Core 1: Health Priorities In Australia

PDHPE APPLICATION AND INQUIRY HSC COURSE SECOND EDITION Syllabus audit

Key: CI = Critical inquiry PA = Practical application EA = Extension activity RA = Revision activity EQ = Exam-style question RR = Research and review

Core 1: Health Priorities in Australia

Syllabus dot points Application and Syllabus dot points Application and Inquiry HSC (page Inquiry HSC (page reference) reference) How are priority issues for Australia’s health identified? Students learn about: Students learn to:  measuring health status pp. 4–11  critique the use of epidemiology to CI pp. 5 and 6; PA p.  role of epidemiology describe health status by considering 6; RR p. 6; RA p. 19;  measures of epidemiology (mortality, questions such as: EA p. 19 infant mortality, morbidity, life - what can epidemiology tell us? expectancy) - who uses these measures? - do they measure everything about health status?  identifying priority health issues pp. 12–18  use tables and graphs from health CI pp. 7 and 12; PA  social justice principles reports to analyse current trends in life pp. 7 and 12; RR pp. 10 and 12; RA p. 19;  priority population groups expectancy and major causes of morbidity and mortality for the general EA p. 19; EQ p. 19  prevalence of condition population and comparing males and  potential for prevention and early females intervention  costs to the individual and community.  argue the case for why decisions are CI pp. 14 and 16; PA p. 15; RR pp. 14, 15

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia made about health priorities by and 18; RA p. 19; EA considering questions such as: p. 19; EQ p. 19  how do we identify priority issues for Australia’s health?  what role do the principles of social justice play?  why is it important to prioritise? What are the priority issues for improving Australia’s health? Students learn about: Students learn to:  groups experiencing health inequities pp. 20–7  research and analyse Aboriginal and CI pp. 24, 25 and 27;  Aboriginal and Torres Strait Islander Torres Strait Islander peoples and ONE PA pp. 26 and 27; RR pp. 25, 26 and 27; RA peoples other group experiencing health inequities by investigating: p. 51; EA p. 51; EQ p.  socioeconomically disadvantaged 51 people  the nature and extent of the health  people in rural and remote areas inequities  the sociocultural, socioeconomic  overseas-born people and environmental determinants  the elderly  the roles of individuals, communities  people with disabilities and governments in addressing the health inequities  high levels of preventable chronic disease, pp. 28–47  research and analyse CVD, cancer and CI pp. 28, 30, 33, 36, injury and mental health problems ONE other condition listed by 43 and 44; PA pp. 36  cardiovascular disease (CVD) investigating: and 42; RR pp. 32, 33, 36, 38, 40, 43 and 47;  cancer (skin, breast, lung)  the nature of the problem  extent of the problem (trends) RA p. 51; EA p. 51; EQ  diabetes p. 51  risk factors and protective factors  respiratory disease  the sociocultural, socioeconomic and  injury environmental determinants  mental health problems and illnesses  groups at risk  a growing and ageing population pp. 47–50  assess the impact of a growing and CI p. 50; PA p. 50; RR  healthy ageing ageing population on: p. 50; EQ p. 51  increased population living with chronic  the health system and services disease and disability  health service workforce  carers of the elderly  demand for health services and

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia workforce shortages  volunteer organisations.  availability of carers and volunteers. What role do health care facilities and services play in achieving better health for all Australians? Students learn about: Students learn to:  health care in Australia pp. 52–68  evaluate health care in Australia by CI pp. 62, 63 and 65;  range and types of health facilities and investigating issues of access and PA p. 62; RR pp. 59, 62, 63 and 65; RA p. services adequacy in relation to social justice 71; EA p. 71; EQ p. 71  responsibility for health facilities and principles. Questions to explore include:  how equitable is the access and services support for all sections of the  equity of access to health facilities and community? services  how much responsibility should the  health care expenditure versus community assume for individual expenditure on early intervention and health problems? prevention  impact of emerging new treatments and technologies on health care, eg cost and access, benefits of early detection  health insurance: Medicare and private  complementary and alternative health care pp. 68–70  describe the advantages and CI pp. 67 and 68; PA approaches disadvantages of Medicare and private pp. 67 and 68; RR p.  reasons for growth of complementary health insurance, eg costs, choice, 67; EA p. 71; EQ p. 71 and alternative health products and ancillary benefits services  range of products and services available  how to make informed consumer choices.  critically analyse complementary and CI pp. 69 and 71; PA alternative health care approaches by p. 70; RR pp. 69 and exploring questions such as: 70; EA p. 71; EQ p. 71  how do you know who to believe?  what do you need to help you make informed decisions? What actions are needed to address Australia’s health priorities? Students learn about: Students learn to:

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia  health promotion based on the five action pp. 72–8  argue the benefits of health promotion CI p. 74; RR p. 75; RA areas of the Ottawa Charter based on: p. 79; EA p. 79  levels of responsibility for health  individuals, communities and promotion governments working in partnership  the benefits of partnerships in health  the five action areas of the Ottawa promotion, eg government sector, non- Charter government agencies and the local community  how health promotion based on the Ottawa Charter promotes social justice  the Ottawa Charter in action.  investigate the principles of social PA p. 76; RA p. 79; EA justice and the responsibilities of p. 79 individuals, communities and governments under the action areas of the Ottawa Charter  critically analyse the importance of the PA p. 78; RA p. 79; EQ five action areas of the Ottawa Charter p. 79 through a study of TWO health promotion initiatives related to Australia’s health priorities.

Core 2: Factors Affecting Performance

Syllabus dot points Application and Syllabus dot points Application and Inquiry HSC (page Inquiry HSC (page reference) reference) How does training affect performance? Students learn about: Students learn to:  energy systems pp. 82–93  analyse each energy system by CI p. 86; PA p. 91; RR  alactacid system (ATP/PC) exploring: pp. 84, 85, 91 and 93;  lactic acid system – source of fuel RA p. 113; EQ p. 113  aerobic system – efficiency of ATP production – duration that the system can operate – cause of fatigue

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia – by-products of energy production – process and rate of recovery  types of training and training methods pp. 94–101  assess the relevance of the types of CI p. 98, PA pp. 95,  aerobic, eg continuous, Fartlek, aerobic, training and training methods for a 96, 97, 98 and 101; RR pp. 96 and 101; interval, circuit variety of sports by asking questions RA p. 113; EA p. 113;  anaerobic, eg anaerobic interval such as:  which types of training are best EQ p. 113  flexibility, eg static, ballistic, PNF, suited to different sports? dynamic  which training method(s) would be  strength training, eg free/fixed weights, most appropriate? Why? elastic, hydraulic  how would this training affect performance?  principles of training pp. 102–6  analyse how the principles of training CI pp. 104, 105 and  progressive overload can be applied to both aerobic and 106; PA p. 105; RR p.  specificity resistance training 105; EQ p. 113  reversibility  variety  training thresholds  warm up and cool down  physiological adaptations in response to pp. 107–12  examine the relationship between the PA pp. 111 and 112; training principles of training, physiological RR p. 112; RA p. 113;  resting heart rate adaptations and improved performance. EQ p. 113  stroke volume and cardiac output  oxygen uptake and lung capacity  haemoglobin level  muscle hypertrophy  effect on fast/slow twitch muscle fibres. How can psychology affect performance? Students learn about: Students learn to:  motivation pp. 115–16  evaluate performance scenarios to CI p. 117; PA p. 116;  positive and negative determine the appropriate forms of RR p. 117; RA p. 129  intrinsic and extrinsic motivation, eg golf versus boxing  anxiety and arousal pp. 117–20  explain the difference between anxiety RR p. 121; EA p. 129  trait and state anxiety and arousal in terms of the effects on

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia  sources of stress performance  optimum arousal  psychological strategies to enhance pp. 121–8  research case studies of athletes from CI p. 128; PA p. 127; motivation and manage anxiety different sports and ascertain the nature RR p. 117  concentration/attention skills (focusing) of their motivation and the psychological  mental rehearsal/visualisation/imagery strategies they employ.  relaxation techniques  goal-setting. How can nutrition and recovery strategies affect performance? Students learn about: Students learn to:  nutritional considerations pp. 130–8  compare the dietary requirements of CI p. 134; PA p. 138;  pre-performance, including carbohydrate athletes in different sports considering EA p. 147; EQ p. 147 loading pre-, during and post-performance  during performance needs  post-performance  supplementation pp. 139–43  critically analyse the evidence for and CI p. 143; RR p. 143;  vitamins/minerals against supplementation for improved EQ p. 147  protein performance  caffeine  creatine products  recovery strategies pp. 143–6  research recovery strategies to discern RR p. 146; RA p. 147;  physiological strategies, eg cool down, their main features and proposed EQ p. 147 hydration benefits to performance.  neural strategies, eg hydrotherapy, massage  tissue damage strategies, eg cryotherapy  psychological strategies, eg relaxation. How does the acquisition of skill affect performance? Students learn about: Students learn to:  stages of skill acquisition pp. 149–51  examine the stages of skill acquisition PA p. 151  cognitive by participating in the learning of a new  associative skill, eg juggling, throwing with the non-  autonomous dominant arm

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia  characteristics of the learner, eg pp. 152–3  describe how the characteristics of the RR p. 153; EA p. 169; personality, heredity, confidence, prior learner can influence skill acquisition EQ p. 169 experience, ability and the performance of skills  the learning environment pp. 153–62  design a suitable plan for teaching CI p. 159; PA pp. 159  nature of the skill (open, closed, gross, beginners to acquire a skill through to and 161; RA p. 169 fine, discrete, serial, continuous, self- mastery. The plan should reflect: paced, externally paced)  appropriate practice methods for the  the performance elements (decision- learners making, strategic and tactical  the integration of relevant development) performance elements  practice method (massed, distributed,  an awareness of how instruction may whole, part) vary according to characteristics of  feedback (internal, external, concurrent, the learner delayed, knowledge of results,  how feedback will be used as knowledge of performance) learners progress through the stages of skill acquisition  assessment of skill and performance pp. 162–68  develop and evaluate objective and PA pp. 167 and 168  characteristics of skilled performers, eg subjective performance measures to kinaesthetic sense, anticipation, appraise performance. consistency, technique  objective and subjective performance measures  validity and reliability of tests  personal versus prescribed judging criteria.

Option 1: The Health of Young People

Syllabus dot points Application and Syllabus dot points Application and Inquiry HSC (page Inquiry HSC (page reference) reference) What is good health for young people? Students learn about: Students learn to:  the nature of young people’s lives pp. 172–6  distinguish those aspects of young CI pp. 175 and 176;  how the developmental stage can vary people’s lives that make them similar PA p. 177; RR p. 177;

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia in motivations, values, sociocultural and different to the young people of EQ p. 195 background previous generations  the influence of family/peers  the influence of prevailing youth cultures  the influence of global events and trends  the influence of technology  epidemiology of the health of young people pp. 178–82  analyse health data for young people CI p. 182; PA p. 182;  patterns of morbidity and mortality and compare with that of other age RR p. 182  comparisons of health status with that of groups in order to identify the generally other age groups positive picture of the health of young people  the effects of the determinants of health on pp. 183–91  identify current areas of ill health that RR pp. 186 and 188; young people are of greatest prevalence among RA p. 195  individual factors young people  sociocultural factors  socioeconomic factors  environmental factors  developmental aspects that affect the pp. 192–4  examine how a range of factors may CI p. 191; PA p. 191; health of young people adversely affect the health of young RR pp. 190 and 191;  revising roles within relationships people and propose strategies to EA p. 195  clarifying self-identity and self-worth overcome these factors  developing self-sufficiency and autonomy  establishing education, training and employment pathways  establishing personal support structures  determining behavioural boundaries.  identify the relationship between CI p 194; EQ p. 195 successfully managing these developmental aspects and health  think critically about how young CI p. 194; EA p. 195 people’s priorities and values relate to their health by considering questions such as:  is health a priority for young people?

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia  what would young people view as the indicators of good health? To what extent do Australia’s young people enjoy good health? Students learn about: Students learn to:  the major health issues that impact on pp. 196–224  analyse TWO of the major health issues CI pp. 205 and 211; young people listed by examining: RA p. 225; EA p. 225;  mental health problems and illnesses  the nature and extent of the major EQ p. 225  alcohol consumption health issue  violence  the risk factors and protective  road safety factors  sexual health  the sociocultural, socioeconomic  body image and environmental determinants  other relevant/emerging health issues,  young people most at risk. eg gambling, cyber-bullying, party crashes, drink spiking. What skills and actions enable young people to attain better health? Students learn about: Students learn to:  skills in attaining better health pp. 226–35  analyse through meaningful and CI p. 236; PA pp. 231  building self concept realistic situations how the skills can and 234; RA p. 239;  developing connectedness and assist young people to enjoy good EA p. 239; EQ p. 239 support networks health  developing resilience and coping skills  developing health literacy skills  developing communication skills  accessing health services  becoming involved in community service  creating a sense of future  actions targeting health issues relevant to pp. 236–8  critically reflect on their own personal CI p. 236; PA pp. 229 young people health and health behaviours including and 231; EA p. 239  social action both positive and negative influences  legislation and public policy and indicate future courses of action for  health promotion initiatives. better health  evaluate a range of strategies that have CI pp. 227, 228 and been implemented by government and 237; RR pp. 229 and

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia non-government agencies that target 238; EA p. 239; EQ p. TWO major health issues impacting on 239 young people

Option 2: Sport and Physical Activity in Australian Society

Syllabus dot points Application and Syllabus dot points Application and Inquiry HSC (page Inquiry HSC (page reference) reference) How have meanings about sport and physical activity changed over time? Students learn about: Students learn to:  the beginnings of modern sport in 19th pp. 242–6  compare the nature of sport in the 19th CI pp. 244 and 246; century England and colonial Australia century with sport in today’s society. PA pp. 243, 247 and  links with manliness, patriotism and Consider questions such as: 248; RR pp. 243 and character  how have the meanings of amateur 247; RA p. 255; EA p.  the meaning of amateur and and professional sport changed ? 255; EQ p. 255 professional sport  how did the meanings of sport differ  women’s historical participation in sport for different social groups?  how did women’s and men’s sports participation differ and why?  sport as a commodity pp. 247–54  analyse the consequences for various CI pp. 250 and 252;  the development of professional sport sports as they have adopted a business RR pp. 250 and 254;  sport as big business focus. RA p. 255; EA p. 255; EQ p. 255  sponsorship, advertising and sport  the economics of hosting major sporting events  consequences for spectators and participants. What is the relationship between sport and national and cultural identity? Students learn about: Students learn to:  Australian sporting identity pp. 256–62  critically examine how sport has been RR pp. 258 and 259;  national and regional identity through used to promote an Australian national RA p. 267; EQ p. 267 sporting achievements and regional identity, eg Olympic  government funding, eg the Australian coverage, State of Origin Institute of Sport

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia  politics and sports  the meaning of physical activity and sport pp. 263–4  identify instances when Australia has CI p. 262; RR p. 262; to Indigenous Australians used sport for political purposes and EA p. 267; EQ p. 267  traditional activities and sports evaluate the impact of this on the  links between community and identity athletes and the Australian public, eg Moscow Olympics, apartheid boycotts  physical activity, sport and cultural identity pp. 264–6  investigate how physical activity and RR p. 264; RA p. 267;  the role of competition sport have influenced the lives and EA p. 267; EQ p. 267  links to cultural identity identity of Indigenous Australians  relationships to health  ways of thinking about the body.  research physical activities or sports to CI p. 265; PA p. 265; determine their cultural significance for RR p. 266; RA p. 267; particular groups. EQ p. 267 How does the mass media contribute to people’s understanding, values and beliefs about sport? Students learn about: Students learn to:  the relationship between sport and the pp. 268–70  think critically about the impact of the PA p. 270; RR p. 271; mass media mass media on sport by investigating RA p. 273; EA p. 273;  the representation of sport in the media questions such as: EQ p. 273  economic considerations of media  who benefits and in what ways? coverage and sport  how does the media influence our understanding of sporting events?  how have sports been changed to suit the needs of the media, eg uniforms, rule modifications, structure to accommodate advertising breaks  deconstructing media messages, images pp. 271–2  analyse the media’s role in giving CI p. 272; PA pp. 270 and amount of coverage meanings to sport by considering and 272; RA p. 273;  differences in coverage for different questions such as: EA p. 273; EQ p. 273 sports across various print and  how does the coverage given to electronic media particular sports reflect which sports  the emergence of extreme sports as are valued and which ones are not? entertainment, eg big wave surfing.  what metaphors are common in sport, eg football as ‘war’?  has the media pushed extreme

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia sports to take excessive risks? What are the relationships between sport and physical activity and gender? Students learn about: Students learn to:  sport as a traditionally male domain pp. 274–81  apply an understanding about the social CI pp. 281 and 282;  sport and the construction of masculinity construction of gender to explore the RR p. 281; RA p. 283; and femininity ways in which sport reinforces or EA p. 283; EQ p. 283  implications for participation challenges traditional narrow  sponsorship, policy and resourcing understandings of gender  the role of the media in constructing meanings around femininity and masculinity in sport  challenges to the male domain, eg women p. 282  critically analyse the participation rates CI p. 277; RA p. 283; in traditional male sports. of males and females in a range of EA p. 283; EQ p. 283 sports and offer explanations for differences. Consider how some forms of activity have come to be traditionally associated with each gender  examine the debate that surrounds the PA p. 282; EA p. 283; entry of women into traditional male EQ p. 283 sports, eg boxing, rugby. Compare this with the entry of men into traditional female sports, eg netball.

Option 3: Sports Medicine

Syllabus dot points Application and Syllabus dot points Application and Inquiry HSC (page Inquiry HSC (page reference) reference) How are sports injuries classified and managed? Students learn about: Students learn to:  ways to classify sports injuries pp. 286–90  identify specific examples of injuries PA p. 290; RA p. 299;  direct and indirect that reflect each of the classifications EA p. 299  soft and hard tissue  overuse  soft tissue injuries pp. 290–3  manage soft tissue injuries: CI p. 293; PA p. 293;

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia  tears, sprains, contusions  RICER (Rest, Ice, Compression, RR p. 293; RA p. 299;  skin abrasions, lacerations, blisters Elevation, Referral) EA p. 299; EQ p. 299  immediate treatment of skin injuries  inflammatory response  hard tissue injuries pp. 294–5  manage hard tissue injuries PA p. 296; RR p. 296;  fractures  assessment for medical attention EA p. 299; EQ p. 299  dislocation  immobilisation  assessment of injuries pp. 296–8  perform assessment procedures to PA p. 298; RR p. 298  TOTAPS (Talk, Observe, Touch, Active determine the nature and extent of and Passive movement, Skills test). injury in simulated scenarios. How does sports medicine address the demands of specific athletes? Students learn about: Students learn to:  children and young athletes pp. 300–4  analyse the implications of each of RR p. 304; EA p. 311;  medical conditions (asthma, diabetes, these considerations for the ways young EQ p. 311 epilepsy) people engage in sport and how each is  overuse injuries (stress fractures) managed  thermoregulation  appropriateness of resistance training  adult and aged athletes pp. 304–7  explain the sports participation options CI p. 307; RA p. 311;  heart conditions available for aged people with medical EQ p. 311  fractures/bone density conditions  flexibility/joint mobility  female athletes pp. 308–10  assess the degree to which iron RR p. 310; EQ p. 311  eating disorders deficiency and bone density affect  iron deficiency participation in sport.  bone density  pregnancy. What role do preventative actions play in enhancing the wellbeing of the athlete? Students learn about: Students learn to:  physical preparation pp. 312–18  analyse different sports in order to PA p. 318; RR p. 319;  pre-screening determine priority preventative RA p. 333; EA p. 333;  skill and technique strategies and how adequate EQ p. 333  physical fitness preparation may prevent injuries  warm up, stretching and cool down

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia  sports policy and the sports environment pp. 319–24  critically analyse sports policies, rules CI pp. 310 and 322;  rules of sports and activities and equipment to determine the degree PA p. 324; RR pp. 322  modified rules for children to which they promote safe and 324; RA p. 333; EQ p. 333  matching of opponents, eg growth and participation, eg heat rules, rugby union development, skill level scrum rules  use of protective equipment  safe grounds, equipment and facilities  environmental considerations pp. 325–30  evaluate strategies an athlete could CI p. 325; RR p. 330;  temperature regulation (convection, employ to support the body’s EQ p. 333 radiation, conduction, evaporation) temperature regulation mechanisms  climatic conditions (temperature, humidity, wind, rain, altitude, pollution)  guidelines for fluid intake  acclimatisation  taping and bandaging pp. 330–2  analyse the impact of climatic CI p. 330; PA p. 330;  preventative taping conditions on safe sports participation RR p. 330; EQ p. 333  taping for isolation of injury  bandaging for immediate treatment of injury.  demonstrate taping and bandaging PA p. 330; EA p. 333 techniques, including taping the ankle, wrist and thumb  evaluate the role taping plays in both RR p. 332; EQ p. 333 the prevention and treatment of injury. How is injury rehabilitation managed? Students learn about: Students learn to:  rehabilitation procedures pp. 334–9  examine and justify rehabilitation CI p. 339; PA pp. 337  progressive mobilisation procedures used for a range of specific and 339; RR p. 339;  graduated exercise (stretching, injuries, eg hamstring tear, shoulder RA p. 345; EQ p. 345 conditioning, total body fitness) dislocation  training  use of heat and cold  return to play pp. 340–3  research and evaluate skill and other PA p. 341; RA p. 345;  indicators of readiness for return to play physical tests that could be used to EA p. 345

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia (pain free, degree of mobility) indicate readiness to return to play  monitoring progress (pre-test and post- test)  psychological readiness  specific warm-up procedures  return to play policies and procedures  ethical considerations, eg pressure to participate, use of painkillers.  critically examine policies and CI p. 344; EA p. 345 procedures that regulate the timing of return to play, considering questions such as:  why aren’t such policies applied to all sports?  who should have ultimate responsibility for deciding if an athlete returns to competition?  should athletes be allowed to use painkillers in order to compete when injured?

Option 4: Improving Performance

Syllabus dot points Application and Syllabus dot points Application and Inquiry HSC (page Inquiry HSC (page reference) reference) How do athletes train for improved performance? Students learn about: Students learn to:  strength training pp. 348–57  analyse TWO of the training types by CI pp. 352, 360 and  resistance training, eg elastic, hydraulic drawing on current and reliable sources 372; PA pp. 356, 358,  weight training, eg plates, dumbbells of information to: 360, 364, 368, 371 and 372; RR pp. 357, 358,  isometric training  examine the types of training methods and how they best suit 365, 368 and 372; RA specific performance requirements p. 373; EA p. 373; EQ p. 373  design a training program

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia  describe how training adaptations can be measured and monitored  identify safe and potentially harmful training procedures.  aerobic training pp. 357–8  continuous/uniform  fartlek  long interval  anaerobic training (power and speed) pp. 359–65  developing power through resistance/weight training  plyometrics  short interval  flexibility training pp. 365–8  static  dynamic  ballistic  skill training pp. 368–71  drills practice  modified and small-sided games  games for specific outcomes, eg decision-making, tactical awareness. What are the planning considerations for improving performance? Students learn about: Students learn to:  initial planning considerations pp. 374–6  describe the specific considerations of CI p. 377; RA p. 389  performance and fitness needs planning for performance in (individual, team) events/competitions. How would this  schedule of events/competitions planning differ for elite athletes and  climate and season recreational/amateur participants?  planning a training year (periodisation) pp. 377–83  develop and justify a periodisation chart PA pp. 381 and 383  phases of competition (pre-season, in- of the fitness and skill-specific season and off-season phases) requirements of a particular sport.  subphases (macro and microcycles)  peaking

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia  tapering  sport-specific subphases (fitness components, skill requirements)  elements to be considered when designing pp. 384–6  examine different methods of CI p. 386; PA p. 385; a training session structuring training sessions EA p. 389  health and safety considerations  providing an overview of the session to athletes (goal-specific)  warm up and cool down  skill instruction and practice  conditioning  evaluation  planning to avoid overtraining pp. 386–8  design and implement a training PA p. 385; EA p. 389  amount and intensity of training session for a specific event. Evaluate  physiological considerations, eg the session by considering questions lethargy, injury such as:  psychological considerations, eg loss of  did the activities match the abilities of motivation. the group?  what was the reaction of the group?  how could the session be modified?  analyse overtraining by considering CI p. 388; PA p. 388; questions such as: RA p. 389; EQ p. 389  how much training is too much?  how do you identify an overtrained athlete?  what do you do if you identify an overtrained athlete?  how can overtraining be avoided? What ethical issues are related to improving performance? Students learn about: Students learn to:  use of drugs pp. 391–7  justify the reasons drugs are considered CI p. 395, RA p. 401;  the dangers of performance enhancing to be unethical and carry a range of EA p. 401; EQ p. 401 drug use, eg physical effects, loss of risks for the athlete reputation, sponsorship and income  for strength (human growth hormone,

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia anabolic steroids)  for aerobic performance (EPO)  to mask other drugs (diuretics, alcohol)  benefits and limitations of drug testing  use of technology pp. 398–400  argue issues related to drug testing RR p. 397; RA p. 401;  training innovation, eg lactate threshold such as: EQ p. 401 testing, biomechanical analysis  at what level of competition should  equipment advances, eg swimsuits, golf drug testing be introduced? ball.  which drugs should be tested for?  what are the pros and cons of drug testing?  what should be the consequences of drug use?  describe how technology has been PA p. 400; RR p. 400; used to improve performance EA p. 401; EQ p. 401  argue ethical issues related to CI p. 400; EQ p. 401 technology use in sport such as:  has technology gone too far?  has access to technology created unfair competition?

Option 5: Equity and Health

Syllabus dot points Application and Syllabus dot points Application and Inquiry HSC (page Inquiry HSC (page reference) reference) Why do inequities exist in the health of Australians? Students learn about: Students learn to:  factors that create health inequities pp. 405–10  identify how these factors contribute to CI p. 410; RR pp. 406, - daily living conditions the inequities experienced by different 409 and 410; RA p. - quality of early years of life population groups in Australia 411; EA p. 411; EQ p. 411 - access to services and transport - socioeconomic factors - social attributes, eg social exclusion,

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia discrimination - government policies and priorities, eg health, economic, social.  recognise the potential for populations CI p. 410; EA p. 411; to be exposed to multiple risk factors EQ p. 411 contributing to health inequities and the implications for managing the inequities. What inequities are experienced by population groups in Australia? Students learn about: Students learn to:  populations experiencing health inequities pp. 412–34  challenge generalisations about CI p. 421; PA p. 422 - Aboriginal and Torres Strait Islander populations experiencing health peoples inequities - homeless - people living with HIV/AIDS - incarcerated - aged - culturally and linguistically diverse backgrounds - unemployed - geographically remote populations - people with disabilities.  analyse the health inequities CI pp. 413, 418 and experienced by TWO of the population 421; RR pp. 421, 422, groups by: 424 and 434; RA p.  examining health data to 435; EA p. 435; EQ p. determine areas of inequity and the 435 degree to which the gap is reducing or increasing  analysing the impact of the health determinants  examining the media’s role in influencing social attitudes and public policy  evaluating government interventions. How may the gap in health status of populations be bridged?

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia Students learn about: Students learn to:  funding to improve health pp. 436–41  think critically about the issues that CI pp. 439 and 441;  funding for health influence health funding by considering PA p. 439; RR p. 441;  funding for specific populations questions such as: RA p. 449; EA p. 449; EQ p. 449  limited resources  does funding solve inequities?  will improving the health of all Australians reduce the gap?  should funding go where there is the greatest chance of success or to the area of greatest need? Is it possible to do both?  actions that improve health pp. 441–2  explain the nature of enabling, CI p. 443; EA p. 449  enabling (using knowledge and skills for mediating and advocating processes change) when working for sustainable  mediating (working for consensus) improvements for disadvantaged groups  advocating (speaking up for specific groups, their needs and concerns)  a social justice framework for addressing pp. 443–5  apply the social justice framework to the PA p. 445; RR p. 445; health inequities development of a plan to address the EA p. 449  empowering individuals in causal factors of an inequity disadvantaged circumstances  empowering disadvantaged communities  improving access to facilities and services  encouraging economic and cultural change  characteristics of effective health pp. 446–8  distinguish those characteristics that CI p. 448 promotion strategies contribute to the sustainability of health  working with the target group in program strategies design and implementation  ensuring cultural relevance and appropriateness  focusing on skills, education and prevention

PDHPE Application and Inquiry HSC ISBN 978 0 19 556610 9 © Oxford University Press Australia  supporting the whole population while directing extra resources to those in high risk groups  intersectoral collaboration.  analyse the characteristics of a specific RR p. 448; EA p. 449; health promotion strategy in order to EQ p. 449 predict its potential for success.