partnership in health promotion, linked to improvement of health outcomes
• make evident the relationship between individuals, communities and governments and how they work in partnership by using two relevant health promotion examples
• provide a link to how the partnerships in health promotion improve the health of Australians.

Areas for students to improve include:

• developing their knowledge of how individuals, communities and governments work in partnership in relation to health promotion
• ensuring a focus on the relationships between how individuals, communities and governments work in partnership with health promotion, using relevant examples
• providing a link between the partnerships in health promotion and how this improves the health of Australians.

Question 24(a)

In better responses, students were able to:

• provide appropriate overview of the extent of the selected condition
• include specific epidemiology terminology when outlining trends
• correctly identify relevant trends, for example, across population groups/gender/age.

Areas for students to improve include:

• recognising that trends and patterns are an important part of describing trends
• using adjectives such as increasing, to aid in outlining trends.

Question 24(b)

In better responses, students were able to:

• demonstrate understanding of sociocultural determinants
• recognise and address at least two sociocultural determinants, for example, family, peers, media, religion, culture
• identify a relevant group at risk of the selected condition
• relate cause and effect showing how at least two of the sociocultural determinants caused a group to be at risk of the selected condition.

Areas for students to improve include:

• developing knowledge of sociocultural determinants
• understanding specific groups at risk of selected conditions
• applying cause and effect, making the relationship evident between group, sociocultural determinant and selected condition.

Question 25

In better responses, students were able to:

• analyse and demonstrate knowledge of a range of prevention and early intervention strategies for cancer and their impact to future health care outcomes, with some reference to health care expenditure
• relate the implications for each strategy of increasing the funding to how it would impact future health care expenditure, for example, ‘the Slip, Slop, Slap skin cancer prevention campaign, reduces incidence of skin cancer, which in turn reduces expensive surgical need and medical appointments for preventable cancer’
• understand the overall future implications to health care expenditure. For example, ‘although expensive in the short term, it will benefit Australia’s future health care expenditure, reducing burden of the health care system and prevent individuals from having to quit their job and rely on benefits, placing even more burden on the government funding as well as workforce shortages due to a preventable cancer'.

Areas for students to improve include:

• providing specific examples to support the relationship between increasing prevention and early intervention funding and the impact on future health care expenditure
• ensuring a relationship is shown between increasing funding to prevention and early intervention, and the impact on future health care expenditure not just health care outcomes
• providing detail of the impact on future health care expenditure. For example, ‘detecting cancer in the early stages can mean treatment is less intense and more effective which also requires a lower amount of treatment sessions, overall resulting in a reduced cost to future health expenditure than if the cancer was detected at a later stage'.  

Question 26

In better responses, students were able to:

• demonstrate clear understanding of different practice methods
• make sound judgements on the extent to which practice methods should vary according to the ability, confidence and prior experience of learners, for example, it is necessary for a learner who has high ability and confidence to use massed practice to continuously practice and refine their swing technique in golf. However, this will significantly vary for a lower ability where this complex skill could overwhelm and frustrate them
• provide two clear and detailed sport specific examples of practice methods.

Areas for students to improve include:

• demonstrating knowledge of practice methods and how they vary according to the ability, confidence and prior experience of learners
• making judgements on the extent that practice methods vary according to the ability, confidence and prior experience of learners
• providing two relevant examples of practice methods.

Question 27(a)

In better responses, students were able to:

• correctly identify a major health issue affecting young people in Australia, such as mental health problems and illnesses (i)
• ensure descriptions include relevant examples about the nature of the major health issue, for example, mental health problems and illnesses impact the psychological wellbeing of a young person and include illnesses like anxiety and depression (i)
• provide detailed and accurate knowledge of two strategies that have been implemented to target a major health issue affecting young people, for example, RYDA Road Safety program or the NSW Healthy HSC hub targeting mental health (ii)
• make a clear relationship between the strategy and its impact in targeting the major health issue affecting young people. For example, zero blood alcohol levels for provisional drivers is an effective strategy to target drink driving amongst young people because it results in an automatic loss of license, as a deterrent from driving under the influence of alcohol (ii)
• use relevant examples, such as how the NSW Healthy HSC hub has partnered with Reach Out Australia to provide HSC students with resources and tips on how to tackle the HSC exams. For example, breathing exercises to prevent feelings of anxiety when studying or sitting a HSC exam (ii).

Areas for students to improve include:

• ensuring the selection of health issues are relevant to young people and not including issues such as cardiovascular disease (i)
• discussing the nature of the major health issue rather than the extent (i)
• developing knowledge and understanding of strategies implemented to target major health issues affecting young people (ii)
• ensuring the response provides a link of the impact of the strategy on targeting the major health issue rather than a description of the strategy (ii).

Question 27(b)

In better responses, students were able to:  

• demonstrate understanding of at least three developmental aspects affecting the health of young people
• provide well informed judgements in relation to how a young person's health is affected by developmental aspects, for example, establishing personal support structures for young people for someone to gain support in times of crisis, ultimately reducing the likelihood of them experiencing poor mental health
• supporting judgements with relevant examples, such as, a young person with a positive self-identity and self-worth is less likely to experience insecurity and poor body image after viewing photo shopped images on social media.

Areas for students to improve include:

• developing understanding of the developmental aspects affecting the health of young people, such as, revising roles within relationships, clarifying self-identity and self-worth, developing self-sufficiency and autonomy, establishing education, training and employment pathways, establishing personal support structures and determining behavioural boundaries
• supporting points with clear judgements and links to how the aspect can positively and/or negatively impact the health of young people. For example, establishing education, training and employment pathways is essential for young people, enabling them to gain an income so they can access services to improve health, such as private health insurance
• discussing the relevant syllabus content.

Question 28(a)

In better responses, students were able to:

• demonstrate a clear understanding of the cultural significance sport or physical activity has for a particular group, for example, connections to the land, community, past, traditions and beliefs (i)
• provide a relevant example(s) of physical activity that is culturally significant to a particular group, for example, traditional Indigenous games, the Maori Haka (i)
• show ways of thinking about the body for two different cultural groups, for example, Asian cultural groups who may view the body holistically based on a mind/body connection (ii)
• provide accurate physical activity or sport examples to support their explanation, for example, tai chi and martial arts (ii).

Areas for students to improve include:

• referring to a particular group when describing cultural significance, rather than referring to Australian society in general, for example, Aboriginal and Torres Strait Islander People (i)
• providing accurate examples of cultural significance for a particular group, rather than stating physical activity and sport solely encourages participation and/or fun (i)
• referring to specific cultural groups in society, rather than generic demographic groups (ii)
• making clear the relationship between physical activity/sport and ways of thinking about the body evident, rather than linking physical activity/sport to other benefits such as participation, fun or the popularity of certain activities (ii).

Question 28(b)

In better responses, students were able to:

• relate the positive and/or negative implications of increased female participation in male-dominated sports represented in the media. For example, increased coverage and broadcasting of female sporting teams, increased visibility of media advertising and promotion of female athletes, changes in media commentary and headlines, equal and diverse representation of female athletes in the media
• provide examples of various media such as television, newspaper, social media, gaming and streaming/subscription services
• detail the growth in female participation in traditional male dominated sports, for example, soccer, rugby, cricket, AFL.

Areas for students to improve include:

• demonstrating the cause and effect of increased female participation in traditionally male dominated sports, changing how sport is represented in the media
• providing accurate examples of increased female participation in traditionally male dominated sports, rather than examples of general sports participation and/or increased participation in traditionally female sports
• providing examples that relate to the Australian context, rather than other countries
• demonstrating understanding of the effect on the representation of sport in the media, instead of the effect on participation rates/athlete enjoyment
• addressing all components of the question, rather than analysing the effect of media on sports participation.

Question 29(a)

In better responses, students were able to:

• identify TWO different skin injuries, for example, an abrasion, laceration or a blister (i)
• distinguish between TWO different skin injuries. For example, a laceration is a deep cut or tear in the skin, a blister is damage to the skin caused by friction resulting in the buildup of fluid under the skin (i)
• include one sport related example for each skin injury. For example, ‘a soccer player receiving an abrasion when slide tackling on artificial grass’ and ‘a blister from an athlete wearing poorly fitting or new footwear’ (i)
• identify characteristics and features of the inflammatory response, such as, pain, swelling, redness, tenderness or loss of function (ii)
• accurately describe rest, compression and elevation and explain the effects of each on the inflammatory response, for example, the use of compression bandages assists with the reduction of swelling associated with a soft tissue injury (ii)
• include relevant examples related to soft tissue injuries. For example, an athlete who has suffered a sprained ankle will lie down and use a pillow to elevate the injured body part which helps to reduce blood flow to the area and ultimately reduces the impact of the inflammatory response on the injury (ii).

Areas for students to improve include:

• identifying specific skin injuries rather than soft tissue injuries (i)
• providing clear and accurate descriptions of each skin injury (i)
• providing relevant examples of how skin injuries could occur. For example, a laceration occurring as a result of being hit in the face by a hockey ball or an abrasion occurring as a result of a netballer falling and grazing their knees on the court (i)
• identifying a range of characteristics and features of the inflammatory response, such as, redness, heat, pain, swelling and loss of function (ii)
• demonstrating the relationship between rest, compression and elevation and the inflammatory response. For example, rest refers to resting the injured area to reduce the effects of the inflammatory response, such as, reduced blood flow to the area which will result in reduced swelling, pain and redness (ii)
• providing a range of relevant soft tissue injuries to support their response, for example, a sprained ankle, hamstring strain or ACL tear (ii).

Question 29(b)

In better responses, students were able to:

• communicate ideas on physical preparation, such as, pre-screening, physical fitness, skill and technique, warm up, stretching and cool down and how they are linked to preventing injury
• provide detailed information and reasoning about the relationship between adequate physical preparation using two specific sports. For example, how maintaining technique when making a Rugby League tackle will prevent injury, warming up and stretching the hamstrings to improve the elasticity of the hamstrings to increase ROM which will allow soccer players to run and kick a soccer ball reducing the likelihood of a soft tissue injury
• use a range of relevant examples to support the response.

Areas for students to improve include:

• showing a clear understanding of physical preparation
• avoiding generic implications, such as, ‘pre-screening prevents injuries’
• providing reasons and judgements as to how physical preparation prevent injuries
• illustrating relevant physical preparation strategies and examples from two sports.

Question 30(a)

In better responses, students were able to:

• identify TWO characteristics that an overtrained athlete may experience. For example, an athlete may experience a physiological response to overtraining such as constant fatigue (i)
• provide specific example(s) of an overtrained athlete, such as, fatigue and lack of motivation (i)
• provide TWO relevant strategies that could help manage an overtrained athlete, such as, how the strategies worked and why they would help an overtrained athlete. For example, reduction in load, volume and intensity (ii)
• provide examples for both strategies (ii)
• provide Improving Performance specific knowledge when suggesting strategies to manage an overtrained athlete. For example, a reduction in load would help the athlete’s recovery time, enabling the athlete to feel rested and energised (ii).

Areas for students to improve include:

• outlining both characteristics ensuring they were linked to an overtrained athlete (i)
• supplying appropriate example(s) (i)
• demonstrating how and why (or cause and effect) (ii)
• using relevant strategies for Improving Performance (ii)
• including relevant example(s) to illustrate understanding of the effective management of an overtrained athlete (ii).

Question 30(b)

In better responses, students were able to:

• communicate understanding of at least two types of training and training methods
• demonstrate understanding through a range of relevant and specific examples of one sport and types/methods varying over a training year
• provide several informed judgements on why types of training and methods vary across all the planning of a training year. For example, shifting to aerobic fartlek training, a netballer would also be training their anaerobic system which builds tolerance to lactic acid reducing fatigue to assist in performing short bursts of speed to give their team an advantage.

Areas for students to improve include:

• identifying the types of training while clearly addressing the training methods related to the ONE sport, for example netball
• making direct links to how and why types of training and training methods vary throughout the phases of competition. For example, during preseason netballers focus on aerobic continuous training to improve overall fitness improving aerobic endurance, allowing them to be better prepared for late preseason and early in season
• providing specific examples for one sport relevant to the variations in the training year and/or the types and methods of training. For example, a team run of 5km in 30 minutes to build aerobic fitness
• recognising variance of training types and methods relating to the training year. For example, aerobic continuous training implemented early in the season to support cardiovascular fitness, towards the end of the preseason switching to aerobic fartlek training mimicking the short bursts of speed required in netball to intercept or gain attacking advantage.

Question 31(a)

In better responses, students were able to:

• show a clear understanding of the question (i)
• provide a causal link to health inequities (i)
• demonstrate a clear understanding of the relationship between factors that create health inequities and health status (ii)
• provide specific examples for both access to services and transport (ii).

Areas for students to improve include:

• demonstrating understanding by naming accurate social attributes, for example, social exclusion and discrimination, racism, generalisations (i)
• providing examples which link the social attributes to health inequities. For example, racist attitudes affecting people’s opportunities in securing employment having adverse impact on housing affordability (i)
• demonstrating a clear understanding of factors creating health inequities experienced by relevant population groups. For example, geographically remote populations heavily reliant on reliable transport services to health providers ensuring access to essential emergency care support (ii)
• providing examples that accurately link the improvement in access and transport to a reduction in inequities, such as, increased access to mobile mammogram vans decreasing breast cancer mortality rates and therefore reduce inequities (ii).

Question 31(b)

In better responses, students were able to:

• show an understanding of relevant population groups
• demonstrate understanding when discussing the nature of each action
• provide relevant examples demonstrating understanding of the link between actions and decreasing inequity.

Areas for students to improve include:

• demonstrating understanding of groups experiencing inequity focusing on authentic population groups, for example, incarcerated, unemployed, homeless
• demonstrating knowledge of actions that improve health, such as, enabling, mediating, advocating. For example, consulting with Aboriginal Elders in determining Indigenous health programs and strategies shows good advocacy
• providing a link between each action area and health improvements, for example, by having culturally appropriate health services, Indigenous communities are more likely to access preventative scans and health checks.