PDHPE 2023 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

In better responses, students were able to:

• correctly identify ONE organisation that uses epidemiology in Australia, for example, Cancer Council
• show how that organisation uses epidemiology. For example, the Cancer Council monitors incidence and prevalence of skin cancer to inform the direction and focus for prevention campaigns.

Areas for students to improve include:

• developing knowledge of organisations that use epidemiology
• providing specific ways in which epidemiology is used to improve health outcomes.

Question 22

In better responses, students were able to:

• show a detailed understanding of the concept of healthy ageing
• make evident the relationship between healthy ageing and how it affects Australia’s health care system.

Areas for students to improve include:

• developing knowledge of the concept of health ageing
• providing specific links between characteristics of a healthy, ageing population and how they impact Australia’s health care system.  

Question 23(a)  

In better responses, students were able to:

• outline TWO different benefits of developing tactics for use in team sports
• demonstrate knowledge on the benefits of developing tactics for use in team sports. For example, practising a set play at training will ensure the team can communicate effectively and work together to implement it in a game situation.

Areas for students to improve include:

• developing an understanding of the benefits of tactics in team sports
• providing different types of benefits throughout the response.  

Question 23(b)  

In better responses, students were able to:

• clearly show the importance of athletes developing decision-making skills in a training program. For example, developing good decision-making skills in training and simulated practice helps athletes make informed decisions in a game to achieve optimal performance
• demonstrate understanding of decision-making skills in a training program.  

Areas for students to improve include:

• developing understanding of why athletes need to develop decision-making skills in a training program.  

Question 24  

In better responses, students were able to:

• provide accurate, detailed information about the effects of TWO supplements. For example, creatine allows athletes to increase their CP stores, enabling them to extend the duration of the ATP/PC energy system
• make evident the relationship between characteristics of each supplement and how they altered performance. For example, extending the duration of the ATP/PC energy system enables an anaerobic athlete such as a 100m sprinter, to produce powerful, explosive movements for longer, thus improving their performance
• provide reasons for and against the use of each supplement. For example, caffeine provides a spike in adrenaline which may increase the focus and attention of the athlete but could induce muscle tremors, negatively impacting their execution of fine motor skills in sports such as archery.

Areas for students to improve include:

• incorporating syllabus specific supplements in their response such as vitamins/minerals, protein, caffeine, creatine products
• providing accurate information about the effect of each supplement
• providing examples of how each supplement alters performance.

Question 25  

In better responses, students were able to:

• identify ONE relevant alternative health approach
• show detailed characteristics and features of TWO strategies that inform consumer decision-making for a particular alternative health approach.

Areas for students to improve include:

• identifying ONE example of an alternative health care approach
• developing knowledge of strategies that inform decision-making for a particular alternative health approach.

Question 26  

In better responses, students were able to:

• demonstrate a clear understanding of reorienting health services, social justice and ONE government health promotion initiative
• provide detailed examples showing the relationship between a government health promotion initiative and how it promotes social justice through the reorientation of health services. For example, in the National Tobacco Strategy, the social justice principle of supportive environments may be addressed by general practitioners being trained in referring smokers to a social support group, to assist smokers in quitting and preventing further harmful effects of smoking.

Areas for students to improve include:

• understanding syllabus content regarding the Ottawa Charter action area of reorienting health services
• applying cause and effect in making the relationship evident between a government health promotion initiative and how it addresses social justice by using examples of reorienting health services
• providing accurate examples of reorienting health services.  

Question 27  

In better responses, students were able to:

• analyse and demonstrate knowledge of ONE physiological adaptation and the relationship between that physiological adaptation and improved performance
• support the response with multiple specific examples. For example, through muscle hypertrophy in a swimmer’s deltoid, greater force can be generated, helping the swimmer to propel further when pushing the water back during a stroke. This will result in a faster finishing time and improve performance. 

Areas for students to improve include:

• ensuring the relationship is shown between the physiological adaptation and how it improves performance
• providing detailed examples to support the relationship between a physiological adaptation and improved performance
• developing knowledge of the physiological adaptations
• correctly identifying relevant syllabus content to apply to the question, such as physiological adaptations rather than psychological strategies.

Question 28(a)

In better responses, students were able to:

• correctly identify an individual factor, for example, genetics, knowledge or attitudes that adversely affects young people health (i)
• refer to specific links to health issues impacting young people, for example, vaping and body image (i)
• provide ONE clear strategy to overcome the individual factor (i)
• provide detailed and accurate knowledge of the sociocultural factors, for example, family, peers and media (ii)
• demonstrating how sociocultural factors can positively or negatively impact a young person’s health. For example, social media can create unrealistic body expectations in young people that can lead to low self-esteem (ii)
• using relevant examples, such as peers may cause young people to speed or text while driving, causing motor vehicle accidents (ii).

Areas for students to improve include:

• correctly identifying a valid individual determinant factor (i)
• ensuring references to health are relevant to young people such as mental health, road safety and sexual health (i)
• applying their knowledge and providing reasons why the sociocultural factors can impact the health of young people (ii)
• ensuring examples are relevant to the factor and the impact on a young person’s health. For example, divorce in families can result in grief and anxiety, increasing the likelihood of depression (ii).

Question 28(b)

In better responses, students were able to:

• provide detailed judgements of how support networks and access to health services enable young people to attain better health. For example, without the opportunity to seek timely professional help, a young person may struggle to cope with the stressors of being an adolescent, which may lead to poor mental health
• address support networks and access to health services separately
• provide examples to support their judgement. For example, informal support networks such as family and friends enable young people to talk about social and emotional issues. The ability to have connectedness with others creates a positive sense of self, which may prevent depression and anxiety, which are significant contributors to poor mental health.

Areas for students to improve include:

• making judgements throughout the response, not just at the beginning and/or end
• providing relevant examples that show how support networks and access to health services enable young people to attain better health rather than general examples that are not specific to young people
• clarifying reasons for their judgement
• communicating their understanding in a clear and logical way
• separating the discussion of how support networks can assist young people attain better health from how access to health services can assist young people attain better health.

Question 29(a)

In better responses, students were able to:

• demonstrate a clear understanding of ONE specific sporting achievement. For example, winning the NRL grand final, successful performance at the Koori Knockout competition (i)
• clarify how this achievement enhanced regional identity, for example, increased connectedness, recognition, support or pride (i)
• provide a relevant example of regional identity that has been enhanced due to a sporting achievement. For example, the town of Bowral celebrating the success of Don Bradman in cricket, which recognises regional and community spirit (i)
• demonstrating a strong understanding of Australia’s national identity, for example, Australia as a strong sporting nation (ii)
• provide at least two detailed examples of how and/or why sport has promoted Australia’s national identity, such as the Matilda’s success at the recent FIFA world cup, Cathy Freeman winning the 400m sprint at the Sydney Olympics (ii).

Areas for students to improve include:

• referring to a particular region, rather than referring to Australia as a whole, or as a nation (i)
• providing examples of Australian sporting achievements (i)
• ensuring examples related to Australia’s national identity, and not regional identity (ii).  

Question 29(b)

In better responses, students were able to:

• provide informed judgements on the changes made to sports to suit the needs of the media
• demonstrate a depth of knowledge on changes made to sports, such as rule changes, scheduling of games, uniforms, equipment, stoppages within games, duration of games
• provide details of the specific needs of the media, such as increased viewer engagement, increased revenue, meeting the demands of sponsors and advertisers
• integrate relevant examples of sports that relate to an Australian context and how these changed due to media needs, for example, cricket, netball, basketball, rugby league and AFL.

Areas for students to improve include:

• interpreting the question correctly, rather than describing how the portrayal of sport has changed in the media
• providing relevant examples of changes made to sports, rather than how athletes use media in their professional career.

Question 30(a)

In better responses, students were able to:

• correctly identify the TWO injury classifications, for example, soft tissue and indirect (i)
• demonstrate understanding of the injury classifications. For example, an indirect injury is caused by an intrinsic/internal force from within the body (i).
• identify TOTAPS (Talk, Observe, Touch, Active and Passive movement, Skills test) as the process for determining the nature and extent of the injury (ii)
• demonstrate how TOTAPS is used to determine the nature and extent of the injury, for example, knee ligament damage (ii)
• provide a range of examples related to knee ligament damage. For example, observe the injured knee for signs of swelling, deformity or change of colour in comparison to their other knee (ii)
• explain that TOTAPS should be stopped at any stage if an injury is serious. For example, the athlete is unable to move the knee joint without pain (ii).

Areas for students to improve include:

• reading the question carefully and using the scenario provided to help answer the question (i)
• identifying the correct classifications for the injury (i)
• identifying TOTAPS as the process for determining the nature and extent of the injury (ii)
• demonstrating how TOTAPS is used to determine the nature and extent of the injury. For example, the athlete should perform a skills test to determine their ability to return to play, such as, changing direction, sidestepping, jumping and running (ii).  

Question 30(b)

In better responses, students were able to:

• communicate ideas using relevant syllabus information on medical conditions, such as, heart conditions, fractures/bone density, flexibility/joint mobility
• provide a comprehensive assessment of the relationship between appropriate sports participation options for aged people with relevant medical conditions. For example, Pilates is a sports participation option for an aged person as it improves the aged person’s stability and balance which decreases the risk of falls and therefore reduces the risk of fractures
• use a range of relevant sports participation options, such as, walking, swimming, golf, aqua classes to support the response.

Areas for students to improve include:

• showing a clear understanding of medical conditions for aged athletes
• avoiding generic implications, such as, improves quality of life, good health
• providing reasons and judgements of suitable sports participation options for aged people with medical conditions
• supporting the response with relevant examples.  

Question 31(a)

In better responses, students were able to:

• identify, for the type of training chosen, the main features of TWO methods to improve performance (i)
• distinguish between training methods and training types. For example, strength training is a type of training with resistance, weight and isometric as methods of training (i)
• demonstrate an understanding of the appropriate training types and an appropriate means of testing. For example, a beep test and Vo2 max test for aerobic training, vertical jump test for anaerobic training and a 1rm test for strength training (ii)
• illustrate cause and effect with strong links between monitoring their chosen training type and improved performance (ii).  

 Areas for students to improve include:

• identifying and understanding the difference between training methods and the corresponding training types (i)
• selecting TWO relevant methods to improve performance (i)
• explaining how the chosen types of training can be measured and monitored (ii)
• linking their chosen training type from Question 31(ai) to suitable and relevant methods of measurement (ii)
• linking their chosen mode of measurement to improved performance. For example, the beep test is a suitable method of measuring an athlete's cardiorespiratory endurance and a reliable test to measure the efficiency of aerobic training. An athlete would be able to monitor improvements in results which would illustrate strengths in the training program. This allows an athlete to make changes to training volume to effectively peak for specific events (ii).

Question 31(b)

In better responses, students were able to:

• provide a comprehensive assessment of the consequences an athlete may face when they test positive to performance enhancing drugs
• integrate relevant examples of the consequences of testing positive to performance enhancing drugs for an athlete. For example, EPO (erythropoietin), HGH (human growth hormone), steroids, alcohol or diuretics
• provide a range of relevant and informed judgements on the impacts of testing positive to performance enhancing drugs, such as loss of sponsorship, reputation, suspension and income.

Areas for students to improve include:

• focusing on the consequences for the athletes testing positive to performance enhancing drugs
• providing specific examples of athletes and a link to performance enhancing drugs. For example,the Olympic Russian Team were banned from competing for their country for multiple cases of performance enhancing drug use
• providing a judgement of how testing positive to performance enhancing drugs has impacted an athlete and their life. For example, Lance Armstrong was caught using EPO and banned from cycling leading to a loss of his major sponsors who were supporting him with a source of income. This led to significant stress in his life including the stripping of titles and medals, and his ability to earn income and train.

Question 32(a)

In better responses, students were able to:

• correctly identify ONE health promotion strategy and describe the contribution that intersectoral collaboration has to the sustainability of the strategy (i)
• include examples about the contribution that each sector makes. For example, The Royal Flying Doctor Service established a partnership with NSW Health so that essential immunisation and vaccinations are delivered and administered to individuals who live in remote NSW areas (i)
• link intersectoral collaboration to the sustainability of the strategy. For example, ensuring the strategy’s outcomes are effective and long lasting (i)
• provide a thorough explanation of cultural relevance in relation to ONE health promotion strategy with relevant examples. For example, the Purple House health promotion strategy ensures cultural relevance for Aboriginal and Torres Strait Islander peoples by employing Indigenous healthcare workers as well as including traditional bush medicine in their treatment options through the ‘Bush Balm’ strategy (ii)
• show a clear relationship between cultural relevance and how it improves the potential for success of the health promotion strategy. For example, the potential for success of the Purple House strategy is improved by ensuring that the healthcare workers delivering dialysis are from an Aboriginal and Torres Strait Islander background. This results in more Indigenous Australians accessing the facility because they feel safe, supported and understood when they are around members of their own community (ii).

Areas for students to improve include:

• discussing the contribution that intersectoral collaboration has had to the strategy rather than discussing the health promotion strategy at length (i)
• linking intersectoral collaboration to the sustainability or effectiveness of the strategy (i)
• developing knowledge and understanding of health promotion strategies that recognise and implement cultural relevance (ii)
• linking reasons why it improves the potential for success of the strategy rather than focusing on the discussion of how cultural relevance has been implemented (ii).

Question 32(b)

In better responses, students were able to:

• demonstrate a comprehensive understanding of how funding has been used to solve health inequities in Australia by addressing at least two areas, such as funding for health, funding for specific populations and limited resources
• link the areas of inequity within population groups experiencing these health inequities. For example, Aboriginal and Torres Strait Islander peoples, homeless, unemployed, geographically remote populations, or people with disabilities
• provide detailed and informed evaluations. For example, the ‘Close the Gap Campaign’ has only been moderately effective in addressing the health inequities of Aboriginal and Torres Strait Islander peoples. This is because only four of the nineteen targets are on track to be achieved within the desired timeframes
• support arguments with relevant examples of funded programs, such as Purple House, Close the Gap, National Disability Insurance Scheme, Telehealth, Marulu Strategy and National Homelessness Housing Agreement.

Areas for students to improve include:

• understanding how funding has been specifically used to solve health inequities and bridge the gap in health status for populations in Australia
• supporting points with clear evaluations and linking to how funding has been used positively and/or negatively to address health inequities within Australian population groups
• using the relevant syllabus content rather than only including core content to address the question such as Medicare and private health insurance.